Refining Our Vision
for Maine’s
Secondary Education
October 25, 2007
Presentation by:
Susan A. Gendron
Commissioner of Education
Today’s Purpose
Active collaboration of
business, education, non-profit,
community organizations, parents,
and students sharing a vision for
learning in Maine for
the 21st Century
Lessons Learned
Common Core
Maine Learning Results 1996, 2007
Key Conditions
Fullan and Change
Assessments for Learning
Beginning Our
Destination: The Future of Our State
All students are prepared for the
21st century including postsecondary
education, careers, and citizenship
21st century learning and skills are
the design specifications for all
education: PreK-20/Adult
for Maine’s Vitality
 Economic
– An active participant in
the global economy
 Civic
– Every citizen actively
engaged in their community
 Cultural
– All Maine’s citizens
benefit from a quality of life that
sustains the unique characteristics
of this State.
Leading to…
Thriving and vibrant
communities organized for
the challenges of today and
tomorrow in Maine
Will our students be ready?
Skills for the 21st Century
Our Guiding Principles
Students for the
21st Century are:
a) Clear and effective communicators,
b) Self-directed and lifelong learners,
c) Creative and practical problem solvers,
d) Responsible and involved citizens, and
e) Integrative and informed thinkers.
21st Century Teachers
Use 21st century information,
communication, technology skills, and
resources to pursue personal and professional
Work collaboratively to inquire, think critically,
make informed decisions, and create new
Learning How to Think
and Learn for a Lifetime
Critical Thinkers
Problem Solvers
Effective Communicators
Different Pathways for
Different Students
The Guiding Principles
Pathways address the Guiding
Principles of Maine’s Learning Results
and prepare learners for success in
careers, life-long learning, and
Different Pathways for
Different Students
Multiple Intelligences
Learners possess different
intelligences or ways of learning.
 Personalized
pathways that learners
may achieve the diploma requirements
through a variety of contexts.
Different Pathways for
Different Students
Personalized pathways are followed
by learners to accomplish State
educational standards while meeting
individual learning plan goals based
on student intelligences (ways of
learning) and needs.
Pathways that incorporate:
Preparation for success in the world of
Appreciation of visual and performing
Citizenship and community service,
Intra and Inter-Personal communication,
Manipulation of numbers and functions,
Proficiency in written and spoken
Science and technology concepts, and
Social history and structure.
A License to Enhance
All students have an
equitable opportunity and
the support to achieve
21st Century knowledge,
skills and expertise to
succeed in work and life.
School in Maine
Where every student
is educated and prepared
for the future
Career and Education
Every student, every content area,
every grade span:
 Interpersonal
 Goal
 Decision-Making
Educational Planning
for All Students
 Beginning
 Use
at grade 6
of statewide template
 Students
develop an educational
plan to transition from middle
school to high school and to
postsecondary placement
When Students Leave Formal
Secondary Education
Students exit with a body of
evidence that includes:
postsecondary transition plan
 Examples of student work and skill
 Job/college search materials
 Completion of a college application
 Academic and co-curricula achievement
Information, Media, and
Technology Skills
Students and educators use
technology to learn content
and skills so that they know
how to learn, think critically,
solve problems, use
information, communicate,
innovate, and collaborate
Every student proficient
different and unique ways
Parameters for Graduation
proficiency in the 8 content areas of
the Maine Learning Results
achievement of proficiency will be
demonstrated by:
» Maine High School Assessment System (MHSA)
» “Collection” of State required assessments for
» Local assessments
All Students
Maine High School Assessment
 Math
 Reading
 Writing
 Accuplacer
MHSA Supplement
 Science
 Math Augmentation
English Language Arts
proficiency may be demonstrated
through assessments within and
through other content areas
A research paper in science or a public
policy paper in social studies might offer a
student the opportunity to demonstrate
proficiency in writing, speaking, research,
language, and/or media
The understanding and application of
mathematics, sometimes referred to
quantitative literacy or numeracy is
central to the understanding and
appreciation of nature, citizenship,
the economy and the Science
Technology Engineering and Math
(STEM) careers.
Mathematics Content
A web-based, adaptive test
measuring arithmetic competence
(from the “number” standard of the
MLRs including earlier grade levels.
A web-based adaptive test
measuring the Algebra content of the
MLR (including content usually
associated with Algebra II)
Mathematics Content
A Data Project measuring the MLR
expectations of that standard and
applied in the context(s) of other
disciplines, i.e., Science, Social
Studies, Health, etc.
A demonstration of broad
mathematical understanding from
either the PSAT or SAT
Science and Technology
Knowledge and skills related to
science and technology are a
critical part of ensuring that
students are prepared for college,
Science Technology Engineering
and Math (STEM) related
careers, and citizenship.
Science and Technology
Accountability Components
 Test
of Core Content and Skills for
Physical Science *
 Scientific
Investigation OR
Technological Design Project
*A score of XXX or higher on the science portion
of the MHSA would satisfy this requirement.
Social Studies
Graduation Requirement
A Public Policy Assessment
Public Policy Assessment
The Public Policy Assessment has
the unique power to engage
students in meaningful work that is
authentic to engaged, informed
Public Policy Assessment
The components of the
assessment should include:
1. The research process,
2. A written product, and
3. A demonstration
Health Education, Physical
Education and Wellness
4-Year Wellness Portfolio
Wellness Portfolio
for High School Graduation
The Wellness Portfolio provides
students with the opportunity to be
actively engaged in meaningful
learning, self discovery, and
application of health strategies in
order to be healthy individuals,
higher achievers, and better able to
contribute to the health of their
family and community.
Wellness Portfolio
for High School Graduation
Components of the Wellness Portfolio
Web-based Assessment for core content and
Individual Wellness Portfolio – Independent
work in years student is not participating in
a Health Education or Physical Education
Visual and Performing Arts
The Visual and Performing Arts Standards
outline a comprehensive pathway to
enable every high school graduate to
exhibit proficiency in one or more of the
visual and performing arts disciplines.
The Visual and Performing Arts includes
dance, music, theatre, and visual arts.
Visual and Performing Arts
Content Assessment
To achieve proficiency in an arts discipline, the
assessment would consist of a portfolio
A statewide rubric developed for the portfolio
The portfolio would assess the
visual and performing arts
Knowledge and skills in a language other
than English and its associated culture are
critical components for communicating
successfully in the 21st century.
Achievement of these will ensure that
Maine students are prepared for
postsecondary education, careers, and
citizenship in an increasingly
interdependent global society.
World Language
Content Assessment
In preparation for life and work in the 21st century
Communication: It is essential that students
demonstrate their ability to produce
language and to comprehend and respond to
language presented in authentic, familiar
Cultures: It is essential that students
demonstrate their ability to understand and
to compare another culture with their own,
including cultural products, practices and
World Language
Content Assessment
Assessment Components for Modern
Oral Assessment Prompt (same for all
Written Assessment Prompt (same for all
languages, excluding American Sign Language)
Interpretive Response to one or more forms of
media (unique to each language)
Assessment Components for Classical
Interpretive Response to a written text
World Language
Content Assessment
Required level of proficiency
Intermediate Low Proficiency Level as
defined by the ACTFL (American Council
on the Teaching of Foreign Languages)
Proficiency Guidelines, ACTFL K-12
Performance Guidelines, and the national
Standards for Classical Language
High School State “Collection”
All Students demonstrate:
Career and Education Development
Interpersonal Skills, Goal Setting, Decision-Making to
be embedded in 7 content areas:
 Competencies in Reading, Writing, Listening and
Speaking, Inquiry/Research, Technology
Health Education and Physical Education
 Wellness portfolio
 Web based assessment
 Web based assessment in number and algebra
 Data Analysis in context of other content areas
High School State “Collection”
Interpersonal Skills, Goal Setting, Decision-making
to be embedded in 7 content areas:
 Inquiry or Technological Design project
 Physical Science Assessment
Social Studies
 Public Policy Assessment
Visual and Performing Arts
 Portfolio in one discipline of the Arts
World Languages
 Oral/and Written Assessment and interpretation of
text/or media in a language other than English
A Place Called School
Personal Learning Plan
Every student has a personal learning
plan that targets individual and common
learning goals that will, throughout his or
her school career, lead toward Maine’s
Guiding Principles and the goals are built
around Maine’s Learning Results content
standards following a timeline for
learning that is individualized.
A process which allows students to
reach the goals identified in their
personal learning plan, allowing credit
for applied learning
Instructional personnel
teams of teachers at all levels
(separate classrooms and within a
every teacher has sufficient time
and resources to learn, to plan, and
to confer with individual students,
colleagues, and families
 Assessment of progress
 the process of learning and the assessment of
progress be based on multiple measures, formative
and summative, of varying types (large-scale,
exhibitions, etc.)
 no grade averaging in a standards based system
 Resources
 after-school programs
 maximize technology available for every student and
educator and its use
 professional learning communities
 professional development
 rubrics to establish shared expectations
 ongoing connections between parents and school
 Time
governs the allocation of
time, space, facilities, and
consider changes in schedule for
annual school year to allow
extended learning throughout the
year rather than only in the
can be individualized
Means of achieving pathway
include traditional and
laboratories, career and
technical education centers,
adult education facilities,
technology, business,
community, and global
Career and Technical
Provides students with the
opportunity to:
 Attain
technical knowledge and skills
necessary to be prepared to enter the
workforce and/or postsecondary
 For credit bearing articulation to
postsecondary pathways
 For professional state and national
certification/licensure in technical fields
Career and Technical Education
Career and Technical Education will be considered as
one of the multiple options students have for
demonstrating they have met the Maine Learning
School systems, in the state required assessment
plan, will include options for CTE students to
demonstrate achievement of appropriate Maine
Learning Results standards
CTE instruction will be considered as one pathway for
students to receive the instruction to meet
performance indicators
In assessment plans, High School and CTE teachers
will meet, negotiate, and determine which
performance indicators are met within their respective
Reaching and Stretching
Placement (AP) Courses
International Baccalaureate Program
Career and Technical Skills
 Assessment/Certification/State
Credit Bearing Courses
 Academic
 Technical Skills
Schools where….
Intellectual coherence is clear
Students grow intellectually each year
Students are engaged in their learning
Students can apply their learning in
new situations
The expectations are clear and known
by all.
Program of Study/Syllabus
clear guidelines on curricular and
resource requirements that must be in place for
secondary courses
Analyze and adapt existing courses to focus
upon critical knowledge and skills
Create resources in existing and new courses
that emphasize the habits of mind necessary for
21st century skills
Courses use as their common reference point
the knowledge and skills articulated in the Maine
Learning Results
Quality assurances through professional
development and an external review process
Framework for Success
This 21st Century Learning Initiative
and Partnership will help us connect
and align every education program
with results that matter --attainment of Maine’s Learning
Results with proficiency in 21st
century skills.
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Refining Our Vision for Maine’s Secondary Education