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Refining Our Vision for Maines Secondary Education


Commissioner of Education. Today's Purpose. Active collaboration of. business, education, non-profit, community organizations, parents, and students ... – PowerPoint PPT presentation

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Title: Refining Our Vision for Maines Secondary Education

Refining Our Vision for Maines Secondary
  • October 25, 2007
  • Presentation by
  • Susan A. Gendron
  • Commissioner of Education

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Todays 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 Journey
  • Destination The Future of Our State
  • All students are prepared for the 21st century
    including postsecondary education, careers, and
  • 21st century learning and skills are the design
    specifications for all education PreK-20/Adult

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Blueprint for Maines Vitality
  • Economic An active participant in the global
  • Civic Every citizen actively engaged in their
  • Cultural All Maines 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 growth.
  • Work collaboratively to inquire, think
    critically, make informed decisions, and create
    new knowledge.

Learning How to Think and Learn for a Lifetime
  • Innovators
  • Critical Thinkers
  • Problem Solvers
  • Effective Communicators

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Different Pathways for Different Students
  • The Guiding Principles
  • Pathways address the Guiding Principles of
    Maines 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

Different Pathways for Different Students
  • Personalize/Customized
  • 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

Pathways that incorporate
  • Preparation for success in the world of work,
  • Appreciation of visual and performing media,
  • Citizenship and community service,
  • Intra and Inter-Personal communication,
  • Manipulation of numbers and functions,
  • Proficiency in written and spoken communication,
  • Science and technology concepts, and
  • Social history and structure.

A License to Enhance Learning
  • 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 Development
  • Every student, every content area, every grade
  • Interpersonal Skills
  • Goal Setting
  • Decision-Making

Educational Planning for All Students
  • Beginning at grade 6
  • Use 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
  • A postsecondary transition plan
  • Examples of student work and skill attainment
  • 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

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  • Every student proficient
  • in
  • different and unique ways

Parameters for Graduation
  • Achieve proficiency in the 8 content areas of the
    Maine Learning Results
  • Student 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 (MHSA)
  • SAT
  • Math
  • Reading
  • Writing
  • Accuplacer (optional)
  • MHSA Supplement
  • Science
  • Math Augmentation

English Language Arts proficiency may be
demonstrated through assessments within and
through other content areas
  • Example
  • 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

  • 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 Assessment
  • 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 Assessment
  • 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
  • Scientific Investigation OR Technological Design
  • A score of XXX or higher on the science portion
  • of the MHSA would satisfy this requirement.

Social StudiesGraduation RequirementA 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 citizenship.
Public Policy Assessment
  • The components of the assessment should include
  • The research process,
  • A written product, and
  • 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

Wellness Portfolio for High School Graduation
  • Components of the Wellness Portfolio
  • Web-based Assessment for core content and skills
  • Individual Wellness Portfolio Independent
  • work in years student is not participating in a
    Health Education or Physical Education Course

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
  • 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
  • components

World Languages
  • 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
  • Communication It is essential that students
    demonstrate their ability to produce language and
    to comprehend and respond to language presented
    in authentic, familiar contexts.
  • Cultures It is essential that students
    demonstrate their ability to understand and to
    compare another culture with their own, including
    cultural products, practices and perspectives.

World Language Content Assessment
  • Assessment Components for Modern Languages
  • Oral Assessment Prompt (same for all languages)
  • 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 Languages
  • 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 Learning

High School State Collection
  • All Students demonstrate
  • Career and Education Development
  • Interpersonal Skills, Goal Setting,
    Decision-Making to be embedded in 7 content
  • ELA
  • Competencies in Reading, Writing, Listening and
    Speaking, Inquiry/Research, Technology
  • Health Education and Physical Education
  • Wellness portfolio
  • Web based assessment
  • Math
  • Web based assessment in number and algebra
  • Data Analysis in context of other content areas

High School State Collection(continued)
  • Interpersonal Skills, Goal Setting,
    Decision-making to be embedded in 7 content
  • Science
  • 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

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A Place Called School Where
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 Maines Guiding Principles and the goals
    are built around Maines 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 classroom)
  • 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
  • Learning governs the allocation of time, space,
    facilities, and services
  • consider changes in schedule for annual school
    year to allow extended learning throughout the
    year rather than only in the summer
  • Timelines can be individualized

  • Means of achieving pathway include traditional
  • non-traditional classrooms/settings,
    laboratories, career and technical education
    centers, adult education facilities, technology,
    business, community, and global resources.

Career and Technical Education
  • Provides students with the opportunity to
  • Attain technical knowledge and skills necessary
    to be prepared to enter the workforce and/or
    postsecondary placement
  • For credit bearing articulation to postsecondary
  • 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 programs/classes

Reaching and Stretching
  • Advanced Placement (AP) Courses
  • International Baccalaureate Program
  • Career and Technical Skills
  • Assessment/Certification/State Licensure
  • College Credit Bearing Courses
  • Academic Areas
  • 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
  • The expectations are clear and known by all.

Program of Study/Syllabus
  • Provide 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 Maines Learning Results with
    proficiency in 21st century skills.

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