Mid-Course Adjustments in Learning Results Implementation CAEA Summer Conference Patrick R. Phillips, Deputy Commissioner August 15, 2005

LD 1424  Bill passed by the Maine Legislature  “An Act to Simplify the Implementation of Maine’s Learning Results”  Sets the stage for immediate actions and longer-term changes to Chapters 125 and 127

Goals to Sustain our Vision  Sustaining the original purpose of MLR: All students should aspire to high levels of learning Achievement should be assessed in a variety of ways Completion of public school should have common meaning throughout the State

Goals to Sustain the Vision  Maintaining current timelines in curriculum implementation All curriculum and instruction, including Visual & Performing Arts, Modern & Classical Languages, and Career Preparation  Insuring access to a diploma for all students  Modification of the Local Assessment System  Broadening the focus to include all components of the system to insure attainment of the original purpose

Students with Disabilities  Must work towards achievement of the content standards of the system of MLRs  Exceptional students who successfully meet the standards as specified in their IEP may be awarded a diploma

State Assessment Program  MEA The reading and mathematics tests in grades 3-8 will be based on a common subset of performance indicators Grade 4 and 8 tests will include science; 5 and 8 will include writing Will align with the requirements of NCLB and be used for AYP purposes Permits the Commissioner to provide for an alternative measure for students at grade 11

Graduation decisions  Establishes Learning Results endorsement Beginning in , districts may begin using the Learning Results Endorsement to signify achievement of the standards of the system of learning results based upon the local assessment system on the timeline outlined in statute. Must report percentage of Learning Results Endorsements and credit diplomas

Graduation decisions  Beginning in Commissioner will establish annual targets for the percentage of Learning Results Endorsements SAUs will reports annually to DOE  SAUs must award percentage of diplomas with Learning Results Endorsements  Add Science & Technology, Social Studies, Physical Education and Health  All 8 content areas

District Review Process  Commissioner shall conduct a comprehensive review of each SAU’s:  Comprehensive Education Plan Key components related to Learning Results implementation Aligned with the Learning Results Focused on the learning of all students Oriented toward continuous improvement  Local Assessment System

SAU Review Process  Self-assessment tool to be disseminated to SAUs in mid-August  Process of SAU visits to begin in October  Focus will be on self-assessment based on available evidence; formative process  Teams will be made up of four people, two DOE and two from local districts as well as other professional development organizations  Pilot process in September to test tool and visitation process  Extensive training of teams a must!

State Report  State Validation Will be based on Quality Standards to be defined in the revised Chapter 125 Commissioner to establish rules to implement this section by January 31, 2006  Commissioner shall report annually to the Education Committee on the status of the implementation Opportunities to learn Local Assessment System Curriculum alignment  The report must be a comparative analysis

Statute changes require a rewrite of Chapters 125 & 127  Review to begin right away  DOE will seek wide input  APA process will require a public hearing in the fall  Both rules are major substantive and will thus require Education Committee review and adoption by the Legislature  Final rule adoption will occur after the Second Session

Chapter 125  Chapter 125 Quality Standards to be defined for ALL components of the system Validation process to be defined Technical assistance to be defined  Student Achievement  Components of the system

Chapter 127 Revision  Learning Results Endorsement defined Timelines Decreasing % of credit diplomas  Diploma requirements IEP provides for modifications Core Curriculum must still be aligned  Local Assessment System “certification set” limited to ELA and Math in grades K-8 Define purposes and uses of “school” level data Clarify fundamental purposes for validity, reliability, and linking these purposes to overall quality standards

Chapter 127 Revision  Language to revise the Local Assessment System District level certification will provide greater flexibility MEA must be used to help with comparability MEA role in LAS defined Reduced number of assessments Level of reporting to be modified, student, school and district

Local Assessment System Guidance The LAS Guide and Considering Consistency will be modified to reflect the new changes in statute and Chapter 127

Local Decisions on the Class of 2008  Self-Assessment – Quality Standards Do all components of the system meet the Quality Standards?  Aligned curriculum  Opportunities to learn have been provided for all students  Local Assessment System (fair, multiple measures, reliable, valid)  Validation by DOE

Other DOE Activities  PK-16 report  Continued emphasis on high school and middle level reform  Education, Technology, and the Future of Maine’s Economy report  Career and Technical Education strategic plan implementation  Task Force on Teacher Workload report  Gender Equity Task Force report

Summit on Learning Results Implementation  June at MBNA Northport  95 people (LRSC, PAC, TAC, teachers, curriculum coordinators, superintendents, principals, DOE, university staff, non-profit service providers, and state and local policymakers)  Two-day process focused on learning from the past 15 years of experience and identifying drivers and barriers for the next phase

Summit on Learning Results Implementation: Themes  Need for clear, targeted, immediate actions  Must address teacher work day to support collaborative inquiry  Clear need for increased public awareness and support for reform  Distributed leadership key to system improvement  Alternatives must be made available for all types of learners

Summit on Learning Results Implementation: Next Steps  Synthesize recommendations  Use as basis for revised MLR plan for implementation  Include considerations in District Review Process  Disseminate to SAUs  Use in ongoing basis for Learning Results Steering Committee, PAC and TAC

The Next Phase  All students means all SAUs  Demands a stronger role for DOE to both provide support and insure accountability  Focus on standards, equity, and accountability must not hinder innovation, risk taking, and personalized learning  Time for bold actions to engage all learners

Contact Information  Patrick Phillips, Deputy Commissioner  Local Assessment System  SAU Review Process  Maine Educational Assessment