1. Chapter 127 Review Process Patrick Phillips and Pam Rolfe Maine Department of Education October 27, 2005

2. Chapter 127 General objectives of the rule: General objectives of the rule: Establishes instructional program requirements for elementary, middle, and secondary programs Establishes instructional program requirements for elementary, middle, and secondary programs Sets requirements for Local Assessment Systems Sets requirements for Local Assessment Systems Establishes diploma requirements for public schools of the state and private schools not accredited through NEASC Establishes diploma requirements for public schools of the state and private schools not accredited through NEASC Established cycle of review for MLR Established cycle of review for MLR

3. Chapter 127 Brief history of the rule: Brief history of the rule: Adopted most recently in 2002 after several years of review of MLR implementation Adopted most recently in 2002 after several years of review of MLR implementation Previous versions completed in 1991 and mid- 1980s as education reform initiatives began to reshape educational systems and accountability structures Previous versions completed in 1991 and mid- 1980s as education reform initiatives began to reshape educational systems and accountability structures Sections of the rule amended during the 1980s on school calendar, required courses of study, and non-public schools Sections of the rule amended during the 1980s on school calendar, required courses of study, and non-public schools

4. Chapter 127 The rule’s role in Learning Results implementation: The rule’s role in Learning Results implementation: Clarified how students and schools would be held accountable for achievement of the Learning Results Clarified how students and schools would be held accountable for achievement of the Learning Results Specified a framework of the technical requirements for Local Assessment Systems Specified a framework of the technical requirements for Local Assessment Systems Established timelines for completion of the LAS and for new diploma requirements based on the LAS Established timelines for completion of the LAS and for new diploma requirements based on the LAS

5. Chapter 127 Impact on local districts: Impact on local districts: Required heavy investment in building assessment literacy among teachers and administrators Required heavy investment in building assessment literacy among teachers and administrators Required significant redesign of local educational systems, curriculum, programs of study, PD programs, and data systems Required significant redesign of local educational systems, curriculum, programs of study, PD programs, and data systems The up side: deeper conversations about student work leading to improvement The up side: deeper conversations about student work leading to improvement The down side: capacity concerns The down side: capacity concerns

6. Chapter 127 Legislative Session 2005: Legislative Session 2005: Testimony from the positive side and negative heard by Education Committee Testimony from the positive side and negative heard by Education Committee Commissioner Gendron pledged mid-course adjustments to simplify, slow down, and support Commissioner Gendron pledged mid-course adjustments to simplify, slow down, and support Modification made in LD 1424 that slowed down timeline for MLR diploma requirement Modification made in LD 1424 that slowed down timeline for MLR diploma requirement Introduced LR Endorsement and modified diploma process for special ed. students Introduced LR Endorsement and modified diploma process for special ed. students

7. Chapter 127 Task for review of 127: Task for review of 127: Update the rule to be consistent with statute (define aspects of the LR Endorsement, clarify PET process guidelines for diploma decisions, etc.) Update the rule to be consistent with statute (define aspects of the LR Endorsement, clarify PET process guidelines for diploma decisions, etc.) Add new language in areas not covered by LD 1424: update standards for LAS, define role of MEA/SAT as external reference for LAS, etc. Add new language in areas not covered by LD 1424: update standards for LAS, define role of MEA/SAT as external reference for LAS, etc. Incorporate recommendations from broad input Incorporate recommendations from broad input

8. Chapter 127 Review Process Consensus-based process to ensure stakeholder input and agreement Consensus-based process to ensure stakeholder input and agreement Two full days in early November (1 st and 8 th ) Two full days in early November (1 st and 8 th ) Broad involvement of policy committees, association reps, practitioners, and DOE Broad involvement of policy committees, association reps, practitioners, and DOE Focus process on six areas of critical concern, not address every aspect of the rule Focus process on six areas of critical concern, not address every aspect of the rule Process will result in rule language that will then undergo public comment Process will result in rule language that will then undergo public comment To Education Committee in January To Education Committee in January

9. Chapter 127 Review Topics Revisions to the Local Assessment System Revisions to the Local Assessment System District Validation and Assistance Process District Validation and Assistance Process Role of MEA/SAT as External Reference for LAS Role of MEA/SAT as External Reference for LAS High School Course of Study (Core Curriculum) High School Course of Study (Core Curriculum) The Learning Results Endorsement The Learning Results Endorsement Diploma Decisions for Special Ed. Students Diploma Decisions for Special Ed. Students

10. Revisions to the Local Assessment System Balancing the integrity of the LAS while relieving some of the time and resource issues Balancing the integrity of the LAS while relieving some of the time and resource issues Defining the role of school level data Defining the role of school level data Considering validity and reliability as aspects of a broader set of quality standards Considering validity and reliability as aspects of a broader set of quality standards Re-examining the role of the Guiding Principles Re-examining the role of the Guiding Principles

11. District Validation and Assistance Process Connection to quality standards for Learning Results implementation that will be developed in Chapter 125 Connection to quality standards for Learning Results implementation that will be developed in Chapter 125 Clarifying if validation will be required prior to awarding LR Endorsements Clarifying if validation will be required prior to awarding LR Endorsements Defining the basis on which the Department will provide technical assistance to SAUs Defining the basis on which the Department will provide technical assistance to SAUs Defining the timeline in which the validation process will take place Defining the timeline in which the validation process will take place

12. Role of MEA/SAT as External Reference for LAS Clarifying the Commissioner’s role in defining the range of acceptable variance from MEA or SAT results Clarifying the Commissioner’s role in defining the range of acceptable variance from MEA or SAT results Defining how frequently such comparability checks would be conducted, upon how many years of data, and with what consequences Defining how frequently such comparability checks would be conducted, upon how many years of data, and with what consequences The district’s responsibility for reporting LAS results to the State The district’s responsibility for reporting LAS results to the State

13. High School Course of Study (Core Curriculum) Defining a “core curriculum” to ensure that every student will have the opportunity to learn, practice, and demonstrate achievement of a rigorous set of standards Defining a “core curriculum” to ensure that every student will have the opportunity to learn, practice, and demonstrate achievement of a rigorous set of standards Will the “core curriculum” be defined by courses or by some other way of defining educational experiences? If so, how to document? Will the “core curriculum” be defined by courses or by some other way of defining educational experiences? If so, how to document? What will be the relationship between the credit in areas defined as the core curriculum and the LAS as the basis for awarding a high school diploma? What will be the relationship between the credit in areas defined as the core curriculum and the LAS as the basis for awarding a high school diploma?

14. The Learning Results Endorsement Single endorsement for all the subjects currently required by the State, or multiple endorsements to reflect a student’s strengths and weaknesses? Single endorsement for all the subjects currently required by the State, or multiple endorsements to reflect a student’s strengths and weaknesses? How will the annual targets for the percentage of credit-based vs. LR Endorsements be established? How will the annual targets for the percentage of credit-based vs. LR Endorsements be established? How will the State define a range of acceptable variance from the targets? How will the State define a range of acceptable variance from the targets?

15. Diploma Decisions for Special Ed. Students Now that special education students may earn a diploma defined by the PET, what procedural steps must be considered to ensure that every student is given fair chance to meet Maine’s Learning Results? Now that special education students may earn a diploma defined by the PET, what procedural steps must be considered to ensure that every student is given fair chance to meet Maine’s Learning Results? How will 127 relate to other special education regulations How will 127 relate to other special education regulations When must decisions be reached in a student’s high school career? When must decisions be reached in a student’s high school career?

16. Maine’s Accountability System Chapter 125 + Chapter 127 + NCLB = Maine’s Accountability System Chapter 125 + Chapter 127 + NCLB = Maine’s Accountability System Chapter 127 focuses on how we will hold students accountable and by what means (LAS) Chapter 127 focuses on how we will hold students accountable and by what means (LAS) Chapter 125 defines how the State holds districts and schools accountable for inputs Chapter 125 defines how the State holds districts and schools accountable for inputs NCLB holds State, schools, and districts accountable for achievement results NCLB holds State, schools, and districts accountable for achievement results

17. Key Policy Questions for the Next Phase of Implementation How can we ensure that State developed systems of accountability move us toward greater equity of student achievement across regions and groups? How can we ensure that State developed systems of accountability move us toward greater equity of student achievement across regions and groups? How can we ensure that districts receive needed support for LR implementation? How can we ensure that districts receive needed support for LR implementation? How can we foster maximum innovation and ownership at the local level? How can we foster maximum innovation and ownership at the local level? How do we balance urgency while paying attention to real capacity issues? How do we balance urgency while paying attention to real capacity issues?

18. Contact Information Patrick R. Phillips (patrick.phillips@maine.gov) Patrick R. Phillips (patrick.phillips@maine.gov)patrick.phillips@maine.gov Pam Rolfe (pam.rolfe@maine.gov) Pam Rolfe (pam.rolfe@maine.gov)pam.rolfe@maine.gov