Chapter 127 Review Chapter 127 Review ProcessProcess

Patrick Phillips and Pam RolfePatrick Phillips and Pam Rolfe

Maine Department of Maine Department of EducationEducation

October 27, 2005October 27, 2005

Chapter 127Chapter 127

General objectives of the rule:General objectives of the rule: Establishes instructional program Establishes instructional program

requirements for elementary, middle, requirements for elementary, middle, and secondary programsand secondary programs

Sets requirements for Local Assessment Sets requirements for Local Assessment SystemsSystems

Establishes diploma requirements for Establishes diploma requirements for public schools of the state and private public schools of the state and private schools not accredited through NEASCschools not accredited through NEASC

Established cycle of review for MLREstablished cycle of review for MLR

Chapter 127Chapter 127

Brief history of the ruleBrief history of the rule:: Adopted most recently in 2002 after Adopted most recently in 2002 after

several years of review of MLR several years of review of MLR implementationimplementation

Previous versions completed in 1991 and Previous versions completed in 1991 and mid-1980s as education reform initiatives mid-1980s as education reform initiatives began to reshape educational systems began to reshape educational systems and accountability structuresand accountability structures

Sections of the rule amended during the Sections of the rule amended during the 1980s on school calendar, required 1980s on school calendar, required courses of study, and non-public schoolscourses of study, and non-public schools

Chapter 127Chapter 127

The rule’s role in The rule’s role in Learning ResultsLearning Results implementation:implementation: Clarified how students and schools would Clarified how students and schools would

be held accountable for achievement of be held accountable for achievement of the the Learning ResultsLearning Results

Specified a framework of the technical Specified a framework of the technical requirements for Local Assessment requirements for Local Assessment SystemsSystems

Established timelines for completion of Established timelines for completion of the LAS and for new diploma the LAS and for new diploma requirements based on the LASrequirements based on the LAS

Chapter 127Chapter 127

Impact on local districts:Impact on local districts: Required heavy investment in building Required heavy investment in building

assessment literacy among teachers and assessment literacy among teachers and administratorsadministrators

Required significant redesign of local Required significant redesign of local educational systems, curriculum, educational systems, curriculum, programs of study, PD programs, and programs of study, PD programs, and data systemsdata systems

The up side: deeper conversations about The up side: deeper conversations about student work leading to improvementstudent work leading to improvement

The down side: capacity concerns The down side: capacity concerns

Chapter 127Chapter 127

Legislative Session 2005:Legislative Session 2005: Testimony from the positive side and Testimony from the positive side and

negative heard by Education Committeenegative heard by Education Committee Commissioner Gendron pledged mid-Commissioner Gendron pledged mid-

course adjustments to simplify, slow course adjustments to simplify, slow down, and supportdown, and support

Modification made in LD 1424 that slowed Modification made in LD 1424 that slowed down timeline for MLR diploma down timeline for MLR diploma requirementrequirement

Introduced LR Endorsement and modified Introduced LR Endorsement and modified diploma process for special ed. studentsdiploma process for special ed. students

Chapter 127Chapter 127

Task for review of 127:Task for review of 127: Update the rule to be consistent with Update the rule to be consistent with

statute (define aspects of the LR statute (define aspects of the LR Endorsement, clarify PET process Endorsement, clarify PET process guidelines for diploma decisions, etc.)guidelines for diploma decisions, etc.)

Add new language in areas not covered Add new language in areas not covered by LD 1424: update standards for LAS, by LD 1424: update standards for LAS, define role of MEA/SAT as external define role of MEA/SAT as external reference for LAS, etc.reference for LAS, etc.

Incorporate recommendations from Incorporate recommendations from broad inputbroad input

Chapter 127 Review ProcessChapter 127 Review Process

Consensus-based process to ensure Consensus-based process to ensure stakeholder input and agreementstakeholder input and agreement Two full days in early November (1Two full days in early November (1stst and and

88thth)) Broad involvement of policy committees, Broad involvement of policy committees,

association reps, practitioners, and DOEassociation reps, practitioners, and DOE Focus process on six areas of critical Focus process on six areas of critical

concern, not address every aspect of the concern, not address every aspect of the rulerule

Process will result in rule language that Process will result in rule language that will then undergo public commentwill then undergo public comment

To Education Committee in JanuaryTo Education Committee in January

Chapter 127 Review TopicsChapter 127 Review Topics

Revisions to the Local Assessment Revisions to the Local Assessment SystemSystem

District Validation and Assistance ProcessDistrict Validation and Assistance Process Role of MEA/SAT as External Reference Role of MEA/SAT as External Reference

for LASfor LAS High School Course of Study (Core High School Course of Study (Core

Curriculum)Curriculum) The The Learning ResultsLearning Results Endorsement Endorsement Diploma Decisions for Special Ed. Diploma Decisions for Special Ed.

StudentsStudents

Revisions to the Local Revisions to the Local Assessment SystemAssessment System

Balancing the integrity of the LAS Balancing the integrity of the LAS while relieving some of the time and while relieving some of the time and resource issuesresource issues

Defining the role of school level dataDefining the role of school level data Considering validity and reliability as Considering validity and reliability as

aspects of a broader set of quality aspects of a broader set of quality standardsstandards

Re-examining the role of the Guiding Re-examining the role of the Guiding Principles Principles

District Validation and District Validation and Assistance ProcessAssistance Process

Connection to quality standards for Connection to quality standards for Learning ResultsLearning Results implementation that implementation that will be developed in Chapter 125will be developed in Chapter 125

Clarifying if validation will be required Clarifying if validation will be required prior to awarding LR Endorsementsprior to awarding LR Endorsements

Defining the basis on which the Defining the basis on which the Department will provide technical Department will provide technical assistance to SAUsassistance to SAUs

Defining the timeline in which the Defining the timeline in which the validation process will take place validation process will take place

Role of MEA/SAT as External Role of MEA/SAT as External Reference for LASReference for LAS

Clarifying the Commissioner’s role in Clarifying the Commissioner’s role in defining the range of acceptable defining the range of acceptable variance from MEA or SAT resultsvariance from MEA or SAT results

Defining how frequently such Defining how frequently such comparability checks would be comparability checks would be conducted, upon how many years of conducted, upon how many years of data, and with what consequences data, and with what consequences

The district’s responsibility for The district’s responsibility for reporting LAS results to the Statereporting LAS results to the State

High School Course of Study High School Course of Study (Core Curriculum)(Core Curriculum)

Defining a “core curriculum” to ensure that Defining a “core curriculum” to ensure that every every student will have the opportunity to student will have the opportunity to learn, practice, and demonstrate learn, practice, and demonstrate achievement of a rigorous set of standardsachievement of a rigorous set of standards

Will the “core curriculum” be defined by Will the “core curriculum” be defined by courses or by some other way of defining courses or by some other way of defining educational experiences? If so, how to educational experiences? If so, how to document?document?

What will be the relationship between the What will be the relationship between the credit in areas defined as the core curriculum credit in areas defined as the core curriculum and the LAS as the basis for awarding a high and the LAS as the basis for awarding a high school diploma?school diploma?

The The Learning ResultsLearning Results EndorsementEndorsement

Single endorsement for all the subjects Single endorsement for all the subjects currently required by the State, or currently required by the State, or multiple endorsements to reflect a multiple endorsements to reflect a student’s strengths and weaknesses?student’s strengths and weaknesses?

How will the annual targets for the How will the annual targets for the percentage of credit-based vs. LR percentage of credit-based vs. LR Endorsements be established?Endorsements be established?

How will the State define a range of How will the State define a range of acceptable variance from the targets?acceptable variance from the targets?

Diploma Decisions for Special Diploma Decisions for Special Ed. StudentsEd. Students

Now that special education students Now that special education students may earn a diploma defined by the may earn a diploma defined by the PET, what procedural steps must be PET, what procedural steps must be considered to ensure that every considered to ensure that every student is given fair chance to meet student is given fair chance to meet Maine’s Maine’s Learning ResultsLearning Results??

How will 127 relate to other special How will 127 relate to other special education regulations education regulations

When must decisions be reached in a When must decisions be reached in a student’s high school career?student’s high school career?

Maine’s Accountability Maine’s Accountability SystemSystem

Chapter 125 + Chapter 127 + NCLB = Chapter 125 + Chapter 127 + NCLB = Maine’s Accountability SystemMaine’s Accountability System

Chapter 127 focuses on how we will Chapter 127 focuses on how we will hold students accountable and by hold students accountable and by what means (LAS)what means (LAS)

Chapter 125 defines how the State Chapter 125 defines how the State holds districts and schools holds districts and schools accountable for inputsaccountable for inputs

NCLB holds State, schools, and NCLB holds State, schools, and districts accountable for achievement districts accountable for achievement resultsresults

Key Policy Questions for the Key Policy Questions for the Next Phase of ImplementationNext Phase of Implementation

How can we ensure that State How can we ensure that State developed systems of accountability developed systems of accountability move us toward greater equity of move us toward greater equity of student achievement across regions and student achievement across regions and groups?groups?

How can we ensure that districts receive How can we ensure that districts receive needed support for LR implementation?needed support for LR implementation?

How can we foster maximum innovation How can we foster maximum innovation and ownership at the local level?and ownership at the local level?

How do we balance urgency while How do we balance urgency while paying attention to real capacity issues?paying attention to real capacity issues?

Contact InformationContact Information

Patrick R. Phillips (Patrick R. Phillips (patrick.phillips@maine.govpatrick.phillips@maine.gov))

Pam Rolfe (Pam Rolfe (pam.rolfe@maine.govpam.rolfe@maine.gov))