Information SessionsFall 2006

The Review of the Maine Learning Results

Coordinated State Efforts MLR Review High School Reform Graduation Requirements Chancellor’s Committee on College

Readiness Core Course of Study State Assessment/Accountability Literacy, Numeracy, and Technology

Great Standards are Not Sufficient . . .

. . . But they are ESSENTIAL!

Essential but Not Sufficient Inside the Classroom

Content Knowledge Understanding of Pedagogy and Learning Commitment to Engage Students in Learning Data to Guide and Support Learning Use of literacy, numeracy, and technology

for learning Systemic Supports for the Classroom

Coherent Curriculum Professional Learning Communities Use of data

Making Standards for Success

MLR Review Advisory Committee Guiding Values

Rigor and relevance Preparation for 21st Century Integration/connections Clarity, coherence and essentialness Grounding in research Two way accessibility in the review Engaged instruction Advancement of the current MLR

National Consultants National Consultants in each Content Area

Edward Colozzi Sheila Byrd Marlene Tappe / Bonnie Mohnsen Ann Shannon Christine Brown James Rutherford Mary McFarland Wendy Cohen

Task of National Consultants

Maine’s standards, story and goals Exemplar standards nationally and

internationally Lean initial draft Work with content panels (All material made available on

MLR review website.)

Work of the Panels Review initial drafts Work with national consultant Ground decisions in national standards

and the body of knowledge on learning Incorporate online survey results and

varied focus Groups – special education, ELL, business, external reviewers …

Identify integration points

How Have the MLRs Changed

Structure Content Clearer, more coherent and

manageable More focused and essential

Feedback from the Online Survey

Greater coherence and clarity

PK – Diploma continuum of knowledge and skills

Are the Proposed Revised MLRs more Focused?

Content Area # ofStandards

(1997)

# of Perf. Indicators

(1997)

# of Stand.(2007)

# of Perf.Ind.

(2007)

Career and Education

Development

4 59 3 44

English & Language

Arts

8 202 6 76

Health/ Phys. Ed.

6/39

102/80182

6/39

69/42111

Math 11 117 4 111*

Are the Proposed Revised MLRs more Focused?

Content Area

# ofStandards

(1997)

# of Perf. Indicators

(1997)

# of Stand.(2007)

# of Perf.Ind.

(2007)

World Language

s

6 97 4 36

Science & Tech.

13 254 5 77

Social Studies

13 138 5 48

Visual & Perf. Arts

3 82* 5 55*

Do the Proposed Revised MLRs Represent More Essential Content?

External reviewers National Standards Chancellor’s Task Force on College

Readiness International Center for Leadership

in Education Business Community

Other Differences in the proposed 2007 MLR

Mathematics and Reading Career and Education Development Social Studies Science and Technology Visual and Performing Arts HE and PE World Languages

1. Elements of Writing

PK- 2 Students use a writing process to communicate their ideas.

3-5 Students use a writing process with an emphasis on the development of a central idea, for a variety of audiences and purposes.

1. Elements of Writing

6-8 Students use a writing process to communicate effectively for a variety of audiences and purposes.

9- Diploma Students use a writing process to develop an appropriate writing genre, exhibiting an explicit organizational structure, perspective and style to communicate with target audiences for specific purposes.

PK- 2 Students use a writing process to communicate their ideas.

Select a focus for writing and develop an idea, including a beginning, middle and end.

Respond to clarifying questions and suggested revisions.

Edit for correct grammar, usage, and mechanics with assistance.

Create legible final drafts.

9 – Diploma Students use a writing process to develop an appropriate writing genre, exhibiting an explicit organizational structure, perspective and style to communicate with target audiences for specific purposes.

Locate, summarize and synthesize information from primary and secondary sources, as necessary.

Apply aspects of various genres for rhetorical effect, strong diction and distinctive voice.

Edit for correct grammar, usage and mechanics.

Create legible final drafts.

Elements of WritingStudents use a writing process to communicate their ideas.

a.Select a focus for writing and develop an idea, including a beginning, middle and end. b.Respond to clarifying questions and suggested revisions.c.Edit for correct grammar, usage, and mechanics with assistance. d.Create legible final drafts.

Students use a writing process with an emphasis on the development of a central idea, for a variety of audiences and purposes.

a.Select a purpose for writing. b.Pre-write using graphic or other structures to organize their ideas.c.Establish an organizing structure and maintain a consistent focus.d.Include an introduction and conclusion.e.Write coherent paragraphs that have supporting sentences and a concluding sentence.f.Revise original drafts to improve coherence, provide better descriptive details, and to convey voice.g.Edit for correct grammar, usage and mechanics.h.Create legible final drafts.

Students use a writing process to communicate effectively for a variety of audiences and purposes.

a.Determine a purpose for writing.b.Decide which information to include to achieve the desired purpose.c.Revise drafts to improve focus and effect and voice, incorporating peer feedback.d.Edit for correct grammar, usage and mechanics. e.Create writing to achieve a specific purpose. (L)f.Create legible final drafts.

Students use a writing process to develop an appropriate genre, exhibiting an explicit organizational structure, perspective and style to communicate with target audiences for specific purposes.

a.Locate, summarize and synthesize information from primary and secondary sources, as necessary.b.Apply aspects of various genres for rhetorical effect, strong diction and distinctive voice.c.Edit for correct grammar, usage and mechanics.d.Create legible final drafts.

Essential Must Mean Career, College and Citizenship Ready for the 21st Century.

NO COLLEGE, NO FUTURE?

Between 1973 and 1998, in skilled blue-collar, clerical, and related professions, “the percentage of workers who were high school dropouts fell by two-thirds, while the percentage of workers with some college or a college degree more than doubled”; in less-skilled blue-collar, service, and related professions, “the percentage of workers who were high school drop-outs fell by nearly half, while the percentage of workers with some college or a college degree tripled” (Carnevale, 2001)

Essential Must Mean Career, College and Citizenship Ready for the 21st Century

Job growth is concentrated in industries paying above-average wages, in industries requiring new skills and a more educated workforce, and in industries that disproportionately employ “knowledge workers.” Two particular areas of growth are managerial and professional specialty jobs. From 1983 to 1996, employment in occupations requiring an associate’s degree or post-secondary vocational training grew at a 3.1% annual rate compared to a 2.0% growth rate for all employment. (National Institute for Literacy (National Center for Family Literacy Page 11 Updated January 2003)

Essential Must Mean Career, College and Citizenship Ready for the 21st Century, WHY?

Three out of four companies report a shortage of qualified applicants for existing positions. In a recent survey, 95% of employers rated basic skills as important in hiring decisions.

(National Institute for Literacy. (2000). Literacy skills for 21st century America: A blueprint for creating a more literate nation. Washington, DC: Author.)

Next Steps for the MLR Work: Lessons Learned Curriculum Coordinators Group

(capacity building and professional development needs)

Engaging Instruction Model and Case Studies (instructional considerations)

Development of a Web-based MLR site (resource hub)

Timeline 2007 - 2009 2007 - Adoption of MLR by Legislature

2007 – Publication of 2007 MLR

2007- 2008 - Opportunity for schools to compare and adjust curriculum to 2007 MLR

2008- 2009 - First POSSIBLE and first PROPOSED year for alignment to state-wide large scale assessment

What Can You Do Now?

Public Hearing: October 23, 2006 Become familiar with the proposed MLR Use the crosswalks to identify curriculum

overlaps between the 1997 and 2007 MLR and focus curriculum development/revision

View Literacy, Numeracy, and Technology as Tools for Student/MLR Success

Thank you.

Anita BernhardtMaine Department of Education

anita.bernhardt@maine.govhttp://www.maine.gov/education/lres/review/