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Refining Our Vision Refining Our Vision for Maine’s for Maine’s

Secondary EducationSecondary Education

Forum on 21st Century SkillsForum on 21st Century SkillsSeptember 27, 2007September 27, 2007

Presentation by: Presentation by:

Susan A. GendronSusan A. Gendron

Commissioner of EducationCommissioner of Education

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Coming Together for Coming Together for Maine’s FutureMaine’s Future

Educators Employers Policymakers Business leaders Community members Parents/Community Students

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Today’s PurposeToday’s Purpose

Active collaboration of business, education, non-profit,

community organizations, parents, and students sharing a vision for

learning in Maine for the 21st Century

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Learning EnginesLearning Engines

Recognize best practices

Celebrate how people learn

Pay Attention

Pay Attention Video

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Are We Paying Attention?Are We Paying Attention?

Reactions:

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Lessons LearnedLessons Learned

Common Core

Maine Learning Results 1996, 2007

Key Conditions

Fullan and Change

Assessments for Learning

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Beginning Our Beginning Our JourneyJourney

Destination: The Future of Our State

All students are prepared for the 21st century including postsecondary education, careers, and citizenship

21st century learning and skills are the design specifications for all education: PreK-20/Adult

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Let’s TalkLet’s Talk

“This is a story about the big public conversation the nation is not having about education…whether an entire generation of kids will fail to make the grade in the global economy because they can’t think their way through abstract problems, work in teams, distinguish good information from bad, or speak a language other than English.”

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Blueprint Blueprint for Maine’s Vitalityfor Maine’s Vitality

Economic – An active participant in the global economy

Civic – Every citizen actively engaged in their community

Cultural – All Maine’s citizens benefit from a quality of life that sustains the unique characteristics of this State.

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Leading to…Leading to…

Thriving and vibrant communities organized for the challenges of today and

tomorrow in Maine

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The Realities of the New The Realities of the New Global EconomyGlobal Economy

Did You Know Video

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Did You Know ReflectionsDid You Know Reflections

Implications for Maine:

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Will our students be ready?Will our students be ready?

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Skills for the 21Skills for the 21stst Century Century

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Our Guiding PrinciplesOur Guiding Principles

Students for the21st 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.

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2121stst Century Teachers 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.

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Learning How to Think Learning How to Think and Learn for a Lifetimeand Learn for a Lifetime

InnovatorsInnovators

Critical ThinkersCritical Thinkers

Problem SolversProblem Solvers

Effective CommunicatorsEffective Communicators

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Different Pathways for Different Pathways for Different StudentsDifferent Students

The Guiding Principles

Pathways address the Guiding Principles of Maine’s Learning Results and prepare learners for success in careers, life-long learning, and citizenship.

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Different Pathways for Different Pathways for Different StudentsDifferent Students

Multiple Intelligences

Learners possess different intelligences or ways of learning. 

Personalized pathways that learners may achieve the diploma requirements through a variety of contexts.

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Different Pathways for Different Pathways for Different StudentsDifferent Students

Personalize/CustomizedPersonalize/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 needs. 

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Pathways that incorporate: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.

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Vision must go beyondVision must go beyond

Staying in school

Taking harder courses

Mastery of core subjects

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Skills for the 21Skills for the 21stst Century Century

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A License to Enhance A License to Enhance LearningLearning

All students have an equitable opportunity and

the support to achieve 21st Century knowledge, skills and expertise to

succeed in work and life.

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WE WANT YOU TOWE WANT YOU TO

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School in MaineSchool in Maine

Where every student is educated and prepared

for the future

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Career and Education Career and Education DevelopmentDevelopment

Every student, every content area, every grade span:

Interpersonal Skills Goal Setting Decision-Making

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Educational Planning Educational Planning for All Studentsfor 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

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When Students Leave Formal When Students Leave Formal Secondary EducationSecondary 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

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Information, Media, and Information, Media, and Technology SkillsTechnology 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 collaborate

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Every student proficient in

different and unique ways

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Parameters for GraduationParameters for Graduation

Achieve proficiency in the 8 content areas of Achieve proficiency in the 8 content areas of the Maine the Maine Learning ResultsLearning Results

Student achievement of proficiency will be Student achievement of proficiency will be demonstrated by:demonstrated by:

Maine High School Assessment System (MHSA)Maine High School Assessment System (MHSA) ““Collection” of State required assessments for Collection” of State required assessments for

graduationgraduation Local assessmentsLocal assessments

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All StudentsAll Students Maine High School Assessment Maine High School Assessment

(MHSA)(MHSA) SAT SAT

Math *Math * Reading*Reading* Writing*Writing*

Accuplacer (optional)Accuplacer (optional) MHSA Supplement MHSA Supplement

Science*Science* Math Augmentation*Math Augmentation*

* Counts for HS graduation Requirement* Counts for HS graduation Requirement

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English Language Arts English Language Arts proficiency may be demonstrated proficiency may be demonstrated through assessments within and through assessments within and

through other content areasthrough other content areas

Example:Example:A research paper in science or a A research paper in science or a public policy paper in social studies public policy paper in social studies might offer a student the opportunity might offer a student the opportunity to demonstrate proficiency in writing, to demonstrate proficiency in writing, speaking, research, language, and/or speaking, research, language, and/or mediamedia

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MathematicsMathematics

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.

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Mathematics Content Mathematics Content AssessmentAssessment

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)

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Mathematics Content Mathematics Content AssessmentAssessment

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

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Science and TechnologyScience 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.

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Science and Technology Science and Technology Accountability ComponentsAccountability Components

Test of Core Content and Skills for Physical Science *

Scientific Investigation OR Technological Design Project

*A score of XXX or higher on the science portion of the MHSA would satisfy this requirement.

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Social StudiesSocial StudiesGraduation RequirementGraduation Requirement

A Public Policy AssessmentA Public Policy Assessment

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Public Policy AssessmentPublic Policy Assessment

The Public Policy Assessment has the unique power to engage

students in meaningful work that is authentic to engaged,

informed citizenship..

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The components of the assessment should include:

1. The research process,2. A written product, and3. A demonstration

Public Policy AssessmentPublic Policy Assessment

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Health Education, Physical Health Education, Physical Education and WellnessEducation and Wellness

4-Year Wellness Portfolio

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Wellness Portfolio Wellness Portfolio for High School Graduationfor 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 community.

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Wellness Portfolio Wellness Portfolio for High School Graduationfor High School Graduation

Components of the Wellness Portfolio

Web-based Assessment for core content and skills

Individual Wellness Portfolio – Independentwork in years student is not participating in a Health Education or Physical Education Course

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Visual and Performing ArtsVisual 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 disciplines.

The Visual and Performing Arts includes dance, music, theatre, and visual arts.

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Visual and Performing Arts Visual and Performing Arts Content AssessmentContent Assessment

To achieve proficiency in an arts discipline, To achieve proficiency in an arts discipline, the assessment would consist of a portfoliothe assessment would consist of a portfolio

A statewide rubric developed for the portfolioA statewide rubric developed for the portfolio

The portfolio would assess the The portfolio would assess the visual and performing arts visual and performing arts componentscomponents

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World World LanguagesLanguages

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.

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World Language World Language Content AssessmentContent Assessment

In preparation for life and work in the 21st century

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.

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World Language World Language Content AssessmentContent 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

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World Language World Language Content AssessmentContent Assessment

Required level of proficiencyIntermediate 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

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High School State “Collection”High School State “Collection”

All Students demonstrate: Career and Education Development

Interpersonal Skills, Goal Setting, Decision-Making to be embedded in 7 content areas:

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

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High School State “Collection”High School State “Collection”(continued)(continued)

Interpersonal Skills, Goal Setting, Decision-making to be embedded in 7 content areas:

Science Inquiry or Technological Design project Physical Science Assessment

Social Studies Public Policy Assessment

Visual and Performing Arts Portfolio in more than 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 A Place Called School Where…Where…

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Personal Learning PlanPersonal 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 Maine’s Guiding Principles and the goals are built around Maine’s Learning Results content standards following a timeline for learning that is individualized.

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A process which allows students to reach the goals identified in their personal learning plan, allowing credit for applied learning

Instructional personnelInstructional personnel teams of teachers at all levels teams of teachers at all levels

(separate classrooms and within a (separate classrooms and within a classroom)classroom)

every teacher has sufficient time every teacher has sufficient time and resources to learn, to plan, and and resources to learn, to plan, and to confer with individual students, to confer with individual students, colleagues, and familiescolleagues, and families

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Where….Where…. 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

personnel

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TimeLearning 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

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Means of achieving pathway Means of achieving pathway include traditional and include traditional and

non-traditional non-traditional classrooms/settings, classrooms/settings,

laboratories, career and laboratories, career and technical education centers, technical education centers,

adult education facilities, adult education facilities, technology, business, technology, business,

community, and global community, and global resources.resources.

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Career and Technical Career and Technical EducationEducation

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 pathways

For professional state and national certification/licensure in technical fields

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Career and Technical Education will be Career and Technical Education will be considered as one of the multiple options considered as one of the multiple options students have for demonstrating they have met students have for demonstrating they have met the Maine the Maine Learning ResultsLearning Results

School systems, in the state required School systems, in the state required assessment plan, will include options for CTE assessment plan, will include options for CTE students to demonstrate achievement of students to demonstrate achievement of appropriate Maineappropriate Maine Learning Results Learning Results standardsstandards

CTE instruction will be considered as one CTE instruction will be considered as one pathway for students to receive the instruction pathway for students to receive the instruction to meet performance indicatorsto meet performance indicators

In assessment plans, High School and CTE In assessment plans, High School and CTE teachers will meet, negotiate, and determine teachers will meet, negotiate, and determine which performance indicators are met within which performance indicators are met within their respective programs/classestheir respective programs/classes

Career and Technical Career and Technical EducationEducation

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Reaching and StretchingReaching and Stretching

Advanced Placement (AP) CoursesInternational Baccalaureate ProgramCareer and Technical Skills

Assessment/Certification/State Licensure

College Credit Bearing CoursesAcademic AreasTechnical Skills

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Schools where….Schools where….

Intellectual coherence is clear Students grow intellectually each year Students are engaged in their learning Students can apply their learning in

new situations The expectations are clear and known

by all.

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Program of Study/SyllabusProgram of Study/Syllabus

Provide clear guidelines on curricular and resource requirements that must be in place for secondary coursesAnalyze and adapt existing courses to focus upon critical knowledge and skillsCreate resources in existing and new courses that emphasize the habits of mind necessary for 21st century skillsCourses use as their common reference point the knowledge and skills articulated in the Maine Learning ResultsQuality assurances through professional development and an external review process

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Framework for SuccessFramework for Success

This 21st Century Learning Initiative and Partnership will help us connect and align every education program with results that matter --- attainment of Maine’s Learning Results with proficiency in 21st century skills.

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Focused Action.Focused Action.

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Reactions and IdeasReactions and Ideas