Refining Our Vision for Maine’s Secondary Education

2. Refining Our Vision for Maine’s Secondary Education Forum on 21st Century Skills September 27, 2007 Presentation by: Susan A. Gendron Commissioner of Education

4. Coming Together for Maine’s Future • Educators • Employers • Policymakers • Business leaders • Community members • Parents/Community • Students

5. Today’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

6. Learning Engines • Recognize best practices • Celebrate how people learn • Pay Attention Pay Attention Video

7. Are We Paying Attention? Reactions:

8. Lessons Learned • Common Core • Maine Learning Results 1996, 2007 • Key Conditions • Fullan and Change • Assessments for Learning

9. Beginning Our Journey • 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

10. Let’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.”

12. Blueprint for 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.

13. Leading to… Thriving and vibrant communities organized for the challenges of today and tomorrow in Maine

14. The Realities of the New Global Economy Did You Know Video

15. Did You Know Reflections Implications for Maine:

16. Will our students be ready?

17. Skills for the 21st Century

19. Our Guiding Principles Students for the 21st 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.

20. 21st 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.

21. Learning How to Think and Learn for a Lifetime • Innovators • Critical Thinkers • Problem Solvers • Effective Communicators

23. Different Pathways for Different 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.

24. Different Pathways for Different 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.

25. Different Pathways for Different Students Personalize/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. 

26. 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.

27. Vision must go beyond • Staying in school • Taking harder courses • Mastery of core subjects

28. Skills for the 21st Century

29. A License to Enhance Learning All students have an equitable opportunity and the support to achieve 21st Century knowledge, skills and expertise to succeed in work and life.

30. WE WANT YOU TO

31. School in Maine Where every student is educated and prepared for the future

32. Career and Education Development • Every student, every content area, every grade span: • Interpersonal Skills • Goal Setting • Decision-Making

33. Educational Planning for 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

34. When Students Leave Formal Secondary 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

35. Information, Media, and Technology 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

37. Every student proficient in different and unique ways

38. Parameters for Graduation • Achieve proficiency in the 8 content areas of the Maine Learning Results • Student achievement of proficiency will be demonstrated by: • Maine High School Assessment System (MHSA) • “Collection” of State required assessments for graduation • Local assessments

39. All StudentsMaine High School Assessment (MHSA) • SAT • Math * • Reading* • Writing* • Accuplacer (optional) • MHSA Supplement • Science* • Math Augmentation* * Counts for HS graduation Requirement

40. English Language Arts proficiency may be demonstrated through assessments within and through other content areas Example: A research paper in science or a public policy paper in social studies might offer a student the opportunity to demonstrate proficiency in writing, speaking, research, language, and/or media

41. Mathematics 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.

42. Mathematics Content Assessment • 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)

43. Mathematics Content Assessment • 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

44. Science 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.

45. Science and Technology Accountability 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.

46. Social StudiesGraduation RequirementA Public Policy Assessment

47. Public Policy AssessmentThe Public Policy Assessment has the unique power to engage students in meaningful work that is authentic to engaged, informed citizenship.

48. Public Policy Assessment The components of the assessment should include: • The research process, • A written product, and • A demonstration

49. Health Education, Physical Education and Wellness 4-Year Wellness Portfolio

50. Wellness Portfolio for 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.