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Mid-Course Adjustments in Learning Results Implementation
CAEA Summer Conference Patrick R. Phillips, Deputy Commissioner
August 15, 2005
LD 1424
Bill passed by the Maine Legislature “An Act to Simplify the
Implementation of Maine’s Learning Results”
Sets the stage for immediate actions and longer-term changes to Chapters 125 and 127
Goals to Sustain our Vision
Sustaining the original purpose of MLR: All students should aspire to high levels
of learning Achievement should be assessed in a
variety of ways Completion of public school should
have common meaning throughout the State
Goals to Sustain the Vision
Maintaining current timelines in curriculum implementation All curriculum and instruction, including Visual &
Performing Arts, Modern & Classical Languages, and Career Preparation
Insuring access to a diploma for all students Modification of the Local Assessment
System Broadening the focus to include all
components of the system to insure attainment of the original purpose
Students with Disabilities
Must work towards achievement of the content standards of the system of MLRs
Exceptional students who successfully meet the standards as specified in their IEP may be awarded a diploma
State Assessment Program
MEA The reading and mathematics tests in
grades 3-8 will be based on a common subset of performance indicators
Grade 4 and 8 tests will include science; 5 and 8 will include writing
Will align with the requirements of NCLB and be used for AYP purposes
Permits the Commissioner to provide for an alternative measure for students at grade 11
Graduation decisions
Establishes Learning Results endorsement Beginning in 2007-2008, districts may
begin using the Learning Results Endorsement to signify achievement of the standards of the system of learning results based upon the local assessment system on the timeline outlined in statute.
Must report percentage of Learning Results Endorsements and credit diplomas
Graduation decisions Beginning in 2007-08
Commissioner will establish annual targets for the percentage of Learning Results Endorsements
SAUs will reports annually to DOE 2009-2010
SAUs must award percentage of diplomas with Learning Results Endorsements
2010-2011 Add Science & Technology, Social Studies,
Physical Education and Health 2011-2012
All 8 content areas
District Review Process
Commissioner shall conduct a comprehensive review of each SAU’s:
Comprehensive Education PlanKey components related to
Learning Results implementationAligned with the Learning ResultsFocused on the learning of all
studentsOriented toward continuous
improvement Local Assessment System
SAU Review Process
Self-assessment tool to be disseminated to SAUs in mid-August
Process of SAU visits to begin in October Focus will be on self-assessment based on
available evidence; formative process Teams will be made up of four people, two
DOE and two from local districts as well as other professional development organizations
Pilot process in September to test tool and visitation process
Extensive training of teams a must!
State Report State Validation
Will be based on Quality Standards to be defined in the revised Chapter 125
Commissioner to establish rules to implement this section by January 31, 2006
Commissioner shall report annually to the Education Committee on the status of the implementation Opportunities to learn Local Assessment System Curriculum alignment
The report must be a comparative analysis
Statute changes require a rewrite of Chapters 125 & 127
Review to begin right away DOE will seek wide input APA process will require a public
hearing in the fall Both rules are major substantive and
will thus require Education Committee review and adoption by the Legislature
Final rule adoption will occur after the Second Session
Chapter 125
Chapter 125 Quality Standards to be defined for
ALL components of the systemValidation process to be definedTechnical assistance to be defined
Student AchievementComponents of the system
Chapter 127 Revision
Learning Results Endorsement defined Timelines Decreasing % of credit diplomas
Diploma requirements IEP provides for modifications Core Curriculum must still be aligned
Local Assessment System “certification set” limited to ELA and Math in
grades K-8 Define purposes and uses of “school” level
data Clarify fundamental purposes for validity,
reliability, and linking these purposes to overall quality standards
Chapter 127 Revision
Language to revise the Local Assessment SystemDistrict level certification will
provide greater flexibilityMEA must be used to help with
comparabilityMEA role in LAS definedReduced number of assessmentsLevel of reporting to be modified,
student, school and district
Local Assessment System Guidance
The LAS Guide and Considering Consistency will be modified to reflect the new changes in statute and Chapter 127
Local Decisions on the Class of 2008
Self-Assessment – Quality Standards Do all components of the system meet
the Quality Standards? Aligned curriculum Opportunities to learn have been provided
for all students Local Assessment System (fair, multiple
measures, reliable, valid)
Validation by DOE
Other DOE Activities
PK-16 report Continued emphasis on high school
and middle level reform Education, Technology, and the
Future of Maine’s Economy report Career and Technical Education
strategic plan implementation Task Force on Teacher Workload
report Gender Equity Task Force report
Summit on Learning Results Implementation
June 23-24 at MBNA Northport 95 people (LRSC, PAC, TAC,
teachers, curriculum coordinators, superintendents, principals, DOE, university staff, non-profit service providers, and state and local policymakers)
Two-day process focused on learning from the past 15 years of experience and identifying drivers and barriers for the next phase
Summit on Learning Results Implementation: Themes
Need for clear, targeted, immediate actions
Must address teacher work day to support collaborative inquiry
Clear need for increased public awareness and support for reform
Distributed leadership key to system improvement
Alternatives must be made available for all types of learners
Summit on Learning Results Implementation: Next Steps
Synthesize recommendations Use as basis for revised MLR plan
for implementation Include considerations in District
Review Process Disseminate to SAUs Use in ongoing basis for Learning
Results Steering Committee, PAC and TAC
The Next Phase
All students means all SAUs Demands a stronger role for DOE to
both provide support and insure accountability
Focus on standards, equity, and accountability must not hinder innovation, risk taking, and personalized learning
Time for bold actions to engage all learners
Contact Information
Patrick Phillips, Deputy Commissioner ([email protected])
Local Assessment System ([email protected])
SAU Review Process ([email protected])
Maine Educational Assessment ([email protected])
