The Learning Results Review Anita Bernhardt Maine Department of Education June 27, 2006

A Common Misconception The proposed revised Maine Learning Results have been created by bureaucrats at the Maine Department of Education without regard to national standards and without input from Maine teachers.

Resources use in the Development of the 2007 MLR National Consultants Content Area Panelist of Maine Educators National Standards documents Current Body of Knowledge on Student Learning

1. Elements of Writing PK- 2: Students use the WRITING PROCESS to communicate their ideas. 3-5: Students use the stages of the 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 the stages of the writing process to communicate effectively for a variety of audiences and purposes. 9- Diploma: Students select an appropriate writing GENRE, exhibiting an explicit organizational structure, perspective and STYLE to communicate with target audiences for specific purposes.

PK- 2 Students use the WRITING PROCESS to communicate their ideas. Students select a focus for writing and develop an idea for a particular audience and purpose. Students sequence ideas, including a beginning, middle and end. Students respond to clarifying questions and suggested revisions. Students edit for correct grammar, usage, and mechanics with assistance. Students create legible final drafts.

9 – Diploma Students select an appropriate writing GENRE, exhibiting an explicit organizational structure, perspective and STYLE to communicate with target audiences for specific purposes. Students locate, summarize and synthesize information from PRIMARY AND SECONDARY SOURCES, as necessary, during the prewriting stage. Students combine (or otherwise manipulate) aspects of various GENRES while drafting and revising for rhetorical effect, strong diction, and distinctive voice. Students edit for correct grammar, usage, and mechanics in ways that improve the meaning and impact of the message. Students publish writing to achieve a specific and distinct purpose.

Students use the WRITING PROCESS to communicate their ideas. a.Students select a focus for writing and develop an idea for a particular audience and purpose. b.Students sequence ideas, including a beginning, middle and end. c.Students respond to clarifying questions and suggested revisions. d.Students edit for correct grammar, usage, and mechanics with assistance. e.Students create legible final drafts. Students use the stages of the writing process with an emphasis on the development of a central idea, for a variety of audiences and purposes. a.Students select a purpose for writing. b.Students pre-write using graphic or other structures to organize their ideas. c.Students establish an organizing structure and maintain a consistent focus. d.Students include an introduction and conclusion. e.Students write coherent paragraphs that have supporting sentences and a concluding sentence. f.Students revise original drafts to improve coherence, provide better descriptive details, and to convey voice. g.Students edit for correct grammar, usage and mechanics. h.Students publish legible final drafts. Students use the stages of the writing process to communicate effectively for a variety of audiences and purposes. a.Students determine a purpose for writing. b.Students decide which information to include to achieve the desired purpose. c.Students revise drafts to improve focus and effect and voice, incorporating PEER FEEDBACK. d.Students edit for correct grammar, usage and mechanics. e.Students publish writing to achieve a specific purpose. (L) Students select an appropriate writing GENRE, exhibiting an explicit organizational structure, perspective and STYLE to communicate with target audiences for specific purposes. a.Students locate, summarize and synthesize information from PRIMARY AND SECONDARY SOURCES, as necessary, during the prewriting stage. b.Students combine (or otherwise manipulate) aspects of various GENRES while drafting and revising for rhetorical effect, strong diction and distinctive voice. c.Students edit for correct grammar, usage and mechanics in ways that improve the meaning and impact of the message. d.Students publish writing to achieve a specific and distinct purpose. Elements of Writing

2007 Proposed MLR Provides greater coherence Articulates the development of skills and knowledge across the PK – Diploma continue (ESL) Articulates the essential instruction that comprise the depth and breadth of the performance indicators

Other Differences in the proposed 2007 MLR Mathematics and Reading Career and Life Development Standards Social Studies Science and Technology Visual and Performing Arts

More Misconceptions about the MLR Review There are many more performance indicators in the proposed revised standards than in the 1997 MLR. All the pieces will have to be assessed.

Content Area # of Standards (1997) # of Perf. Indicators (1997) # of Stand. (2007) # of Perf. Ind. (2007) % Decrease Standard % Decrease Perf. Ind. Career Prep %18.6% English & Language Arts %70.3% Health/ Phys. Ed. 6/ / /3 9 67/ % 34.3/ % Math *63.6%0.05%* (46%) What are the Quantitative Changes of the Maine Learning Results?

Content Area # of Standards (1997) # of Perf. Indicators (1997) # of Stand. (2007) # of Perf. Ind. (2007) % Decrease Standard % Decrease Perf. Ind. Modern & Classical Languages %58.8% Science & Tech %70.1% Social Studies %65.2% Visual & Perf. Arts 382*555*-66.7%32.9%* What are the Quantitative Changes of the Maine Learning Results?

A Comparison of 2007 MLR Descriptors with 1997 MLR Performance Indicators Descriptors 2007 Performance Indicators 1997 ELA S/T VPA6782 H/PE144182

A Comparison of 2007 MLR Descriptors with 1997 MLR Performance Indicators Descriptors 2007 Performance Indicators 1997 CP 9259 Math SS MCL 9997

More Misconceptions The Maine Learning Results is a curriculum. The Maine Learning Results is all that that schools must teach. The descriptors identify all that must be taught at a grade span. Performance indicators can be distributed among grades within a grade span.

All Students Career, College and Citizenship Ready for the 21 st Century, WHY?

Summer 2006 Content Area Panel Academy Integration Points Among the Content Areas Connection between the Performance Indicators and the Guiding Principles Evaluate the findings from the report from the Center for International Leadership Develop Crosswalks Business Focus Groups

2006 – 2007 DOE Work Finalize the documents Provide informational Sessions co-sponsored by the Dept. of Education, Maine Education Association and University of Maine System Provide presentations to Curriculum Coordinators, Superintendents, Professional Organizations... Develop the Instructional Context component of the MLR Review Take the proposed revised standards and performance indicators to the Legislature in January 2007

2006 – 2007: An Opportunity for Schools Become familiar with the proposed MLR Use the Crosswalks to examine the alignment of current assessments Use the Crosswalks to identify overlap between the 1997 and 2007 MLR and focus the development/revision of new curriculum in this overlap

Release of the 2007 Maine Learning Results More opportunity for schools to compare and shift their current curriculum into alignment with the 2007 MRL

First POSSIBLE year for any state-wide large scale assessment aligned to the 2007 MLR

CAUTION 1. Stay aligned to the 1997 MLR until a plan for implementation has been developed and released. 2. Then stay aligned to the implementation timeline. This is especially important in those content areas where there is large- scale statewide assessment.

Challenge How do we make the implementation of the standards sensible and fair for all students?

Making Contact -- Virginia Satir I believe the greatest gift I can conceive of having from anyone is to be seen by them, heard by them, to be understood by them... The greatest gift I can give is to see, hear, understand... another person. When this is done I feel contact has been made.

Thank you.