The Learning Results Review

Anita Bernhardt Maine Department of

EducationJune 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

# ofStandards (1997)

# of Perf. Indicators (1997)

# of Stand.(2007)

# of Perf.Ind.

(2007)

% Decreas

e Standar

d

% Decrease Perf.

Ind.

Career Prep.

4 59 3 48 25.0% 18.6%

English & Language

Arts

8 202 6 60 25.0% 70.3%

Health/ Phys. Ed.

6/39

102/80182

6/39

67/47114 0.0%

34.3/41.3

37.4%

Math 11 117 4 111* 63.6% 0.05%*(46%)

What are the Quantitative Changes of the Maine Learning Results?

Content Area

# ofStandards (1997)

# of Perf. Indicators (1997)

# of Stand.(2007)

# of Perf.Ind.

(2007)

% Decreas

e Standar

d

% Decrease Perf.

Ind.

Modern & Classical

Languages

6 97 4 40 33.3% 58.8%

Science & Tech.

13 254 5 76 61.5% 70.1%

Social Studies

13 138 5 48 61.5% 65.2%

Visual & Perf. Arts

3 82* 5 55* -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 150 202 S/T 253 254 VPA 67 82 H/PE 144 182

A Comparison of 2007 MLR Descriptors with 1997 MLR Performance Indicators

Descriptors 2007 Performance Indicators 1997

CP 92 59 Math 216 117 SS 147 138 MCL 99 97

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 21st 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

2007 - 2008

Release of the 2007 Maine Learning Results

More opportunity for schools to compare and shift their current curriculum into alignment with the 2007 MRL

2008 - 2009

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.