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Thinking About Maine's Thinking About Maine's

New Economic Prosperity:New Economic Prosperity:

Implications for High School DesignImplications for High School Design

Great Maine Schools ProjectGreat Maine Schools ProjectHigh School SummitHigh School Summit

Wednesday, June 29, 2005Wednesday, June 29, 2005

Presented By: Commissioner Susan A. GendronPresented By: Commissioner Susan A. Gendron

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Trends and Implications for Trends and Implications for the Maine Workforcethe Maine Workforce

► Qualified workforce remains one the Qualified workforce remains one the most fundamental drivers of economic most fundamental drivers of economic growth in Mainegrowth in Maine

► Maine’s population is aging, growing Maine’s population is aging, growing slowly, and lacking diversityslowly, and lacking diversity

► Retirements of baby boomers between Retirements of baby boomers between 2013 and 2030 will create significant 2013 and 2030 will create significant demands for large numbers of demands for large numbers of replacement workers across the replacement workers across the spectrum of industries and occupationsspectrum of industries and occupations

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Trends and Implications for Trends and Implications for the Maine Workforcethe Maine Workforce

►Creation of 68,000 new jobsCreation of 68,000 new jobs

►Emerging industriesEmerging industries BiotechnologyBiotechnology Biomedical researchBiomedical research Financial servicesFinancial services Radio frequency identificationRadio frequency identification

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Focus on the Emerging Focus on the Emerging WorkforceWorkforce

►Single largest source of Maine’s Single largest source of Maine’s future supply – Maine youthfuture supply – Maine youth Must graduate college readyMust graduate college ready Must increase the percentage of Must increase the percentage of

students who enroll in post-secondary students who enroll in post-secondary educationeducation

Reaching the disaffected 18-24 years Reaching the disaffected 18-24 years who are not in school or working – WHY who are not in school or working – WHY are they disengaged?are they disengaged?

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The Changing Profile of The Changing Profile of Employment and the Outlook to Employment and the Outlook to

20122012

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The Changing Profile of The Changing Profile of Employment and the Outlook to Employment and the Outlook to

20122012

►Technology- significant impactTechnology- significant impact Way in which products are produced, Way in which products are produced,

delivery of servicesdelivery of services AutomationAutomation Increasing output without increasing Increasing output without increasing

jobsjobs

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Business ClimateBusiness Climate

Major Maine ExportsMajor Maine ExportsComputer & Electrical Computer & Electrical

MachineryMachinery

Paper and PulpPaper and Pulp

Lumber and Wood ProductsLumber and Wood Products

SeafoodSeafood

Industrial MachineryIndustrial Machinery

Aircraft, Spacecraft & PartsAircraft, Spacecraft & Parts

Plastics and ChemicalsPlastics and Chemicals

Food and Kindred ProductsFood and Kindred Products

Agricultural Products & Agricultural Products & LivestockLivestock

Major Maine MarketsMajor Maine MarketsCanadaCanada

MalaysiaMalaysia

SingaporeSingapore

United KingdomUnited Kingdom

JapanJapan

Republic of KoreaRepublic of Korea

People’s Republic of ChinaPeople’s Republic of China

BelgiumBelgium

NetherlandsNetherlands

ItalyItaly

Currently ranked 8th in the United States in terms of export growth, shipping goods to 167 foreign destinations in 2003.

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Business ClimateBusiness Climate

Bachmann Industries (Austria)Bachmann Industries (Austria)Del Haize (Belgium)Del Haize (Belgium)Prince of Fundy Cruises Prince of Fundy Cruises

(Bermuda)(Bermuda)Huhtamaki (Finland)Huhtamaki (Finland)Osram (Germany)Osram (Germany)ZF Lemforder (Germany)ZF Lemforder (Germany)Albatrans (Italy)Albatrans (Italy)AVX Tantalum (Japan)AVX Tantalum (Japan)Jotul North America (Norway)Jotul North America (Norway)

Creative Moldmakers (Portugal)Creative Moldmakers (Portugal)Sappi Fine Paper North America Sappi Fine Paper North America

(South Africa)(South Africa)Dragon Products Company (Spain)Dragon Products Company (Spain)Sprague Energy (Sweden)Sprague Energy (Sweden)Nestlé Waters (Switzerland)Nestlé Waters (Switzerland)World Harbors (Trinidad & Tobago)World Harbors (Trinidad & Tobago)First Technology (United Kingdom)First Technology (United Kingdom)McCain Foods (Canada) McCain Foods (Canada) Irving Oil Corporation (Canada)Irving Oil Corporation (Canada)

Ranked 8th in the United States in terms of percentage of employees working for foreign corporations (6.4% of private sector workforce, an increase of nearly 48% over last five years).

Significant Foreign Employers in Maine:

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Are Our Are Our Students Ready Students Ready

to Respond to Respond

to this Future?to this Future?

1010

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Achieving Prosperity for ALL Achieving Prosperity for ALL Maine CitizensMaine Citizens

A plan for an integrated and seamless A plan for an integrated and seamless public education system in Maine -- public education system in Maine --

pre-kindergarten through grade 16 in pre-kindergarten through grade 16 in college -- that guarantees that all college -- that guarantees that all students are prepared for college, students are prepared for college,

careers and citizenshipcareers and citizenship

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Task Force to Create Seamless Pre-K Through Grade 16

Educational Systems

Framework for the Work

► How can we start all students ready for How can we start all students ready for Kindergarten?Kindergarten?

► How can we graduate all high school How can we graduate all high school students ready for college?students ready for college?

► How can we ensure that all college students How can we ensure that all college students earn a degreeearn a degree

► How can we provide quality educators, How can we provide quality educators, technology, and a continuing collaboration technology, and a continuing collaboration to support the work to assure success?to support the work to assure success?

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PK –16 Task Force Strategies / Findings

► Graduating All Students Ready for CollegeGraduating All Students Ready for College Develop and implement standards, assessments, and Develop and implement standards, assessments, and

supports that allow smooth transitions between high supports that allow smooth transitions between high school and college level workschool and college level work

► Actions:Actions:1)1) Align the Maine Align the Maine Learning ResultsLearning Results with college-entry and with college-entry and

placement expectations to reduce the need for remediationplacement expectations to reduce the need for remediation2)2) Develop 11Develop 11thth grade assessment which will determine grade assessment which will determine

college readinesscollege readiness3)3) Expect senior year to be a “Transition to Higher Education”Expect senior year to be a “Transition to Higher Education”4)4) Develop a support system for students and parents grades Develop a support system for students and parents grades

11-1411-145)5) Identify roles and responsibilities of secondary and post-Identify roles and responsibilities of secondary and post-

secondary in student transitionssecondary in student transitions6)6) Align adult education high-school-completion programs Align adult education high-school-completion programs

with college ready standards, practices, and assessmentswith college ready standards, practices, and assessments7)7) Under leadership of Committee on Transition collect and Under leadership of Committee on Transition collect and

publish data to support rigorous college ready curriculum publish data to support rigorous college ready curriculum and support retention strategiesand support retention strategies

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Policy Changes – Chapter 127Policy Changes – Chapter 127

► Maine Maine Learning ResultsLearning Results – Revision – Revision National Experts – 21National Experts – 21stst Century skills Century skills University Professors advisingUniversity Professors advising

► High School AssessmentHigh School Assessment Research team – College BoardResearch team – College Board Building a comprehensive approach – PSAT, SAT, Building a comprehensive approach – PSAT, SAT,

multiple opportunities (disadvantaged youth) multiple opportunities (disadvantaged youth) Relevant, gatewayRelevant, gateway Individualized planIndividualized plan Linkage to Middle School - SpringboardLinkage to Middle School - Springboard

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Chapter 127 RevisionChapter 127 Revision

►Language to revise the Local Language to revise the Local Assessment SystemAssessment System District level certificationDistrict level certification Maine Educational Assessment Maine Educational Assessment

(MEA) must be used to help with (MEA) must be used to help with comparabilitycomparability

Reduced number of assessmentsReduced number of assessments Redesign of the MEA Grades 3-8Redesign of the MEA Grades 3-8 Level of reporting to be Level of reporting to be

modified, student, school and modified, student, school and districtdistrict

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Literacy Across all CurriculumLiteracy Across all Curriculum

►Defining Literacy – Chapter 125Defining Literacy – Chapter 125►Collaboration with UniversityCollaboration with University►K-16 Partnerships for each region-K-16 Partnerships for each region-

Chapter 127Chapter 127 Ongoing alignment, professional Ongoing alignment, professional

developmentdevelopment Inclusion of business partnersInclusion of business partners

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Graduation decisionsGraduation decisions

►Establishes Establishes Learning ResultsLearning Results endorsementendorsement Beginning in 2007-2008, districts Beginning in 2007-2008, districts maymay

begin using the begin using the Learning ResultsLearning Results Endorsement to signify achievement of Endorsement to signify achievement of the standards of the system of the standards of the system of learning learning resultsresults based upon the local assessment based upon the local assessment system on the timeline outlined in statute.system on the timeline outlined in statute.

MustMust report percentage of report percentage of Learning Learning ResultsResults Endorsements and credit diplomas Endorsements and credit diplomas

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Graduation decisionsGraduation decisions► Beginning in 2007-08Beginning in 2007-08

Commissioner will establish annual targets for the Commissioner will establish annual targets for the percentage of percentage of Learning ResultsLearning Results Endorsements Endorsements

SAUs will reports annually to Department of Education SAUs will reports annually to Department of Education (DOE)(DOE)

► 2009-20102009-2010 SAUs SAUs mustmust award percentage of diplomas with award percentage of diplomas with

Learning ResultsLearning Results Endorsements Endorsements

► 2010-20112010-2011 Add Science & Technology, Social Studies, Physical Add Science & Technology, Social Studies, Physical

Education and HealthEducation and Health

► 2011-20122011-2012 All 8 content areasAll 8 content areas

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Chapter 127 RevisionChapter 127 Revision► Learning ResultsLearning Results Endorsement defined Endorsement defined

TimelinesTimelines Decreasing % of credit diplomasDecreasing % of credit diplomas

► Diploma requirementsDiploma requirements Individualized Education Plan (IEP) provides for Individualized Education Plan (IEP) provides for

modificationsmodifications Core Curriculum must still be alignedCore Curriculum must still be aligned

► Local Assessment SystemLocal Assessment System ““certification set” limited to English Language Arts certification set” limited to English Language Arts

and Math in grades K-8and Math in grades K-8 Define purposes and uses of “school” level dataDefine purposes and uses of “school” level data Clarify fundamental purposes for validity, reliability, Clarify fundamental purposes for validity, reliability,

and linking these purposes to overall quality and linking these purposes to overall quality standardsstandards

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PK –16 Task Force Strategies / Findings

► Graduating All Students Ready for College Graduating All Students Ready for College (continued)(continued) Develop a communication system that ensures Develop a communication system that ensures

parents, students and every educational institution parents, students and every educational institution understands college ready expectationsunderstands college ready expectations

► Actions:Actions:1)1) Use Regional Professional Development Centers as Use Regional Professional Development Centers as

informational “hubs” to host conversations between informational “hubs” to host conversations between high school and post-secondary career decisions high school and post-secondary career decisions facultyfaculty

2)2) Form partnerships among key organizations to Form partnerships among key organizations to disseminate the message of college readiness to the disseminate the message of college readiness to the publicpublic

3)3) Create a messaging campaign that helps to change Create a messaging campaign that helps to change cultural attitudes about education and collegecultural attitudes about education and college

4)4) Create opportunities to engage in public Create opportunities to engage in public conversationsconversations

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Changing the culture of Changing the culture of MaineMaine

►Time is of the essence!Time is of the essence!►Our children’s future depends on our Our children’s future depends on our

willingness to …willingness to …

►BELIEVEBELIEVE

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PK –16 Task Force Strategies / Findings

► Graduating All Students Ready for College Graduating All Students Ready for College (continued)(continued)

Change high school programs and organizational Change high school programs and organizational structures so that all students have equitable access structures so that all students have equitable access to a college-ready curriculumto a college-ready curriculum

► Actions:Actions:1)1) Support the revamping of course requirements, class Support the revamping of course requirements, class

scheduling, and resources to ensure that every student scheduling, and resources to ensure that every student has access to an engaging, authentic, and rigorous has access to an engaging, authentic, and rigorous curriculum curriculum

2)2) Identify and discontinue outmoded, irrelevant programs Identify and discontinue outmoded, irrelevant programs to free up vital resources that can be redistributed to to free up vital resources that can be redistributed to support college readinesssupport college readiness

3)3) Embed career awareness and preparation in the K-12 Embed career awareness and preparation in the K-12 curriculumcurriculum

4)4) Support, Early College opportunities for all students Support, Early College opportunities for all students 5)5) Align Career /Technical Education and Adult Education Align Career /Technical Education and Adult Education

with college ready expectations.with college ready expectations.

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What does this mean for Maine What does this mean for Maine High SchoolsHigh Schools

►Elimination of tracking►Opportunities to learn need - to address

the needs of millennial students►Program of studies – core curriculum►Elimination of many electives►Expansion of Advanced Placement (AP)

classes – training for teachers – recognition within Essential Programs and Services (EPS)

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Chapter 127Chapter 127

►Rigorous core curriculumRigorous core curriculum College Preparatory English courses – College Preparatory English courses –

aligned with defined entry level 100 aligned with defined entry level 100 coursescourses

Mathematics – Minimum expectation Mathematics – Minimum expectation Algebra II, four years of mathematics, Algebra II, four years of mathematics, Algebra for all eighth gradersAlgebra for all eighth graders

Science – Biology, Chemistry, Physics one Science – Biology, Chemistry, Physics one moremore

Social Studies- three coursesSocial Studies- three courses

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Transforming Maine High Transforming Maine High SchoolsSchools

►Prisoners of time – Prisoners of time – Structure of schools – How do millennials Structure of schools – How do millennials

learnlearn►Morgan’s storyMorgan’s story►Ultra Lab Europe – flexible, designed for no Ultra Lab Europe – flexible, designed for no

more than ten yearsmore than ten years

Community based learning – team Community based learning – team Integrated learningIntegrated learning Changing roles of teachers, guidance Changing roles of teachers, guidance

counselorcounselor

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Implications for Maine High Implications for Maine High SchoolsSchools

►Maximizing the high school experienceMaximizing the high school experience Advanced PlacementAdvanced Placement Early CollegeEarly College Rethinking resourcesRethinking resources Career and Technical Education (CTE) Career and Technical Education (CTE)

integration – CTE Strategic Plan – same integration – CTE Strategic Plan – same expectations – college readyexpectations – college ready

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Career and Technical Education Career and Technical Education (CTE) Strategic Plan(CTE) Strategic Plan

►Student Centered LearningStudent Centered Learning Personalized Learning Plan, High School & Personalized Learning Plan, High School &

CTE collaboration, guidance, serve and CTE collaboration, guidance, serve and learnlearn

► IntegrationIntegration Integration with High School reformIntegration with High School reform

►LiteracyLiteracy CTE & High School across disciplinesCTE & High School across disciplines

►Data AnalysisData Analysis►PartnershipPartnership

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PK –16 Task Force Strategies / Findings

► Empowering All Students to Earn A College Empowering All Students to Earn A College DegreeDegree

Investment in scholarships – financial need and Investment in scholarships – financial need and obstacles should be a top priorityobstacles should be a top priority

► Actions:Actions:1)1) Launch a significant scholarship program to Launch a significant scholarship program to

enable all capable students from low income enable all capable students from low income families to attend the college of their choice.families to attend the college of their choice.

2)2) Consider merit- aid programs by focusing Consider merit- aid programs by focusing resources only on low- and moderate-income resources only on low- and moderate-income families and rewarding students for taking a families and rewarding students for taking a rigorous curriculum.rigorous curriculum.

3)3) Examine the data on the current scholarship Examine the data on the current scholarship programsprograms

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PK –16 Task Force Strategies / Findings

► Empowering All Students to Earn A Empowering All Students to Earn A College Degree College Degree (continued)(continued)

Investment in core operations – Investment in core operations – to to significantly increase the capacity of our public significantly increase the capacity of our public higher education systems will require additional higher education systems will require additional funding for general operating budgets. Although funding for general operating budgets. Although more efficient delivery can provide some of the more efficient delivery can provide some of the additional capacity, we cannot expect it to be additional capacity, we cannot expect it to be large enough to reach the goal of almost 40,000 large enough to reach the goal of almost 40,000 college degrees above projections.college degrees above projections.

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PK –16 Task Force Strategies / Findings

► Empowering All Students to Earn A College Empowering All Students to Earn A College DegreeDegree (continued)(continued)

Investment in infrastructure – The growing Investment in infrastructure – The growing amount of deferred maintenance is becoming amount of deferred maintenance is becoming criticalcritical

► Actions:Actions:1)1) Prepare a ten-year Higher Education Investment Prepare a ten-year Higher Education Investment

Strategy, to meet the capital and operating needs Strategy, to meet the capital and operating needs of the systems and their institutions, to achieve of the systems and their institutions, to achieve the goal of 40,000 additional degree holders.the goal of 40,000 additional degree holders.

2)2) Seek commitments to finance the strategy from Seek commitments to finance the strategy from the Governor and Legislature in January, 2006. the Governor and Legislature in January, 2006.

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PK –16 Task Force Strategies / Findings

Driving the Change for Our High Quality System► Quality Educational Personnel

Encourage and fund high quality professional development opportunities for PK-16 educators that encourages increased collaboration among educators and across all grade levels

► Actions: 1) Encourage PK-12 teachers to obtain a master’s degree

a) improving accessibility to graduate programs statewideb) providing incentives and fiscal supports for teachers

2) Support and fund master’s degree programs that emphasize content- based pedagogy to support teachers’ understanding of the Learning Results core content areas

3) Provide for stable and predictable funding for the Regional Teacher Development Centers for PK-12 teacher professional development

4) Encourage and support the development of partnerships between schools and universities, and between schools and business/research laboratories, to provide opportunities to engage in more intensive, content-focused learning experiences

5) Fund faculty-designed program for faculty development for the Community College and University Systems.

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PK –16 Strategies / Findings

Driving the Change for Our High Quality System► Quality Educational Personnel (continued)

Increase educator salaries to be competitive with New England and beyond. Attracting and retaining high quality educators is imperative to achieving our vision for Maine Youth

► Actions:1) Increase salaries so that, by 2009, the minimum beginning

teachers’ salaries for Maine will be equivalent with the national median level for beginning teachers’ salaries

2) Fund recruitment incentives in geographically isolated regionsa) loan forgivenessb) access to low interest rate mortgagesc) higher starting salaries

3) Increase higher education salaries – for the University of Maine System (UMS) and for the Maine Community College System (MCCS) – to at least 90% of the national average for comparable public institutions by 2009

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PK –16 Strategies / Findings

Driving the Change for Our High Quality System

► Technology Enhance the delivery of education and professional

development through the use of technology► Actions:

1)Provide for an interoperable set of technologies across PK-162)Expand the Maine Learning Technology Initiative (MLTI) to

include grades 9 through 123)Integrate the use of laptop technology in professional

development PK-164)Leverage the use of specialized computer applications to

expand educational offerings for PK-165)Work with carriers and other parties to provide cost effective

transport systems for present and future technologies6)Investigate, develop and implement new technologies to more

broadly distribute academic offerings

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High School RedesignHigh School Redesign

►One to one technology for every student One to one technology for every student at the point of learning- 2010 or soonerat the point of learning- 2010 or sooner

►Be prepared – How will you maximize Be prepared – How will you maximize the children who are natives of this the children who are natives of this worldworld

►ATM – distance learningATM – distance learning

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PK –16 Strategies / Findings

Driving the Change for Our High Quality System

► Technology (Continued) All Maine PK-16 institutions will work collaboratively to

leverage their resources to provide efficient use of the collective technologies

► Actions:1)1) Document resources available within PK-16 constituencies2) Make DOE infrastructure available for delivery of Advanced

Placement and college courses for PK-123) Deliver professional development and adult education

programming over the existing higher education and DOE infrastructure

4) Identify and assess evolving and emerging technologies that enhance the delivery of educational opportunity

5) Integrate the telecommunications and technology initiatives 6) Leverage higher education locations, such as centers ,campuses

and usage of the UMS ITV sites, to increase access to educational offerings

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PK –16 Strategies / Findings

Driving the Change for Our High Quality System

► Technology (Continued)

Enhance PK-16 data management systems to facilitate the efficient and effective transfer of information

► Actions:1) Document the status of the current data management systems

2) Maximize data exchange among PK-16 constituencies

3) Expand the data management systems to provide for the electronic transfer of all documents required for post-secondary applications

4) Expand the data management system of PK-16 to facilitate the electronic exchange of documents for students transferring between institutions