Task Force to Engage Maine's Youth=
Augusta, Maine
September 7, 2006
Carol Carriuolo:
Good morning and welcome. We would appreciate it if you speak slowly and if you use acronyms, please say the whole title out so tha= t we know what it is.
Thank you for being here. We have a full day planned. = We will work as a full group this morning, this afternoon we will break into groups. I would like for the support people to identify themselves. Susan h= as a child starting school today and will join us later.
Today’s outcomes are in your packet, I will read= them off:
Participant: I am glad to be part of the group.
Participant: I am new to the group today.
Participant: I am Kathy, glad to be here.
Participant: I just came back from Yellowstone.
Participant: I am Beth.
Participant: I am Nancy Connolly from DOE.
Participant: I am Deb from Maine Afterschool Network.
Participant: Larry, I am from Muskie Institute CHOICES.
Participant: I am Laura from USM.
Participant: I am Kathy from the Augusta Boys and Girls Club.
Participant: I am Rebecca, I am a social worker. I came with Cathy.
Participant: I am Karen from Spurwink.
Participant: I am Patty from The REAL School.
Participant: I am Jeff from the Maine Principals Association.
Participant: I am Emanual from the Alternative Education Association.
Participant: I am Harper Dean from Maine Indian Education.
Participant: I am from the Muskie School.
Participant: I am Becky from Maine Adult Education.
Participant: I am from Jobs for Maine Graduates.
Participant: I am Chris from Maine Rehab.
Participant: I am Linda and I work with LDA.
Participant: I am Mike with the Transition Network.
Participant: My name is Joe; I am a student with the REAL School.
Participant: I am Erin; I am from Maine School Counselors Association.
Participant: I am Bob from Maine School Management.
Participant: I am Mandy, I am a student.
Participant: I am Pam Flood; I work with Maine Support Network.
Participant: I am Katherine; I am also with Maine Support Network.
Participant: I am Helen, from GEAR for Piscataquis and Penobscot counties.
Participant: I am Ellen, I am a parent. It’s my birthday.
Participant: I am Joyce; I am a public high school math teacher.
Participant: I am Becky; I am from the Maine Department of Corrections.
Carol Carriuolo:
Has everyone had a chance?
Participant (video): I am Jamey, I don't= have a word! I work in Machias with youth.
Carol Carriuolo:
I tried to meet earlier with the people, who could not= join us in August, please make sure you get a packet.
As questions emerge and you want to add to it please f= eel free in doing so.
Shelly Reed:
I have a couple of things to pass out and will ask for= some help with that.
I will wait a moment because I want everyone to have t= his. One is a general sheet on Maine’s Path of Education. If you stayed aw= ake in history on how our bill becomes a law. It goes to the legislature and is then introduced, works it way to committees and on to the floor. It is challenging to make sure the information is given so that legislatures can judge fairly.
Our task is to give work that can be judged fairly alo= ng with enough research so this can be approved and sent to the governor.
Second is a memo that goes to departments regardless of which you work for there is an internal direction.
What we did was to come up with changes for the Maine education and statutes, Title 28. The rules of Chapter 125 and 127, we want= our work to go right to the Maine state statute.
There may be other things that come up that can be pla= ced in the law. I focused on how students can be receiving credits (Chapter 128 la= w).
The Department of Education person is Greg Scott and I= spoke with him. The other memo you have is for state departments to come up with things to schedule. By September first we had to give a place holder. We di= d give one - be looking for the words of that.
The purpose is to work on a task force to engage Maine= ’s Youth so all that we work on for our recommendations can go in. This gives = us a place holder.
Second was to include statutory … (Reading the purpose)
Our first proposal statement was broad enough to carry= us through.
On October 2nd we have to draft more specific language= . By October 23 there is a review process where it our language will be accepted= or rejected.
By November 16th we need a final billed draft. It then= goes to the Reviser’s Office.
If we have proposals they then have until December 6th= .
If this becomes a governor’s submittal - he can = submit it anytime and it will move forward. We have not found out if that will hap= pen. That is a high level decision over my head.
So we are covering all our bases to get this legislati= on in. Our task does not end December 6th. As we put together this initiative, how= do we have kids get the credits and transcripts to get the skills we need. We = will go through these steps. If you have questions we can try to answer we can p= ut them out there.
Participant: <= /span>What does a credit mean? What are we talking about? And what is competency of standards? Are we getting legislative sponsors as well?
Shelly Reed:
All those words will need to be defined. DOE is talking about this and the requirements and the pieces on moratorium as well as the Maine Learning Results being revamped.
The competency and standards are still being reviewed.=
Raise your hand if you feel you are good at moving legislation through or helping with that - or if you feel comfortable with meeting someone or have a relationship with someone it would help.
Participant: <= /span>I think the whole group would have to be involved in getting in touch with th= eir representatives.
Carol Carriuolo:
If a question comes up or you want to name your expert= ise, Pam is putting up posters you can write that out. We all need to claim the areas where we feel we can move this along.
Pam Flood:
Also you can use the Parking Lot on your post-its and include that. So in small groups as you generate questions those may be important for other groups to consider.
Carol Carriuolo:
Anything else before moving on?
So for the next 50 minutes you will work in small grou= ps looking at data and research. That is what people wanted to see from before= - how will it impact us.
I would like us to review our charge and we want you t= o work at that. In the initial packet the charge was in -
Draft legislation (Reading from the poster)
Develop a plan for statewide policy to ensure students
receive credit for instruction and standards of competency by a certain dat=
e. (Reading from the chart)
Recommend a system to track the implementation of the = legislature and policies and its effect on youth.
We will break you into groups by interest.
Shelly Reed:
If you printed out the executive summary it is also li= sted there.
Deb:
I was going to explain the reports. There are a number= of reports we have so if you have a particular interest then please go to that table. We have more reports than tables.
Susan made a suggestion of putting two of them togethe= r.
Participant:
Is there a way to get copies of these?
Deb:
We have a few extras and if there are some we will let= you know. We put the links on the work group web site. We don't need them back.=
Participant: <= /span>Can we have one person identify which report is where?
Carol Carriuolo:
Drop out and fall data
Participant: <= /span>High School Completion
Participant: <= /span>Youth with Disabilities.
Participant: <= /span>Wrap Around Demonstration Content
Participant: <= /span>Technology in the Future of Maine Economy.
Participant: <= /span>Cooperation
Participant: <= /span>Would it be better to be at a table we have not seen or what we are familiar with= ?
Carol Carriuolo:
Your choice, and if it is useful to stay with that dat= a do it. But if you want to broaden your information then go ahead and move.
Deb:
People represent a broad scope here and we wanted a br= oad sweep of the information to be comfortable with it. We hope we have covered most of the areas.
So now we need you to find the table for the data and = the charts.
(Participants =
move to
their area of interest.)
Carol Carriuolo:
May I have your attention? At the back table will be Promising Futures. Another is Achieving Prosperity.
If you want a detailed look it is back there. It does = not matter how many people are at a table just to get where you are interested = in.
I need to give instructions so please find the place y= ou want to be.
Shelly Reed:
We are looking for the Transition report?
Carol Carriuolo:
May I have your attention? In your packet are small gr= oup guide lines. You need a facilitator and their role is to make sure everyone= can contribute.
You need a time keeper and I will give you a 5 minute warning.
You need a recorder to complete two charts. One with questions that are asking you - the name of the document goes at the top, w= hat is interesting, what is surprising, data, inform work, what insights, are t= here individuals who should be included and you have information in your packet = on a yellow piece of paper.
All the work groups interacting with data will post th= ese two charts. We will ask you to walk around and put it on your reflection sh= eet.
This has three columns to fill out on this chart. We w= ill pass them around and you need a recorder to make sure the conversation gets recorded.
There is not a whole group report out of this task. Du= ring lunch you will walk around to review the data each group comes up with.
(Participants gather into groups to work on discuss= ions.)
Carol Carriuolo:
You have 20 minutes left; please make sure both charts= are completed. You want to summarize what you are learning. Please make sure the name of your group is at the top of your chart.
(Groups are completing discussions.)
Carol Carriuolo:
You have three minutes to wrap up and post on the wall. Please make sure the name of the document is on your chart.
Carol Carriuolo:
We will transition into the next piece. We are invitin= g the students to come in with us. Please post your charts. You can stay where you are. Situate yourself so you can see the students.
Pam Flood:
Attention please! We need to develop a different way to bring the group to quiet. If you see one person’s hand up, please rai= se yours to get others’ attention. The chime isn’t working.
I think this part of the morning will be valuable to u= s. It is a chance to listen to the experts, a chance to hear what is offered whic= h is helping or not helping them. Mandy and Joe will help us to understand the experience of youth today.
You have a paper that talks about your role, it will b= e a bit different but you will still listen. We will change the format. I want = you to be an investigative reporter. Use it to prompt your questions. The stude= nts know they don't need to answer if they are uncomfortable. It will be like a news show.
Mandy and Joe, thank you for joining us. We are here to share with people here. What has best helped you to connect in school or wh= at had been a problem?
Joe:
I started going to a really great school, it has helpe= d me to stay connected. I am happy there; I have a friendly relationship with my teachers.
Pam Flood:
What were some of the challenges at your old school?
Joe:
It was a larger school, I saw new people there every d= ay that I didn’t know. There were stereotypes, I felt like they thought I was a bad kid and I wasn’t, but I started to think that way. It was harder because I felt the teachers and principle were like the kids.
Pam Flood:
How did you get to your new school?
Joe:
It was a misunderstanding. I had to miss a class and I= was taken to the office and told I was being kicked out because I wasn’t = in class. They sent me to another school where I didn’t do well and I go= t in a lot of trouble there. I decided I would not go back until I was in a plac= e I wanted to be. For three to four weeks I was out of school unt= il the REAL School called me.
Mandy:
Can't top that! Things that helped me to stay connecte= d are friends and teachers you can feel a connection with.
Pam Flood:
How do the teachers help you feel connected? What is it about the relationship?
Mandy:
They ask me how I am doing. Lots of people automatical= ly judge me because of my background. There was a teacher in one group who cal= ls me up to see if I need help or how I am doing.
Pam Flood:
She stays connected. You also joined an extra-curricul= ar activity...
Mandy:
I did. I had this reputation as a dumb blonde because = of something that happened…I was in a hall and I happened to see someone= who looked like me, coming toward me. My friend grabbed me and pulled me to it,= it was a mirror. I was known as a stupid blond because of it. My hair was blon= der then, I dye my hair darker now. I had a reputation as a stupid blonde. I we= nt from that to being called a whore. I joined the cheerleaders and so now I am more popular because my image changed.
Pam Flood:
You had some interesting stories about your community.=
Joe:
When I first started, we worked with Preble Street. It= was good because we helped people and started feeling better about ourselves. I= did a project called "Stuff the Bus" with food. It was to help Preble Street get food. We nearly filled the bus. It gave me a different perspecti= ve. It makes it easier if you are out there already. We went to New Orleans last year. We helped rebuild and clean out places. You don't get that chance in a regular school. We do learn things, but out in the community you get more prepared to face the real world.
Pam Flood:
In terms of community, Mandy, what are things that hel= ped you stay connected?
Mandy:
There wasn’t a lot out there to stay connected. = (Captionist can't hear) I don't think school is there just for socializing; there wasn’t much outside in the community where I was. There were a lot of drug users; there wasn’t a lot to connect with at Massabesic.
Pam Flood:
How do you deal with cliques, how do friends help you?=
Mandy:
I had one girl that I wanted to hang out with, I made = plans to meet her one evening and she didn’t show. I asked again and the ne= xt day I had lunch with her and she is a friend now. After a while I didn't ca= re for the popularity issue at school any more.
Pam Flood:
What is one thing you don't want to ever happen to any= one else?
Joe:
I am in a better place than I was, but it may not happ= en for everyone. One thing would be no stereotyping. There are assumptions people make, if something gets vandalized you may be the first person they think of even if you didn’t do it. At Windham I was there for two weeks when someone vandalized the bathroom and they picked me out and I hadn’t e= ven been on that side of the building. It ruins your experience of school= if it is stacked against you.
Mandy:
I would include teachers in that too. Also I lost my e= ntire freshman year due to a lost transcript. I had to do it all over.
Pam Flood:
In terms of getting a job, what would be some ideas you have?
Joe:
It depends on who you are and the environment. My mom = hired me where she works. Lots of people tell me I won't get a job because of the mohawk. It is a lot to get a job because of the stereotyping. When people g= et to know me it is not who I am. If you have someone to support you with working, it is not fair to have to change who you are. It helps you because you get paid but it helps them too.
Pam Flood:
So maybe finding ways to let them get to know the pers= on, not the stereotype.
Mandy:
I have a job now, I didn’t have trouble getting = one because I am outspoken.
Pam Flood:
We talked about how you are good advocates for yoursel= ves. What can we do to help friends advocate for themselves, both for jobs and community?
Joe:
I wasn’t always like that; I learned it from my = mom. She told me I would have to say things for myself. You can advocate for yourself, if something happens at school you can speak for yourself and not just go call your mom. I have had that happen. It is my li= fe I am trying to get together. If you do that, you don't really have a say if someone else talks for you.
Mandy:
Advocating used to not be easy, but after I took Public Speaking it got easier. I would get too emotional and yell or cry. It made = it easier for people to listen to me too. (Captionist can't hear)
Pam Flood:
What is the greatest frustration you have faced? What = would you put up as the hardest challenge?
Joe:
It was a mix, it was hard because I moved to Windham a= nd I was told that I would not be able to go to my old school. It was hard to be told that. I remember leaving and being told not to come back. To go to a n= ew school, where I had no interest and did not know anyone… I had no fri= end to talk with. I don't get into trouble, but almost got expelled because of a misunderstanding. It was hard to sit in a class where I did not know anyone= and did not know any teachers. It was like being a mouse in a maze. It was hard= to understand and just follow the rules.
Mandy:
I had to double up on classes because of my transcript= , and my social reputation was ruined.
Pam Flood:
Did you feel like anyone was helping you?
Mandy:
I had a boyfriend who would make fun of me, I had peop= le I would hang out with, but it was just trashed. I did not want to go back bec= ause I did not want people to think of me that way.
Pam Flood:
If you were in charge, what three changes would you ma= ke?
Joe:
I would want to make schools smaller. When reading the groups you see with larger schools there is a higher drop-out rate. If you don't feel noticed by kids and the teachers it is hard. It is easier when y= ou know the kids and teachers.
What helped me the most was being in the community, li= ke at Preble Street or going to New Orleans. It changed my perspective and is bet= ter than sitting in a class all day. Reading a book and thinking you know is not enough. It is easy to talk about cliques, like communism it looks good writ= ten down. To not be strict and expel people, but showing the stereotyping regardless of what you look like. No matter clothes or music - people look = at me think of me as a punk. I like classic rock not punk but people don't thi= nk of that. Kids are impressionable so telling what happens with stereotypes is important. Like the Columbine shootings, it cannot just happ= en there, if you push kids that can only go so far. There is no excuse for what happened but there is a whole list of things that should change. I can pick apart what I don't know.
Mandy:
How soon they get people in school. The worst thing is= I am still not enrolled for my senior year, which is because I am not a resident= and am trying to go in Saco. I will be 18 tomorrow and was told I can do that myself. I should not have to wait this long to be registered in a school. I= am just mad. That is one thing that has to change.
The way schools are run needs to change. Teachers and schools don't mind about kids dropping out - if you have drop outs they nee= d to be tutored which is the law or an alternative school like The Real School. = They should try to work with a kid to help further their schooling.
I think cliques are horrible. I have only been to one = where everyone gets along. I went to one and no one dissed everyone.
For that to happen I think it should happen in kinderg= arten.
Pam Flood:
Let's open that up to our investigative reporters.
Participant: <= /span>I commend you both and would ask what you would like to do after high school? Also do you feel prepared to go into the work force or on to college?
Joe
I talked about going to school to be a musician. The s= chool I attend has helped me go to music lessons. I went from a huge school where they give the same advice to a school where they told us we have our own op= inions. A lot of things have given me confidence. I am working on a Project called Project Rock to raise money for New Orleans. It is about 30 rock bands for = an all day concert to raise that money. That is the first of many events. If it was not for the school I go to - even if you want to be an astronaut they w= ould help - if not for school I would probably be a drop out.
Mandy:
I would like to be in cosmetology like at Head Hunters= . I would also like to study child hood education.
Participant: <= /span>Mandy, I am concerned about the credits you lost and about you not in school yet. = What do you think of not getting registered now?
Mandy:
As of tomorrow I will not have a case worker, but with someone else. Susan helped me yesterday. A B9 was not set up for me yet. Wi= thout that I can't go on. She found out that I was not prepared yet and they said they would try to have it ready for tomorrow.
A staff person will drop me off. I will show that I am= a Saco resident so I can sign up for my classes.
Participant: <= /span>What about your freshman credits?
Mandy:
I took AP classes so I doubled up on them.
Susan:
She also called the guidance ahead of time. It was her= great advocacy in knowing what she needed to do. She did much of the preliminary = work and should be commended for that.
Pam Flood:
Any other comments or questions?
Participant: <= /span>Where are you going tomorrow?
Joe
I am going to meet some of the Red Sox players tomorro= w with the Volunteers of America. We will learn about being public speakers. It wi= ll be a great opportunity to meet not just the players...My first thought on t= hat was getting help from these guys with the project I am trying to do. I like= the way I used it, I felt like I was looking for a diamond and walked into a jewelers and hope that will work for me.
Participant: <= /span>I think you already have the public speaking.
Participant: <= /span>Mandy, I am baffled about your freshman transcripts?
Mandy:
Massabesic lost them in sending them to Wells. They kn= ew I was there and existed but there was nothing left. I tried to recreate it and they would not let me back. In Massabesic or Sanford you cannot walk through the halls or go into the school unless you go there.
I was on the streets prior to that because I lived wit= h my dad out of state.
Participant: <= /span>You both seem to agree about your thoughts on high school. I wonder if you have thought how schools could create a sense of community so that groups do not form. Do you have any ideas on that?
Joe
Maybe the best way, not like each other but not to jud= ge. Put everyone in a room and say get along. Bring kids together from different cliques - in a room you will talk with someone whether you want to or not. = If people had to be together you might get to know someone. Everyone might get= a better understanding of each other and might not think so bad of each group= . I believe in that it can take one person to change something.
Mandy:
Say you are in a room with someone - you would need to balance it. It needs to start younger in high school.
Pam Flood:
One thing you talked about in high school...
Mandy:
It is teachers that don't do anything. Yeah, I don't l= ike you or go into the back of the room or they just don't know you. People can= 't automatically assume. If there are teachers in here I don't mean just you.<= /p>
Pam Flood:
But those teachers that can help?
Mandy:
Like the teachers that I know, one is younger who is s= weet at Massabesic. The girl I befriended she is helping her. Some teachers do s= tuff like that and there are some that instigate too.
Joe
No one is perfect like teachers but I think when young= er it is like racism - it happens. I have had teachers like now who can make you = who you are. I had a kindergarten teacher who came over and sat with me. She to= ld me it is your world and make the best of it. For me to find who I am now it stayed with me.
(Thank you from
everyone to Mandy and Joe.)
Pam Flood:
We spoke earlier, shoes off is a good idea.
Carol Carriuolo:
Let's take 45 minutes and it is delivered. Do the gall= ery walk and we will reconvene at quarter of 1:00 pm as a whole group.