Welcome to the
Task Force to Engage Maine's Youth=
Riverview
Augusta, Maine
Thursday=
, October
5, 2006
Carol Carriuolo:
Welcome today. We will take a few more minutes because= we have more people coming. There is a packet at your table with information f= rom the small group sessions last time. Please take a few moments and look thro= ugh that. There is something you can work on while we are waiting.
We are going to get started. This is the sign that we = will be using when we make transitions.
Are there some new people? Would you please introduce yourself?
Participant: <= /span>Amanda from the Department of Labor.
Participant: <= /span>Paul, I am the director of children services.
Carol Carriuolo:
I want to set the stage, we have some working agreemen= ts. You have them in your packet. You see the parking lot, you have sticky note= s. If you think of something stick it up on the parking lot and we will attend= to it.
We have some visitors talking about diplomas and gradu= ation. We have some updates and then we will break into two groups, we have another room. Then we will come back together and we will hear from some students. = We will meet again as small groups and come back together at the end of the da= y.
Any questions? You have papers in your packet to look = at. Shelley, are you ready?
Shelley Reed:
Good morning. We thought it would be good to hear from= Susan Johnson, from the department. She is working on redesigning Maine high scho= ols. She is on a governor’s task force. We wanted to invite her to talk to= us. We will try to fit in a lot of what she has to offer. She has a handout. We will do some processing in the subgroup of what she shares. If you are in t= he other group you can post some questions with Susan Lieberman.
Carol Carriuolo:
There is a note taking template in your packet if you = would like to use it.
Susan Johnson:
HI (to Janie) I want to make sure you have the handout= , we can fax it up to you.
Good morning, it’s nice to see you all. When She= lley told me I had 10 minutes to present and 10 minutes to have questions...I ha= ve a lot of information. I will have to talk fast. If you have questions that I don't have time to answer or address, please write them down and we will collect them to make a FAQ section on the web site. The other thing is I wa= nt to talk about two things...Recommendations and what the Commissioners propo= sal to the legislature will be. It is a process, your questions, concerns, about the kids you work with, as this is shaped, your input is valuable. I will be happy to take your comments with me.
The commissioner thought it would be good to involve principals, administrators, teachers, business people, etc She posed these questions, What steps do we have to take to involve all students? (Reading = from Power point) She posed the question about what would be a core course, how would classes be structured and also the end result, a greater commonality = for graduation.
(Reading from =
Slide 3)
This is to ensure that all students graduate ready.
(Reading Slide= 4) The end game is that every kid would achieve these standards. The other thi= ng is that a challenging high school will develop stronger kids. We look at different institutions and see that a greater challenge helps with greater gains.
We talk about transition from grade school to middle, = etc. But at 12th grade, our kids are ready to get out, but it is an important yo= ur for them to transition out.
We looked at programs of study from around the state. = We looked at all the different ways Algebra is presented to kids, and other studies. It overburdens teachers and schedules, we have to take a hard look= at what is being offered and how we keep choices to motivate and engage studen= ts. These options that overburden kids can lead to poor choices. As a young stu= dent you may not realize that the choices you make matter. Many times the choices have to do with their perceived ability, and how the description is written= .
The task force came up with this. Many of you many hav= e seen the statement on college readiness. If you Google it, (Slide 8) you can see it. There is more of a description. We lo= oked at what the U ME system looks for. = (Slide 9) Notice the language.
So, once the Task Force looked at that we had U ME sys= tem people there and we said it makes sense that our recommendations should be = in alignment with what the college looked for. This is what the Task Force wan= ts to take forward.
Hopefully you can read this here. It is about 4 years English, math as defined in the learning results, and four years of science (reading slide 10) so recognizing kids need to be engaged. Kids going throu= gh the Math Learning Results may take longer than four years, and the same with science - knowing that the senior year kids need to be engaged in science.<= /p>
The three years of social studies, two or more of fore= ign language. There is a committee on language about the achievement of proficiencies of two years on that.
The one year of visual and performing arts and the graduation requirement on health. The Commissioner wants a proposal of a wellness portfolio so they can see that would be a life long skill and not within a 1 1/2 year span. So a group is looking at what that would look lik= e.
So here is the initial time line. I would like to emph= asize this. Starting next year we would work (reading slide 12). In 2008, there i= s an idea floated about syllabi for folks. Physics is being taught to all kids a= s a graduate requirement. So getting out a model to understand in how to teach = that to all kids.
The Commissioner in talking about the 2010 decision - = those kids that will graduate that year she knows are in our schools now. She is changing this to 2011.
So how do the courses happen, (slide 13), so these courses could be taken separately or integrated. We do have integrated math and science programs and we know for relevant curricula we do need to integrate. It is dangerous to say we need 4 years of this or that because we know integration is important.
So how will kids be assessed? The Commissioner and oth= ers thought about how do we hold schools accountable and measure them. Any of y= ou who have worked with MLR, know these are appropriate for large scale but not always for small assessments. So with large scale assessments they should be measured by the same.
(Reading slide=
14)
(Reading slide= 15) So they are going to need the support to rethink assessments and the courses offered to kids so there is a common understanding of college readiness.
(Reading slide= 16) Again this relates to equitable access for learning which not all parts of = the state has.
We really listened to states around the country (8 of = them) and their graduate requirements, course selections, and diplomas.
There have been different groups meeting and as a resu= lt of recommendations there will be a common assessment tat tests competency thro= ugh algebra II. The math group meeting talked about a series of math assessment= . Is anyone familiar with the Northwest assessment online of math?
Participant: <= /span>I am missing that now.
Susan Johnson:
The math group has been thinking about this type of fo= rmat, if we have math assessments tied to math requirements then how can kids and teachers get feedback on this. They are thinking about how to assess and replicate that model.
The same with science. What is nice with science and s= ocial studies is giving kids the opportunity for choice and voice. I am heading o= ne group to come up with a format of state requirement on citizenship readines= s. It would be assessed locally. The science project would be on research. So there are two hands on science research projects which lends itself to real life. In Maine with the PSAT and SAT we will have math assessments so what = are the exciting possibilities to apply and use this and how can kids have mult= iple opportunities to do this.
(Slide 18)= . On language we are looking at a statewide rubric, they are looking at multiple measures and one is an oral piece and perhaps an auditory piece. This would need to be done locally.
The part of performing arts - they are talking about personal portfolios about their passions. There are many individual passions kids have so could a portfolio be used to assess kids on this.
Then the four year wellness plan guided by a state rub= ric.
So implications for Maine high schools, you will be discussing this. So your input, note cards, Shelly will feed to me to add to this list.
(Reading 19). High schools will have to go through and weed out courses on the first one.
So many people discuss the electives but that is how w= e keep kids engaged. As a former teacher in social studies I know you can create relevant and engaging courses. I found ways to engage kids through debate, argue sides about government, etc. There are ways to give kids choice and v= oice within instruction.
Personalizing instruction is not new but needs to come= to the forefront in teaching.
Technology is also a piece that we need to better util= ize.
(Slide 20) The
Commissioner is clear that these encompass all students. (Reading)
(Slide 21) Accountability also came up and the department is rethinking 125 and 127. T= he evidence of the MLR standards each student needs to demonstrate they are meeting that. The course expectations are high - the notion of syllabi would require districts to submit this to engage them to see if they are vigorous= and equitable.
(Slide 22) The
district level of process and curricula (reading) the five year cycle of
schools not showing progress and the plans needed to submit.
Thanks. This slide show is available on line.
Participant: <= /span>Would you comment on the fact where kids do better when not stuck at a certain tr= ack. It was not just eliminate tracking but that kids do better. Kids do worse w= hen stuck in a lower track and do better when placed higher.
Debbie Gilmer:
A question, I wonder about the connection with early c= ollege programs. The focus seems to be high school when we see kids leaving high school to do dual programs.
We are working with high schools with small population= s like 100 to 50. Every kid is taking physics is wonderful but some struggle to ev= en offer it let alone qualified teachers.
Susan Johnson:
The commissioner recognizes that and we are looking at= how to help teachers, technology, and the struggling schools looking for a phys= ics curriculum.
Debbie Gilmer:
They certainly don't have room to eliminate courses.
Susan Johnson:
I have worked with some small schools and they feel ba= dly that they can't compete or offer a smorgasbord of classes to their kids. Th= is was an irony because in working with large high schools, even with more electives there end up being places they try to stick kids.
The next question is how do they ramp up to offer more vigorous courses. So network and sharing of teachers on these curricula nee= ds to be worked on.
Participant: <= /span>Also transferring of credits, it sounds like state requirements...
Susan Johnson:
I went to Shelley the other day; I said you are workin= g with kids that transfer in and out of the system every day. I don't have that an= d we need to incorporate this into our message. Every one is familiar with Meado= ws - that is a big challenge for the state. A student identifier system to track kids that move in and out - there needs to be a data management team. So do= we need to redo that or salvage what we have?
Participant: <= /span>It is meeting a state requirement now then?
Susan Johnson:
Yes it would keep track of kid’s assessments, co= urses, and credits. As a potential we are now under the requirement to implement a= 4 year co-core graduation rate. Some of you saw the letter that came out about getting the data into the system. They need to identify if they will gradua= tion in four or five years. They are taking the serious steps of collecting that data but it needs to track performance of these assessments.
Participant: <= /span>So if there is a legal requirement for ninth grade level and if they finish pa= rts of it in other places they could bring that to a high school they transfer = to?
Susan Johnson:
If there is a core course of study then how do we keep= track like the MWEA example, the first math example they pass but leave school and move to another school, then there should be a record showing what standards the student met or did not meet. That is the intention. Other states like Florida you may have heard that is doing that.
Participant: <= /span>My question your last slide talked about AYP so what is that to look like. The= n to a student level what discussion takes place for appropriate accommodation. = The MEA has broad accommodations for that - will we be locking students out bec= ause of this.
Susan Johnson:
Kids have to take MEA from grade 3-8. The tests are al= tered for some kids with accommodations. There are performance bands on this so t= he individual scores that we end up with are either does not, meets or partial= ly meets the standards. That same grade is happening with SAT that kids take in the 11th grade. So kids take that, college boards send it back and performa= nce bands are being established within the SAT format.
The state decided that here is the bottom line, so when schools have numbers of kids that don't meet the line they are then put on a list. They are then on a monitor status. That is for two years and then goe= s to a monitoring piece that is Adequate Yearly Progress.
Participant: <= /span>You talked about broadening the assessment pool, so the tests...
Susan Johnson:
In the letter that came out they are saying that readi= ng, math and two science standards are the ones that will be assessed for local, state and accountable. The MEA, PSAT, SAT - is the assessment. They have to come up with appropriate accommodations for all of those.
At the high school level and this is in formation, for= the NCLB and reporting about AYP I think it would just stay for the PSAT and SAT because that is what we identified for the NCLB.
The greater assessment pool would be for graduation. T= hose multiple measures, and nothing is fleshed out now but the thinking is that = we have the SAT. A child gets a certain score which then says they are not mee= ting the standards. So if not meeting the cut scores in the state exam we would = look at how did they do in the course like the science research project. Some st= ates include attendance too.
We are not looking to have high stakes graduation requirements that are so high they can't meet it but how to keep with the notion of multiple measures to show they are ready for work and citizenship= .
It is broadening the assessment pool with kids demonst= rating they are ready to graduate.
Shelley Reed:
I would suggest at this point if you have questions fo= r her or comments that you need to say or wished this group to consider or our subgroup to consider and this has raised issues for you I would like you to write that down. In light of our time I would like to move on.
I want to thank Susan and she has spent a lot of time working on this in high schools. She is the messenger from her group. I wan= t to thank you so much.
Susan Johnson:
We talked about graduate rates, learning systems, and = I then thought I need more information. Maybe you have ideas on this too.
Shelley Reed:
So we will work on this also. Thank you so much for co= ming too.
Susan Lieberman:
I would like to introduce Craig from Jobs for Maine Graduates (JMG) and will talk about transition and what people are doing.
This is a great way to hear about this and integrate t= his into our state. Craig has handouts too.
Craig:
I will stay away from the youth transition piece but t= alk about the case of under served students in the state of Maine.
Speaking with others about the drop out rates and conflicting data.
My understanding with the Commissioner is that we need= to do a better job of connecting kids. I want to talk about our - we are non prof= it 501(C) (3). Imagine all the agencies pulling together I am proud to work wi= th them from Fort Kent to Sanford. We have a business mentality. The people employed in schools are paid on a performance basis.
It is a year round position, hands on with kids, worki= ng to raise self esteem, leadership skills, and a lot of academic remediation. Th= ere are also 30 other states using the JAG model. That recognition comes from a high graduation rate, high retention, kids working. Six years after graduat= ion where kids have a number of barriers, JMG students are making more money th= an their counterparts.
The typical student does not have a support network at= home or school. From our data we see improvement in their academics and their absentee rate. We have learned in 13 years is that a lot of schools do understand and so do the correctional facilities. Sometimes there is a perception that the kids in the back of the classroom are not engaged. We a= re told that a lot more kids are not engaged, no support networks or what education means to them. There might be 10% with these barriers but from schools we are told it is larger.
JMG is a class elective and referred by faculty and ad= min. We meet with parents and students to make sure they meet the requirement. T= hey take this as a credit. Once they graduate from JMG we work with them for a = year between their employment or college and them selves.
I am all for aspirations but would like to look at the= data for our students and what are the expectations of our school partners.
This talks about how important it is to keep kids enga= ged, we need all to have jobs and we don't have enough to fill jobs. This information is France 004.
1 in 5 is idle, not working or going to post secondary education. Nationally this means 25-50%. Here in Maine we are looking at 35-45%.
Some kids go to college and don't stay past their first year. Currently 55% go on to college. But we see a lot don't stay past the freshman year.
Any year approximately 13000 graduate. From freshman y= ear on there is a lower rate containing. What happens to the students...Do they transfer or drop out? If you look at this data, out of 6000 about 4000 retu= rn. If you look on the right hand side, about 1800 drop out, 5000 don't go on, = and 1800 drop out of high school. My question is who is preparing these student= s? Are they engaged, do they have skills for a transition? The data says 1 in 5 don't have that.
This information is important because we want to get m= ore to go to college. I will say that the connections and engagement issues we have has to be looked at, we have a problem. We need to understand that raising expectations when not all go on to college, we need to look at how we can m= eet the needs of the students. It is not just a few kids in the back of the cla= ss. We need to look beyond MLR. That is my opinion. Take a look at the data we = have pulled together. We have a slogan, we believe all Maine students can succee= d, but I don't know if it is by our graduation standards. Our schools are over= whelmed, we live in interesting times.
I ask we look at our students needs and don't dummy do= wn the requirements. I am proud to work for a group that helps kids to be successf= ul.
Susan Lieberman:
Can you speak to the Youth Transitions committee?
Craig:
We found that little data was collected at 8-9th grade= , but not all students make that transition. There is more data in the older grad= es. There is only so much money, and if different groups are working on differe= nt data, it makes sense to collaborate. We want to look at all the resource helping kids, there are a lot.
We are also working with foundations and people to wri= te a workbook on goals, aspirations, transitional needs to help identify opportunities and how to create separate networks. It will help kids as they enter into high school age.
Youth transitions committee now is going to talk about= TABOR and what that will mean. Our job is to make policy recommendations. We want= to be a voice for the emerging work force. That is it.
Susan Lieberman:
Any questions? Comments?
Participant: <= /span>I have been involved with JMG and one of my concerns is that I see students t= hat I can't get into a school. I believe the state has to look at unions, these students that are disconnected and don't fit the norm, encounter barriers t= hat keep them out. It does not help them be successful. The state needs to look= at things that are putting up barriers and not helping students.
We need to look at vocational schools and how to get students in. Where is voc going to fit in? Students that have so many barri= ers in home life- to add more requirements won't help them to graduate.
We can't get MEA results soon enough to help us. We do= n't get it until August. When I look at all that will be added...The state does= not have enough to man it. Teachers are overwhelmed. It is frustrating out in t= he field. I say take a close look, we need to be sure we don't further disconn= ect students.
Participant: <=
/span>I
am a medical person, we run a boys and girls club. WE deal with families who
have to face increasing barriers. Our school removed the JMG program which =
hurt
the families that really need it. I want to say thank you for what you do.<=
/p>
Participant: <=
/span>Where
are the JMG programs through out the state? Craig: Go to our web site, look at that. We want to be in more
middle schools and we have a waiting list of 38 schools. Participant: &nb=
sp; Is
there a follow up with students as they transition from correctional
facilities? Craig: We try to work with them if we have a program there, i=
f not
we try to find other support. WE try to help them find jobs. Carol Carriuolo: Thank you. Shelley and Susan, do you want to give upda=
tes? Shelley Reed: We put together some draft statements and put them out=
to a
small group, and we also put out the pieces we need to get in. We have a na=
me
for our piece, it is "An Act to engage Maine's youth in successful sch=
ool
completion." We came up with sponsors; we are working to not make it a
money piece because that makes it hard to get through the process. Title 20A statue, and 127, these are the preliminary a=
nd
graduate requirements in the state. We will work on conceptual language today. How long a
student is out of school, (Reading) We will look at how a request is made for information,
(reading) that is our job today. We will look at the IEP, how to go about
requesting credits, analyzing work that is being done, criteria for how wor=
k is
looked at. If it is not looked at...We have one student who chang=
ed 14
times. Do we need to look at a virtual school to help with that? It is
necessary to create an entity like that? We have some ideas on that. That is our task for today. Susan Lieberman: The other group is working on a broader scale. How do =
we
ensure a student has the skills needed? We are looking at personal skills; =
we
see themes that keep coming up. Connection, involvement, data, etc. So that=
we
can ensure that what we say is happening will happen. As we look at it we also look at what is happening in =
the
state. We will have a visitor from the Pre-K 12 council, she will talk abou=
t a
plan that they have created. It is an option for all to come but it is
definitely in one group. Carol Carriuolo: We will take a stretch break while we fix the rooms.
Shelley Reed: If you have questions for Sue I would like to collect =
them. My group will stay here, Susan Lieberman's group is in=
the
Sheepscot room, and you will have to sign in. Participant: &nb=
sp; So
maybe they should all go in together. Carol Carriuolo: Help yourself to food, restrooms are in the hall. At 1=
1:10
please be in your small group and ready to go. (Participants break and then go into their specific gr=
oups.) Debbie Gilmer: The kinds of issues discussed so far have implications=
so we
want to continue that. If people want to take a two minute reflections on t=
his
and then we will Shelley Reed: You can go back to what Susan has on a reflection of a=
h ha. Participant: <=
/span>If
other people have already raised that do we need to redo that? Participant: <=
/span>Did
you get the notes down when Elaine was speaking before? Shelley Reed: Yes. (Participants take time to write down a reflection of =
the
issues from this morning’s discussion.) Shelley Reed: Has everyone had a chance to do their reflection piece=
? Debbie Gilmer: Were there ah ha moments in Susan's presentation? Participant: <=
/span>The
idea of like Thornton's electives should be made available in all schools.<=
/p>
Debbie Gilmer: Were you enrolled in school yet? (Yes) you did that on=
your
birthday right? Shelley Reed: Any others? Participant: <=
/span>When
Elaine brought up about schools denying entrance, is there anyone to change
legislation to stop this practice? Debbie Gilmer: Those are the kinds we don't want to miss. Participant: <=
/span>In
the state of Maine people think that school choice is a great thing but it =
is
only for those that are average to above. The more they increase the
requirements the more likely they won't get in. Students who score low are =
more
apt to put the school on the AYP list. As a superintendent I assumed that
Winslow area would support area schools. They have not obligation to do tha=
t. I
have worked with them and they are willing to do that. Parents don't know t=
hat.
They think their kids can go anywhere. Shelley Reed: I talked with more areas and how do we take on those k=
ids
that are dis-invited to come. Title 28 is set up for that. Participant: <=
/span>If
you tutor them, there is an obligation to educate students that cannot get =
in. Debbie Gilmer: This task force is charged with connecting and is not
limited to kids in foster care, homeless, it is certainly all kids. Are the=
re groups
that are being denied? Some of yours are being welcomed. Participant: <=
/span>Some
are denied from 8th grade if they have attendance issues, academic issues,
special education, and behavior kids. Then if they get in and make a poor choice because they
might, they get suspended or told they are not welcome then I cannot gel th=
em
into another. Participant: <=
/span>You
are talking about areas that don't have their own high school? (Yes) Participant: <=
/span>There
is a fifth group that is the highly mobile kids whose parents move around. =
They
are transient because of their families. Participant: <=
/span>We
attach that to income also. Participant: <=
/span>Pushing
back against that is NCLB which breaks AYP down to subgroups. High schools
don't want kids that make them AYP and why that population is not welcome. =
One kid in a school could make the difference because =
that
is how fine it cuts. Participant: <=
/span>Especially
if the numbers are low. Participant: <=
/span>There
is another issue of disconnected youth. It is the guardianship issue. I have
dealt with multiple students the homeless veto has helped some but many
students...It used to be principles went to who had primary residence of
students but more and more we find students that don't fall into that becau=
se
parents don't marry, different guardianships, etc. High schools don't want =
to
take on a child, and then win a sports tournament, and have a challenge. Re=
sidency
needs to be defined because of relationships and one or another parent movi=
ng
or ending up with a boyfriend or girl friend. That should be defined. Debbie Gilmer: If we could use that lens. David has come back and we =
asked
him to be present at 2 and hopefully you will have looked at the conceptual
language we are proposing and use the common lens to see it fair and equita=
ble
we discussed last time. We may want to say to David who is taking the lead on =
the
department is, is this legit. So he will be back at 2 and maybe you can res=
pond
to some of these. Shelley Reed: Sara Marx from Kids Legal Aid is here to discuss this =
too. Participant: <=
/span>I
would like to clarify the basic residency rules for competition is the stud=
ent
live with the parent or guardian. There is a sign off of two principles to =
say
it is not an athletic transfer. If they move to play on a champion team - t=
here
is a waiver to allow the kids to play. Participant: <=
/span>That
raise the piece of chapter 20A where the person who makes the ultimate deci=
sion
on credit for a child's work. It states that it lies with the principle. I
would hope we could have a conversation for that as a broader group. Debbie Gilmer: This group will break into two groups for process crit=
eria
on proposing personal learning plans, who is involved, elements, and team
members. The other group is on a proposed process for determining credits a=
nd
the roles and responsibilities. For David we want to ask should we be that descriptive=
. Participant: <=
/span>I
liked how you foreshadowed the afternoon because it would be helpful to see
what we are aiming at before it gets diluted. Debbie Gilmer: The Strategies group feels we are doing some of their =
work
but we can't do ours unless we see it stays consistent and true to what we =
are
proposing. Shelley Reed: I thought I would read to this subgroup some of the is=
sues
to bring back to all of us. If each high school follows the core course of study w=
ould
the amount of credits be different. The Commissioner states that we meet the MLR what abou=
t the
adult programs? It may create barriers for adults. Discussion on changing the school calendar? Participant: <=
/span>That
has been proposed. They are looking at adding two more days per year. It was
done by the state school board. Shelley Reed: How does this align now with present legislation? How does this back down.... There was a task force for middle school. Remember that all students learn differently in terms =
of
integrated courses while taking MLR. Role of media. Carol Carriuolo: Do we want to share those with the other group? Shelley Reed: We asked for questions on our specific work. We don't =
want
to lose those. Debbie Gilmer: Any other reflections, questions, corrections? David mentioned another report that we will share on t=
he
web. Participant: <=
/span>One
thing I saw in the presentation was that there would be more state wide
assessment. That helps with solving our problems when looking at different
curriculum. I still question the idea of credits. So if there is a core cou=
rse
of study and a child can show in some way that they have met the learning
results through the courses then would we still have the number problem and=
disparity? Shelley Reed: The physical core group is meeting today and they aske=
d us
to think about the four year wellness portfolio - they would be responsible=
for
compiling the portfolio of walking, wellness groups, etc. They asked us to =
come
up with barriers to that group or would that be an opportunity for our yout=
h.
If I am in a psych hospital and in a group would that be part of my portfol=
io.
I need to make some suggestions. Participant: <=
/span>That
ties back to who scores it. There is no one in a state or local school who
scores it. Debbie Gilmer: We are looking at that too. Shelly hopes for it to be
volunteers Participant: <=
/span>There
are two sides to this - one side is no one to score it and the other is...<=
/p>
Participant: <=
/span>In
all that is talked about it is the time line piece. Public schools have a
certain date to have work in, portfolios, grades given and often that is the
road block for kids. Debbie Gilmer: When Susan was here we talked about small schools that=
could
not offer a scope of vigorous courses. The kids that bounce in an out - it =
is a
low income, rural schools. We are talking about virtual schools; if they are
dually enrolled in early college courses do they still have to do the
assessment process. How will that look. Participant: <=
/span>The
education task force goals where does work fit in there - does it matter how
smart you are if you don't know the pieces of getting a job. If work is in =
the
piece and not part of the criteria... Participant: <=
/span>Are
life skills in? We did a big dis-service when taking out home economics. Are
life skills included in wellness? They don't get it at home so the schools =
are
expected to do it. When we yanked it out of the class room I think it is a =
dis-services. Participant: <=
/span>The
early college intent is to target those students but you have to look at th=
at.
They don't get credit at the home site? Participant: <=
/span>You
need to look at that - it is not being done. It is presented as you that as high school or college =
credit
but not both. Participant: <=
/span>Often
times guidance can be a barrier. Some of the students we talk about are shut
down at the registrar’s office. It may be just my experience but I ha=
ve
worked in five systems but guidance needs some training around this. Participant: <=
/span>Do
we have someone from guidance. Participant: <=
/span>If
we move away from tracking then... Participant: <=
/span>There
are a lot of ESL kids, there is a grant and if it is not re-authorized I fe=
ar
for what will happen for the teachers we work through outreach on this. It =
will
be interesting to see how big the populations of ESL kids are and how it is
affected. Debbie Gilmer: We are just going to give science teachers physics syl=
labi
and they will do it? Participant: <=
/span>Also
within the ESL population, scoring English language needs to have cultural
needs. We have someone that goes out to produce curricula that include cult=
ure. Participant: <=
/span>I
was intrigued by the multiple assessment approach? It does not sound like i=
t is
in place now? You have the move to lots of tests and multiple tests.=
Shelley Reed: She has said she would come back to keep us informed.<=
/p>
Debbie Gilmer: For folks with disabilities there are limited accommod=
ations
available. Participant: <=
/span>I
have one big thought and want to make sure it is on there. As we try to find
solutions to districts who say they will not graduate someone who has not b=
een
there for six months, or is in a group home for a special service school, e=
ven
with a PET about it but not let them graduation. So a state safety net is w=
hat
I am thinking about. Those kids that have done the work but schools dig in
their heels about it. I think the word is safety net. Shelley Reed: That is such a bridge. Debbie Gilmer: One of the things we talked about and being true to wa=
s not
having a separate diploma. So a performance based diploma and Susan informa=
tion
on the task force I am still processing. Participant: <=
/span>She
said the MLR but.... Participant: <=
/span>The
MLR are all re written and there are meetings around the state on the chang=
es. Shelley Reed: Lunch is here and ready so we have the small group
conceptual draft and I would like you to read as some of our questions may =
be
answered in there. Also is the question we submitted on a place holder for =
the
DOE. We have half an hour for lunch if you could read the first two pages a=
nd
then think of the subgroup to go to - either personal learning plans or the
partial or full credit group. Carol Carriuolo: Can we fax that to Janie? Debbie Gilmer: Janie did you get this by e-mail? Participant: <=
/span>No. Participant: <=
/span>We
had an early version. Carol Carriuolo: Janie we will fax that to you. Participant: <=
/span>I
see for time - we start back at what time? Debbie Gilmer: 12:15. If people could look at the common elements - l=
ook at
the document and then at the common elements we want to hold true to make s=
ure
we honor that. Shelley Reed: We have been requested to discuss the common elements =
before
breaking up. Please help your self to lunch. (Group breaks for lunch at this point.) Pam Flood: As you are finishing up with lunch we will have a
conversation with a mom, daughter, and they will discuss the family perspec=
tive
of disruption and then a bit of conversation on this. We are not using the student questions in your packet
because we have reshaped that. Can you tell us about some of the challenges that led =
to
disruption in your education? Mom: =
; She
had PTS, and anxiety after her parents split up. She is doing well today.
She could not stay in a class room, she is very smart =
and a
high IQ. They then put her in a special education class room. Participant: <=
/span>I
am back. Mom: =
; Once
in special education you are labeled and this made it harder. So we went in=
to
an alternative education program where there is more independent study. There was not a lot of structure. She was there for 2 =
and a
half years. She is still labeled. She struggled in senior year that resulte=
d in
her not going back. The girl that hit her went back to school after three d=
ays.
She dropped out. Pam Flood: In terms of school support? Mom: =
; None
from the school. Pam Flood: So what would you suggest to those having challenges..=
.? Mom: =
; There
needs to be school personnel up to speed on kids that for suffered disrupti=
on
to listen to their needs. I think each school needs someone to do that. Pam Flood: Someone that would understand your daughter’s
education and her needs. Mom: =
; And
a safe place for her to be. Pam Flood: What do you think Mary Ellen? It sounds like you felt
isolated. Student: &nb=
sp; They
just talked all day where I was in the alternative education room. Pam Flood: You had said with that the learning style that was dis=
cussed
this morning? Mom: =
; They
had no books. No one was studying the same thing. It would not work. Pam Flood: What should these groups consider? Student: &nb=
sp; (Captionist
cannot hear...) Pam Flood: To allow you to get a good education. Mom: =
; Also
to allow them to participate in the regular school like the rallies, etc.
Pam Flood: Questions: Participant: <=
/span>If
you could design that class room in special education students... Student: &=
nbsp; It
was an alternative that worked so I could work at my own... Participant: <=
/span>Were
you able to go back later on? Student: &=
nbsp; I
got my GED. Mom: Student: =
I
am taking ITV courses. There are not a lot of people in class, and they are
there to learn and not goof off. Debbie Gilmer: To get into the alternative education did you give up =
an
IEP. Participant: <=
/span>How
did you get to and from school? Mom: =
; Me.
School bus is another issue. Too many kids on the bus. Participant: <=
/span>Did
you feel that the person with you ...Helped you. Mom: =
; She
was recommended to give up. Student: &=
nbsp; I
was 17. Mom: =
; They
said this is all we are going to do. Debbie Gilmer: Was this a school district you attended all along? Student: &=
nbsp; Yes.
We moved but it was on the same property. Participant: <=
/span>Is
transition difficult for you? Student: &=
nbsp; Yes. Mom: =
; Yes,
just going from 3rd to 4th grade was hard. Participant: <=
/span>In
the other parts of your school... Student: &=
nbsp; When
my dad moved out I didn't want to go to school, I was home schooled for a
while. Mom: =
; She
received no supports within her school. Participant: <=
/span>Your
experience working with the school and community. Mom: =
; School
is difficult to get along with. They did not want to acknowledge my other k=
ids
have problem. It took one of my kids from 1-9th grade to get a diagnosis. He
struggled for several years. Participant: <=
/span>Getting
back to design if you could have done it the way you wanted how would you h=
ave
made changes in the school. Mom: =
; More
one on one with teachers, tutoring in quiet places. Alternative education w=
as a
half day which was good but more condensed and productive work. If those ki=
ds
didn't want to do it then they should have gone some where else. Many were =
from
the correctional facilities, etc. If kids didn't fit any where they stuck t=
hem
here. There should be a separation block some where. Pam Flood: One more question? None. Thank you so much for sharing=
that. Mom: =
; We
are here to make things better and still have a 14 year old struggling at h=
ome. Carol Carriuolo: Would you be able to discuss what is happening this
afternoon? Shelley Reed: We will be talking about what the legislation is worki=
ng on
and then separate to two groups to discuss criteria for awarding recognition
and the other is strategies for that work. Susan Lieberman: We will put that out on line for that. Shelley Reed: Because this is a working draft when we come to the en=
d of
today we are into the 2-3rd type of draft. We have to have something in by
October 6th. We had a place holder and that is where we are. Susan Lieberman: Nothing like a deadline to keep on task. We were focusing on areas that we want to spend time o=
n, and
have impact on. People will look at transition planning, personalized learn=
ing
opportunities, quality assurance and categories and elements to consider. We
are also looking at kids not connected to a system at all. Also in one minute we will have JC talk about the pre-K
initiative. So we will move quickly over there to have JC's time
so....She can now stay. Carol Carriuolo: The small groups work till three, then we convene back=
to
evaluate and get your feedback for Novembers meeting. Now is the time to mo=
ve. (Group breaks =
back up
into two.) Common Elements. Shelley Reed: Did everyone read the concept paper? Debbie Gilmer: Most people were here last time when we started the ta=
lk
about what is captured. We wanted a consistent, Timely, Fair, Equitable and=
not
inhibit those getting an education, empower youth and competence based. So in reading that how did we do in maintaining in all=
iance
of common elements? Some nods? Thumbs up if we did or live with it for sideways, or d=
own.
Just the common elements? Some of it is not specific and is hard to read but
consistent thumbs up? Mixed. Timely - did we address that? Both. Needs work. Fair and equitable? Mostly. Empowering of youth - addressing the issue? Still not =
there. Competency base - a performed based option - Participant: <=
/span>Not
clear. Debbie Gilmer: Still not there then. Carol Carriuolo: So what we would like to get through is to go through =
this
and get from you the places where there are obstacles and gaps. Where there=
are
more questions than answers. If you could make notes in your margins and we
will come back to go through it paragraph by paragraph so a smaller group c=
an
weed that in to get us closer to thumbs up. Shelley Reed: The first three paragraphs are back ground and the res=
t is
the process. Participant: <=
/span>Based
on what Susan showed us are we doing the work that what ever is cooked up o=
ur
work will address that? Shelley Reed: Yes. Carol Carriuolo: So if you could go through that we will try to capture=
that. Participant: <=
/span>So
will we address what is missing? Carol Carriuolo: Yes. Debbie Gilmer: Questions, Needs and Obstacles are what is needed next=
. Carol Carriuolo: Anyone need more time? There is not discussion or comi=
ng to
agreement on these but capturing what is in the room now that raises questi=
ons
on needs, and obstacles. On paragraph one is there a question on the language o=
r? Participant: <=
/span>It
is awkwardly phrased. Carol Carriuolo: The comment is that it is awkwardly phrased. Paragraph two? Participant: <=
/span>Number
five would be a low threshold. In some schools 50-60 percent of kids miss. =
What
ever the number is it should be consecutive days. Participant: <=
/span>It
might work well to mirror the truancy threshold. Shelley Reed: I think it is ten cumulative or... Carol Carriuolo: So you are suggesting it mirror the truancy rules? Participant: <=
/span>I
don't understand how this addresses those kids that move around a lot. Do t=
hey
get a PLP? What is extending five school days or more? Shelley Reed: So that needs clarification then. Participant: <=
/span>I
think it is on the intent. Participant: <=
/span>If
we look at shorter interruptions where students receive help in course work.
Something to help meet the threshold. Participant: <=
/span>The
original intent of last month was to address those homeless or in psychiatr=
ic
care - so it is not clear there. Participant: <=
/span>I
am a little worried about the language of a personal learning plan. It is t=
he
basis of a lot of private schools or special purpose schools that develop a
plan and has one set of meanings. Some public schools I know are initiating=
it
to make it student driven. I feel that we are shooting ourselves in the foo=
t by
adopting that phrase. I just finished working with a special purpose private
where the learning plan is the center of their curriculum. Debbie Gilmer: So using the term. Participant: <=
/span>A
transfer learning term. Participant: <=
/span>I
am thinking too, when I work with high school kids they don't know they are
labeled disabled. They don't know they are. Kids should place a strong role=
. To
say they have to have a plan developed - does that punish them because they
moved or are in foster care then they need to have a personal learning plan=
. Participant: <=
/span>I
have two things, I would add to one sentence it says educational materials
available to receiving placement - the logistics is that it does not happen=
. It
is either the materials arrive or maybe a document from the sending school =
for
credit when it arrives. We know we won't get that stuff. It would be great =
to
get it but if not we need to say we will accept it. I would like to revisit the PLP but there is language =
and
there are graduation requirements - to have that be an ID number to have one
component there with it. Carol Carriuolo: Paragraph three? Questions, concerns, obstacles or com=
ments? Participant: <=
/span>I
don't know who the Connected Liaisons are? Shelley Reed: That would be school guidance. Almost 95% have a liais=
on
that serves as - Debbie Gilmer: Almost every school district has someone identified as=
that. Participant: <=
/span>I
am not sure that is part of... Participant: <=
/span>I
question the word assisted? I have students in foster care and last on their
mind is getting their credits transferred. Should not there be an adult doi=
ng
that? Participant: <=
/span>We
could say both sending and receiving schools assure that? Participant: <=
/span>To
piggy back on that we are talking about five business days for transfer - I
think it should be there. For sending and receiving schools within five day=
s. Debbie Gilmer: In California it is within two days. Participant: <=
/span>Five
days to go out and five days to get records you now have ten days. Shelley Reed: So we have to think about process. Participant: <=
/span>Paula
had a good question - what are the sanctions? Participant: <=
/span>What
do you do when it is an out of state school? Participant: <=
/span>Let's
not forget about Mandy's lost year that she had to make up. Participant: <=
/span>Let's
put down that what ever is sent you have to accept it. Participant: <=
/span>PLP
developed should also be reviewed. It would have been developed - talking a=
bout
transitioning often, before being sent to a setting the PLP should be devel=
oped
so it should be reviewed and possibly revamped. Participant: <=
/span>What
I read from this or confused is that it is not transitioning but maybe a fi=
ve
day disruption. It does not say they are necessarily going any where. Is th=
at
correct? Participant: <=
/span>Yes
if they don't have a plan it should have a slash in between to be revamped.=
Participant: <=
/span>This
draft is for all students. Debbie Gilmer: All students that experience disruption. Participant: <=
/span>So
50% of your kids would have a PLP. Participant: <=
/span>So
who develops it? The sending or receiving school? Participant: <=
/span>That
is the nitty gritty. Participant: <=
/span>Unless
you define it then neither will. Carol Carriuolo: We need to specify. Debbie Gilmer: Strategies and procedure. Carol Carriuolo: We are with paragraph 4. Participant: <=
/span>How
does this interface with an IEP. Clarifying who does what and there are str=
ict
education and time lines. We need to think about that intersection. Participant: <=
/span>If
you had an IEP would you do the other one? That should be the road map for =
the
student. Participant: <=
/span>The
IEP is what they need for services to reach their goals. Debbie Gilmer: I said how does a PLP relate to the IEP so we need a c=
lear
definition of a PLP. Participant: <=
/span>Are
we assuming that these kids are in a different education environment - not =
in a
regular school setting. The first sentence implies that. Most kids are in n=
on
traditional settings. Participant: <=
/span>Don't
they also fit into the students experience disruption? Debbie Gilmer: They could be but not necessarily. Participant: <=
/span>We
have two separate target things here - K-12 - youth disabled or have special
needs - I don't understand - so do they have to have both PLP and IEP. Carol Carriuolo: That is not the intent so we need to clarify. Any other questions or comments? Participant: <=
/span>I
appreciate that in elementary or middle kids may have to repeat but the rub=
ber
hits the road in high school. I am thinking about the IEP and under new IDE=
A we
are being asked for a transition plan - these are identifying special educa=
tion
students from age 14 on. So within that transition plan instead of an IEP w=
here
the child learns to be an MBA basketball player or what ever I would like to
see they finish such and such credits - more specific pieces. I am thinking=
out
loud about when a PLP intersects with an IEP. We should think about what we
have already to enhance that. Maybe a transition plan for identified special
education as well as none. Debbie Gilmer: So under definition clarity a course of study, educati=
on
goals, and supports, accommodations, etc. But this also could be an IFSP -
family learning services plan. Participant: <=
/span>If
I may - under definition I think it could be projected what percentage of y=
ear
or measured for a course of study - credits. Carol Carriuolo: I would like us to be crisp in getting through this.
Participant: <=
/span>Just
a suggestion - I heard categories of students it could say the following
process lists - such as those going into an alternative schools - a bulleted
list. Carol Carriuolo: Next is the review of work - (paragraph 5) Participant: A review team without assumptions. Participant: <=
/span>Again
was there an IEP meeting - we don't want to mandate a parallel meeting. Participant: <=
/span>If
the child does not have a strong advocate at home or themselves this won't
happen if we don't say it has to happen. Carol Carriuolo: We are trying to ensure that? Participant: <=
/span>Could
not the person from paragraph 3 be the advocate? Participant: <=
/span>Is
this work already done or at the receiving school or the plan to be develop=
ed? Carol Carriuolo: Good question - define what the work is. Anything else in that paragraph? Let's go to "Grades may not be lowered..."
Participant: <=
/span>The
law says the only person to decide is the teacher. Participant: <=
/span>I
don't understand that. What I the teacher says you have been out because of
seven days I am lowering your grade. Participant: <=
/span>It
does say if you miss so many days your grades lowered. It is specific in the sense it is only if your placeme=
nt
changes, hospitalized, etc. What about the family evicted that has to stay =
home
to pack their stuff, move and unpack. Carol Carriuolo: It is making sure this paragraph is not exclusive. Participant: <=
/span>It
should mean all kids having difficulty. Participant: <=
/span>We
might be barking up the wrong tree here. Maybe the approach would be attend=
ance
policies should take into consideration these issues. Participant: <=
/span>There
are schools that might say we will take into your considerations but sorry =
this
is our policy. They still get to do what they want. Participant: <=
/span>These
are things beyond the student’s control. Participant: <=
/span>It
may be the way to word it - beyond the student’s control. Participant: <=
/span>Everything
here qualifies as an excused absence. Carol Carriuolo: So it needs to be specific. Participant: <=
/span>Your
work is supposed to be mailed to you and if the school does not do that you=
are
still accountable for it. Participant: <=
/span>We
have gone through that with students, that should list on the days when the
student did not receive the work they should not be accountable. Participant: <=
/span>Some
people say a court hearing is in a students control - this is kind of a pou=
nd
of flesh.... Participant: <=
/span>Sometimes
going to court they are not always guilty. Participant: <=
/span>I
have judicial reviews every six months and I had to do that. Schools don't
count if you go to court unless you have someone from court that says you a=
re
going. It is not counted as an excused absence. Participant: <=
/span>The
statute does say for an appointment. If a juvenile or child protection - th=
ose
are sealed. You would commit a misdemeanor by giving that information. Participant: <=
/span>They
count it against you. Participant: <=
/span>It
is not like going to the doctor - you can't ask a judge for a note. Carol Carriuolo: So you are saying it needs to be really clear and how =
it
applies to the law. Debbie Gilmer: The links to statutes is very helpful. These ra=
ise the
breath of the issue because this legislature affects all of it. Participant: <=
/span>What
could be provided for verification should be listed. Carol Carriuolo: Anything else about absences. Last paragraph on this p=
age? Participant: <=
/span>When
you say All you limit it then. It should say all or including but not
limited to there. Participant: <=
/span>Why
not say the student’s limited cumulative file? Participant: <=
/span>No. Participant: <=
/span>Where
did I see five days? Carol Carriuolo: That is the recommendation? Participant: <=
/span>What
if it is done after five days? Shelley Reed: How many days is someone out and how does it line up -=
so
missing information now for two weeks. Participant: <=
/span>It
is better than missing it for six months. Participant: <=
/span>I
think the sanctions are good. Participant: <=
/span>LES
also has teeth in the law. Carol Carriuolo: So accepting full or partial credit on the next paragr=
aph? Participant: <=
/span>So
can you mandate them to accept something. They hand out a diploma - how far=
can
you go to telling them who to give it to? Carol Carriuolo: It says "Each public school district..." Participant: <=
/span>And
who defines what is satisfactory? Participant: <=
/span>The
setting where they did it would make the determination. Participant: <=
/span>Accepted
for English or social studies, etc. You said give credit for certain things
that are questionable. This would never get by. Participant: <=
/span>They
would not accept credits given by another service provider. Participant: <=
/span>You
get a quarter credit for going to a marine or something. Participant: <=
/span>How
did the quarter credit arrive would be from their portfolio - and does it c=
over
the essential education... Participant: <=
/span>It
is the next paragraph. Participant: <=
/span>I
think it also fits the question of do we talk about a common core curriculu=
m or
credits? Is it take all of these classes and graduate or take more in Windh=
am
than in Raymond? Carol Carriuolo: Anything else about recognition? (Paragraph 9) Participant: <=
/span>Tie
them into the assessment that Susan talked about this morning. Participant: <=
/span>When
the schools says we can only give a full or half credit to the work before.
They are three credits away from graduation and we are asking them to drop =
out. Participant: <=
/span>I
had this because they said they didn't know what I did. They would only giv=
e me
a half credit - I had 8 credits. Participant: <=
/span>That
was in transferring from one public school to another. Shelley Reed: That happens often with transferring students. Participant: <=
/span>I
think there has to be global statements and guide lines to enable student w=
ork
to be recognized. I am being open but feel it needs that as a lead in as in=
you
must award a quarter credit. I think it has to be advisory. Participant: <=
/span>The
student should not be penalized for credits. Participant: <=
/span>They
should not be penalized on what they cannot control. Carol Carriuolo: Next paragraph, if a pupil... Participant: <=
/span>I
work with some kids that have a PET in alternative setting and when ready to
graduate and don't give all the credits. Carol Carriuolo: So the issue of local control. Participant: <=
/span>This
is really important. Participant: <=
/span>Local
control is impinged because of federal and state money. It is the golden
handcuffs that comes with the money. If we had to scrap everything... Participant: <=
/span>The
opening sentence it says if the student completes... Participant: <=
/span>The
issue is the school district saying you didn't complete here. I agree in getting the legislation passed how much of a
barrier do we face if we say this for the sending school. Carol Carriuolo: Last paragraph, students demonstrating completion...
Participant: <=
/span>I
thought we said MLR. Shelley Reed: I was trying to figure out that kids move around so mu=
ch
they don't have a place to land. So there is a jazzy talk of virtual high
school so could that be a diploma granting institution where the child got a
diploma from this place taking the pressure off the local district. There w=
ould
be a review team to look at it. They might have even done some of the virtu=
al
course work. Participant: <=
/span>So
the virtual school would be available to all students? So now the home scho=
ol
kids trying to work out an agreement with the district could then get a vir=
tual
diploma instead. So any kid could say they want a virtual diploma. Debbie Gilmer: Very small districts that can't offer any kind of AP c=
ourses
like Latin, Japanese, Physics... Participant: <=
/span>At
the same time they are designating how many courses each. Shelley Reed: So it could be through my work is assessed in a virtual
setting. Carol Carriuolo: Let's hold the virtual setting. Participant: <=
/span>There
was discussion last month on what the diploma is. It is what ever the state=
of
Maine says it will be. We are not going to get hung up on our requirements. I=
t is
not our job. Carol Carriuolo: So do we want the group to talk about guide lines in s=
maller
group? Debbie Gilmer: We have to do this for tomorrow. So rather than the pr=
ocess pieces
we are thinking to break up and tackle the paragraphs here. Would people fe=
el
comfortable at word smithing paragraphs or broadening? Shelley Reed: We could flesh out the criteria but what is important =
is the
elements to pass along. Participant: <=
/span>I
vote for rewriting but my concern is what is not in these paragraphs. Carol Carriuolo: Let's converse on what is missing. Debbie Gilmer: We know the legislative strategy - we cannot address t=
hat
without having the legislation written. All the groups will not participate=
in
pushing this until they know what the language is and endorsing it. We talked about critical need. Libby Mitchell should b=
e here
and we should engage that focus. Participant: <=
/span>My
point is what do we put in. I saw credit awarding and five days - if we got
five days I would be thinking we created a miracle. My political strategy -
some will not pass like tackling the 60/40. If we had a chance to get this passed - the issue of u=
nions
and not accepting kids, issue of 60/40 schools and exclusion practices.
Politically we should have those in the bill. Participant: <=
/span>So
like contract bargaining. Participant: <=
/span>You
are already doing that - you will always have people object. That is why th=
ere
are compromises and not or get it on the table and keep going. Participant: <=
/span>If
we put the issue of unions not accepting kids and it goes no where, we still
have planted public awareness for maybe the next session. Shelley Reed: So how that would fit into the pieces. What specific pieces are missing? Participant: <=
/span>30%
of my population jumps - they bounce around three districts. They are at ri=
sk.
I don't see them in this language at all. Carol Carriuolo: Anything else? Participant: <=
/span>Who
awards the diploma? The principle or committee? We should flesh that out.
Participant: <=
/span>For
these kids the committee presents the results to the principle. Is it neces=
sary
to go there? Participant: <=
/span>The
law says the principle makes the determination so we could offer a committe=
e to
advise the principle. Shelley Reed: We heard principles say it was hard for them to make t=
hose
decisions when they can't interpret the information plopped on their desk.<=
/p>
Participant: <=
/span>How
does this engage Maine's youth and how does what we talk about explain how =
they
get credit when they get in this situation? Participant: &nb=
sp; Are
we getting into rule making as opposed to law making. Carol Carriuolo: Yes. Shelley Reed: If these are the elements and all needs we need to thi=
nk
about dividing up by paragraphs - like the first five and those for the last
five and think about the first three is the back ground. It needs to be tak=
en
as a group. Paragraphs 4 to the end is a process. Some is clarifyi=
ng
what we call the plan, gather evidence on what is worked on, and who gets to
decide. Those are three different concepts. I need to take to Gregg Scott the draft language that =
covers
all the components to get in. It needs to be clear as we can on our
conceptions. Carol Carriuolo: So what is missing needs to be in. Debbie Gilmer: David, the extent to what we add, some of this is beyo=
nd the
scope of our charge. Addressing union issues that don't have a high school
appears to be beyond our scope but if it addresses our charge then maybe it=
is
not beyond our scope. Do we add these issues? David Stockford: I think you need to be strategic. Statutory provisions=
that
are not union specific, I don't think you need to look at that structure. T=
here
is a lot of that already going on. Contractual requirements by schools have=
and
pay tuitions cover that. Participant: <=
/span>Some
have contracts and some don't. One thing we could plant a seed in is that a=
ll
60/40's must contract. I know it is dynamite. David Stockford: I am not sure I would want to do that. The obligation =
is the
school union and board. I believe you can have obligations they have to ass=
ure.
So it says the law says we have to do this. Participant: One legislation needs is definitions. Home students are
defined, etc. Placements, we need to define who are the youth we talk about=
and
we need to define MLR, etc. Pull key terms and specify for the legislature.=
Participant: Don't be scared of what you propose. It is not set up =
to
preserve what you have now. Participant: I am confused about the process. I did not think we ne=
eded
to be this specific in October. We don't know who is in charge yet. Debbie Gilmer: This is the process for a departmental bill. We are
retaining, we have to operate as a departmental bill and this is the time l=
ine. David Stockford: They are more stringent than they have been in the pas=
t. I
think there is a benefit to have people talk about it. Some will read and g=
et
an ah ha before we get locked into language. Part is looking at what exists=
as
in the definitions. If there is a population not defined we have to look at
putting it there. I think your observations of where the mobility piece =
is
real, and we know it is within the school year. So when you have a definiti=
on
of where to complete course work here you will not make it. Debbie Gilmer: Craig's data too - there is already a couple thousand =
kids
not even in there yet. Participant: <=
/span>You
can put in that we recognize so many children have been excluded from schoo=
l so
we are proposing this and why. Participant: <=
/span>I
also envision this might begin for the Governor a Task Force regarding chil=
dren
mobile which had barriers to their academic success. And to list the propos=
als.
Then we get Phil McCarthy to come and give recommendation. Participant: <=
/span>So
we have 60 minutes to write and re-edit this? Shelley Reed: We have to clarify and be more specific in an hour. Debbie Gilmer: I through out that as facilitators we need to change c=
ourse.
I offer that up so people will feel like they are writing the language and
following what we said we would do. If you feel comfortable, have issues on=
the
table that we will re write or help to do that. Participant: <=
/span>Do
you need this for tomorrow or do you have to define that, or once you submit
this we are locked into the language. Shelley Reed: I have been told that we have to get the meat of the
concepts. I would rather define the following terms. More import=
ant to
me I would rather spend time working on paragraphs, we can pull statistics,
language, if you trust us with these three, I would prefer divide up into t=
hree
groups to work on 1-3, then 4-7, and on the second page another group. We w=
ill
post these within the room to reflect from. Paragraphs 1-3 who is willing to work on that? Paragraphs 4-6? Carol Carriuolo: It could even be one person. Debbie Gilmer: Let's leave a marker and everyone can sign that up dur=
ing a
five minute break. Shelley Reed: The last page of the paragraphs too? Participant: <=
/span>I
am pretty realism about this; to flesh out the first three paragraphs would=
be something
that is the meat of what you are trying to do. The rest is more of a proces=
s. Shelley Reed: I think if people take the specific suggestions. Is someone not assigned a group yet? (People divide up into groups.) Find places in the room. Go ahead. * * * * * * * * * * * * * * * * * * * * * * * * * * * =
* {From David Stockford} SUBCHAPTER 3 Secondary Schools Section 4722. High school diploma standards 3. Satisfactory Completion A diploma may be awarded to secondary school studen=
ts who
have satisfactorily completed all diploma requirements in accordance with t=
he
academic standards of the school administrative unit and this chapter. All
secondary school students must work toward achievement of the content stand=
ards
of the system of learning results. Children with disabilities, as defined in
section 7001, subsection 1-A, who successfully meet the content standards of
the system of learning results in addition to any other diploma requirements
applicable to all secondary school students, as specified by the goals and
objectives of their individualized education plans, may be awarded a high
school diploma. [Students who
experience educational disruption who successfully complete a school comple=
tion
plan may be awarded a diploma] Career and technical students
may, with the approval of the commissioner, satisfy the 2nd year math and
science, the 2nd -year social studies and the fine arts requirements of
subsection 2 through separate or integrated study within the career and
technical school curriculum. [Definition of students who experience educational
disruption. "Students who experience educational disruption as a resul=
t of
conditions beyond their control such as hospitalization, incarceration,
changing school administrative units, shall be defined according to departm=
ent
regulations."] * * * * * * * * * * * * * * * * * * * * * * * * * * * =
* {From Shelly} Section 5022 Admissions to regular program 2. High School course credits and diploma eligib=
ility. C. Requests for transfer credit for equivalent
instruction completed at non approved private schools, at private schools t=
hat
elect not to meet requirements under section 2901 or through other equivale=
nt
instruction programs must be evaluated on the merits of the documentation
provided. The principle and guidance staff shall conduct these evaluations =
on
request by the student or the student’s parent or guardian. The princ=
iple
may direct that the student undergo a test or tests to assist in making a
determination relative to the awarding of credit under this paragraph. =
D. Awarding of a high school diploma by the local s=
chool
is conditioned upon the students demonstration of having satisfied all cour=
se
credit and other requirements established by the local school board. The lo=
cal
board of directors may establish resident credit requirements as a precondi=
tion
for the awarding of a local school unit diploma. Page 124 Section 6001-B Transfer of education recor=
ds 1. Education records must follow students who
transfer. Education records must follow students who transfer to a scho=
ol
in another school administrative unit in the state. The education records of
students who transfer from educational programs or schools for juveniles
located in or operated by correctional facilities of out-of-state schools a=
re
also subject to this requirement. 2. Transfer of records ... (Shelley will check to see what she wants to add in=
to
this section.) * * * * * * * * * * * * * * * * * * * * * * * * * * * =
* {From P…(name?)} High school course credits and diploma eligibility<=
o:p> (Paragraphs 1-3) Students
experiencing educational disruption caused by situations such as (but not
limited to) homelessness, psychiatric hospitalization, foster care placemen=
t,
or youth development center placement shall have the same opportunity as
students in all Maine school districts to earn an approved high school dipl=
oma
through a challenging academic program to meet the Maine Learning Results.<=
o:p> Students who
experience a disruption in their education or their educational placement f=
or 7
consecutive school days shall have a School Completion Plan, developed by
sending schools and updated by receiving schools within 5 school days.
Educational materials shall be made available to the receiving placement
immediately or an Academic Programming Waiver will be signed by the
sending district agreeing to accept the academic programming and credits
implemented at the receiving school. For every st=
udent
whose education is disrupted (as explained above), a school staff member wi=
ll
be assigned as a School Completion Advocate to ensure the complete
transfer of all records, credits and grades, all academic material or an
Academic Programming Waiver, and the School Completion Plan within the 5-Day
allotted time span. * * * * * * * * * * * * * * * * * * * * * * * * * * * =
* {From the woman who is an attorney} (Paragraph 4-6) K-12 student=
s as
defend in this chapter shall be awarded commensurate recognition of work
towards grades, credits, competency of standards as follows: 1. Upon educational disruption a School Completion Plan shall be
developed for the student by the receiving school on the first day of the s=
tudent’s
attendance after the period of disruption occurs, 2. The School Completion Plan (SCP) shall be developed by a team
consistent of at least a school administrator, the student if appropriate, =
guardian
ad litem if appointed, parent/guardian/foster parent/custodian and other
individuals with knowledge of the student or with an area of expertise who =
is
invited by the administrator or parent/guardian/foster parent/custodian or
student, 3. The SCP shall follow the student and be accepted by any subsequent
receiving school, 4. The SCP shall be reviewed quarterly or within five school days of =
the
educational disruption which ever occurs first, 5. The SCP review shall be completed by an administrator at the school
the student is currently attending, the student if appropriate,
parent/guardian/foster parent/custodian, 6. The students progress on the SCP shall be recorded on the students
transcript, and 7. Portfolio or other evidence of student work shall be made availabl=
e to
the receiving school, If a Statewi=
de
Review Team (SRT) is developed, any disputes regarding credits, transfer, or
acceptance of student work shall be appealed to the student review team. Students who=
are
absent from school due to an educational disruption shall not be held
responsible or penalized for school work assigned during that time but not
completed unless the school provides the student with the assignments and
materials within a reasonable time not to exceed (2-3?) school days from the
start of the educational disruption. [Comment: St=
atute
addressing excused absences needs to address court appointments, crises unit
stays, and other disruptions beyond the student’s control.] [Comment: Ph=
rases
needed to be defined within the definition section. Students Experiencing
Educational Disruption, Educational Disruption, Receiving School, School
Completion Plan, State Review Team.] * * * * * * * * * * * * * * * * * * * * * * * * * * * =
* {The woman who worked with the Mom and Daughter} What’=
;s
Missing: School Unions who do not have a high school often face=
the
problem of not being able to find a high school placement for their student=
s,
especially those students who experience disruption due to identified as
receiving special education, or who have behavioral, emotional or academic
problems. Recommendation: School Unions must create a
non-discriminatory contract that provides all students a quality high school
education. *60/40 Schools often deny high school placement to stu=
dents
identified as receiving special education or who experience school disrupti=
on
or who struggle academically. Recommendation: 60/40 schools may not discrimin=
ate on
accepting students if they receive ANY state or federal or local funds. *Some high schools have a practice of dis-inviting stu=
dents
to continue receiving their education. Other students report that they have=
been
advised to drop out of school by school personnel. Recommendation: These students should be referr=
ed to
the drop out prevention committee in their district to develop a School
Completion Plan. *Current school law gives authority to determine if a
student meets graduation requirements to the highsschool principal. Recommendation: A committee including the princ=
ipal,
school counselor, student’s advisor, teacher, special education case
manager (if child is identified as receiving special education) and student=
and
parent or advocate should make determination. Definitions: Highly mobile – students who change schools
educational placements more than two times a year. * * * * * * * * * * * * * * * * * * * * * * * * * * * =
* Participant=
: We are recommending school unions develop contracts. Talked about 60/=
40
schools, students identified receiving special education, struggling studen=
ts
academic. Also discrimination on students. High Schools=
who
have a practice of dis-inviting students, and school personnel advising drop
out, recommending a school completion plan. Also the principal having autho=
rity
on graduation and instead utilize a committee. Participant=
: We tossed the last paragraphs so by adding some sentences it tags onto
IEP and adds the School Completion Plan to be followed. It was smoother to
write it that way. Shelley Ree=
d: We are making
adjustments to part of the law as well as the transfer to records.
Susan Lieberman: I was going to take this inspiration and went to Micha=
el and
Linda to help with this piece as well. Participant: <=
/span>Not
really. Participant: <=
/span>We
started with work we did at the previous meeting from our discussion and
winnowed it down to areas of focus for continued work and then developed ac=
tion
steps and settled on transition planning components for policy pieces that
might dovetail nicely with your School Completion Plan. We have a transition
process that might work with that. Shelley Reed: Since the act is titled that it would work. Participant: <=
/span>The
other piece was the communication collaboration piece within the transition
plan. The youth's plan and the resources needed as he goes through school.<=
/p>
Carol Carriuolo: We are going to start wrapping up. Debbie Gilmer: Please respect auto immune disorders of others by not =
using
perfume. So if we could have a perfume free environment. Carol Carriuolo: So the plan for the November 2nd meeting. What worked =
and what
do we need to pay attention to. Participant: <=
/span>Let
us know if lunch is provided or not. I left mine in the truck. Debbie Gilmer: I thought we said at the end of the last meeting. Participant: <=
/span>Was
I out of the loop about the agenda - I did not get one for the big group.
Carol Carriuolo: You should have received an e-mail about it being on t=
he
website. Do people get that? Participant: <=
/span>I
shared mine with someone else. Kathryn Markovchick: We will do a test of the big list serve. Shelley Reed: We will do a test for everyone. Kathryn Markovchick: We will send it out in two different messages. Debbie Gilmer: Many folks have Yahoo and it ends up in the junk mail.=
Participant: <=
/span>I
usually get two. Debbie Gilmer: You may get two being in the two different groups. Kathryn Markovchick: If you could add it in your address book as if it is s=
omeone
it will keep it from going into your junk mail. Carol Carriuolo: What else do we need to pay attention to? What worked =
well? Participant: <=
/span>The
hour that just happened, in small groups. We weren't even planning it. It
worked well. Shelley Reed: This focused people too. Participant: <=
/span>I
could care less about process but having a product at the end, some sense of
accomplishment worked for me. It was the legislation. Participant: <=
/span>One
topic that came up was a work day where we didn't do whole group pieces but
stayed within our own group. Carol Carriuolo: Anything else? Participant: <=
/span>We
need legislators like Phil McCarthy. I would be happy to invite others. Participant: <=
/span>For
me the presentations are too long and if they do it should address our char=
ge
versus everything else. Carol Carriuolo: Anything else? Participant: <=
/span>That
also came up with the first two presentations - Feedback from Susan Johnson=
and
how we relate and accommodating what they are doing. Participant: <=
/span>Is
there a way to find out who is in her group? Participant: <=
/span>It
may be on the website. Shelley Reed: We will do that. I don't know. Carol Carriuolo: Last word. Participant: <=
/span>The
chocolate was great. Pam Flood: To wrap us up we have been looking at the big and small
picture and keeping our focus. I want you to stand up and balance the feath=
er
on your finger but you can only look at your finger and the feather of where
they connect. Look at your finger to focus and try to balance it. Has everyone tried it? Put your eyes on the eye of the
feather and still balance it. Now put it on and look at the eye. So sometim=
es
it is changing our line of vision to help us get the work done. You have a feather to take with you now. Thank you all.