2021 being required to demonstrate proficiency in 4 core Include in Charlotte Ellis An Act To Implement Certain Commissioner’s content areas of Learning Results: 1) Math, 2) Dispatch or Update. Recommendations of the Maine Maine’s English Language Arts, 3) Social Studies, and 4) Science Proficiency Education Council and Technology). The requirements grow for each Review for data collection and graduating class until 2025 at which time students are reporting impacts. expected to be proficient in all 8 content areas as defined in Learning Results. Maine’s Creates recognition of multiple pathways for career and technical education (CTE) students to receive proficiency based diplomas with the completion of a CTE program meeting national or state industry standards recognized as a demonstration of proficiency and the phased-in schedule until 2025 to be proficient in CTE and 7 other content areas of the Maine Learning Results. Directs the Department to develop routine technical rules for proficiency-based diplomas to allow local flexibility and innovation in developing consistent graduation standards aligning the phase-in of multiple pathways for CTE students ensuring that all students be exposed to all content areas. Proposed routine technical Extends through the 2020-21 school year funding to rulemaking pertaining to CTE school administrative units (SAUs) of annual transition students. grants, if funds are available, to implement the proficiency-based graduation, reporting and credentials requirements. Requires a review in 2017-18 and adds a 3 year review cycle of the Essential Programs and Services components related to implementation of proficiency based reporting and graduation requirements. (Transition grants are is the only component at this time with these criteria.) Requires SAUs to maintain a transcript for each student which will reflect the certification by the SAU of each area in which a student achieves proficiency and keep that transcript with the academic student’s permanent transcript. Authorizes the Department to provide guidance and, if necessary, amend major substantive rules in order to establish strategies by which special education students
An Act To Implement Certain Recommendations of the Maine Proficiency Education Council 2021 being required to demonstrate proficiency in 4 core content areas of Maine’s Learning Results: 1) Math, 2) English Language Arts, 3) Social Studies, and 4) Science and Technology). The requirements grow for each graduating class until 2025 at which time students are expected to be proficient in all 8 content areas as defined in Maine’s Learning Results. Creates recognition of multiple pathways for career and technical education (CTE) students to receive proficiency based diplomas with the completion of a CTE program meeting national or state industry standards recognized as a demonstration of proficiency and the phased-in schedule until 2025 to be proficient in CTE and 7 other content areas of the Maine Learning Results. Directs the Department to develop routine technical rules for proficiency-based diplomas to allow local flexibility and innovation in developing consistent graduation standards aligning the phase-in of multiple pathways for CTE students ensuring that all students be exposed to all content areas. Extends through the 2020-21 school year funding to school administrative units (SAUs) of annual transition grants, if funds are available, to implement the proficiency-based graduation, reporting and credentials requirements. Requires a review in 2017-18 and adds a 3 year review cycle of the Essential Programs and Services components related to implementation of proficiency based reporting and graduation requirements. (Transition grants are is the only component at this time with these criteria.) Requires SAUs to maintain a transcript for each student which will reflect the certification by the SAU of each area in which a student achieves proficiency and keep that transcript with the student’s permanent academic transcript. Authorizes the Department to provide guidance and, if necessary, amend major substantive rules in order to establish strategies by which special education students Include in Commissioner’s Dispatch or Update. Review for data collection and reporting impacts. Proposed routine technical rulemaking pertaining to CTE students. Charlotte Ellis
Summary%20127th%20Second%20Regular%20Session_0.docx