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Safe Schools –Successful Students

Safe Schools –Successful Students

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Safe Schools –Successful Students

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  1. Safe Schools –Successful Students MESCA Conference 2007 Comprehensive K-12 Model 21st Century Skills in Maine Students Experiencing Educational Disruption Truancy Alternative Education Study

  2. Local Comprehensive School Counseling Program K-12 • What are the implications for : • Consolidation??? • Revised Maine Learning Results???

  3. Local Comprehensive School Counseling Program K-12 • Cover • Section 1 Foundation • Beliefs • Mission • K-12 Group Identified • Standards-local, state, national • School Board signed approval letter

  4. Section 2 Delivery • Statements on how services will be delivered • Classroom • Individual • Group • Consultation • Collaboration

  5. Section 3 Management • Action Plan • Calendar overview of activities

  6. Section 4 Accountability • Results Reports • What data will be collected and for what purpose statement • Program audit

  7. Appendix • Code of Ethics • Confidentiality and other laws • Forms used on a regular basis

  8. Learning How to Think and Learn for a Lifetime • Innovators • Critical Thinkers • Problem Solvers • Effective Communicators

  9. Parameters for Graduation • Achieve proficiency in the 8 content areas of the Maine Learning Results • Student achievement of proficiency will be demonstrated by: • Maine High School Assessment System (MHSA) • Local assessments • “Collection” of State required assessments for graduation

  10. High School State “Collection” • All Students demonstrate: • Career and Education Development • Interpersonal Skills, Goal Setting, Decision-Making to be embedded in 7 content areas: • ELA • Competencies in Reading, Writing, Listening and Speaking, Inquiry/Research, Technology • Health Education and Physical Education • Wellness portfolio • Web based assessment • Math • Web based assessment in number and algebra • Data Analysis in context of other content areas

  11. High School State “Collection”(continued) • Interpersonal Skills, Goal Setting, Decision- making to be embedded in 7 content areas: • Science • Inquiry or Technological Design project • Physical Science Assessment • Social Studies • Public Policy Assessment • Visual and Performing Arts • Portfolio in one discipline of the Arts • World Languages • Oral/and Written Assessment and interpretation of text/or media in a language other than English

  12. Successful School Completion for Students Experiencing Educational Disruption

  13. Public Law Chapter 451 • The 123rd Legislature passed Public Law Chapter 451 An Act to Implement the Recommendations of the Task Force to Engage Maine’s Youth Regarding Successful School Completion. Chapter 451 defines a process whereby students experiencing educational disruption will have the opportunity to earn an approved high school diploma.

  14. The following are the key components of the new statute: • Definition of students experiencing education disruption • 5 day transmittal of education records • School Work Recognition Plan • Academic Programming Waiver • Statewide Review Team • Department of Education Diploma

  15. The following are the key components of the new statute: • Academic Programming Waiver • Statewide Review Team • Department of Education Diploma

  16. An elementary or secondary student is recognized as experiencing educational disruption when there is an interruption in their current educational program for 10 or more consecutive school days resulting from: • homelessness, • unplanned psychiatric hospitalization, • foster care placement, • youth development center placement, • unplanned hospitalization for a medical emergency or; • some other out of district placement that is not otherwise authorized by either an individualized education plan* or other education plan or a superintendents’ agreement.

  17. True Story of 14-Year-Old Girl Who Experiences Six Transitions Over A Two Month Period

  18. Truancy Legislation • The 123rd Legislature recently made changes to the truancy law which will go into effect September 20th, 2007. Public Law Chapter 304 is attached. • Changes to note are: • Changes in definition of habitual truant, • Prior notification needed for 3 out of the 5 excusable absences, • Fine increased for parent in a civil violation, • Notification to both law enforcement and the Department of Health and Human Services of a violation to the truancy statute • Chapter 143 adds duties to the attendance coordinator as liaison to law enforcement

  19. Truancy • A person is habitually truant if: • Habitual truant day count is now divided into 2 age categories: • A student who has completed grade 6 is truant if they have 10 full days’ unexcused absences or 7 consecutive days of school • A student who is at least 7 years of age and has not completed grade 6 is truant if they have 7 full days of unexcused absences or 5 consecutive days of school • There are 5 excused absences 3 require prior approval: • Absences are excused for personal illness and a family emergency. The following excused absences now require prior approval –an appointment with a health professional, observance of a recognized religious holiday, and a planned absence for a personal or educational purpose.

  20. Reporting • Reporting to Department of Health and Human Services (DHHS). • In order for a report to be filed with DHHS the Superintendent or designee will inform DHHS the number of days unexcused absences, the date the notice was served to the parent and a description of the steps taken to implement a plan, a report of the outcome of the meeting that was held prior to the referral to DHHS. DHHS requests that a copy of the notice served to the parent be faxed to Intake at the local DHHS offices. • Local law enforcement could be contacted, and DHHS can be contacted

  21. Alternative Education Program Study • Legislative resolve to promote alternative education in Maine • Legislative and stakeholder group to study and present recommendations to the Education Committee. • Focus in 3 areas: • definition, • funding, • marketing.

  22. On Perseverance • Keep asking,” Why not ?”till you run out of excuses and fear. • Instead of results attach your heart to significant actions . • Often, the evidence of success is slow in coming or impossible to see. Therefore, much good work must be done by faith.

  23. The principle aim of education is not just to enable young people to do well in school but to do well in the lives they live outside of school and to be significant in the world.

  24. Contact information: • Shelley Reed • 207-624-6637 • shelley.reed@maine.gov • Department of Education, 23 State House Station, Augusta, ME 04333