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3C Curriculum

3C Curriculum. We’re Proud of What We’ve Achieved in Maine. Good things are happening in Maine education, thanks to K-12 leaders like you. We’re Proud of What We’ve Achieved in Maine.

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3C Curriculum

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  1. 3C Curriculum

  2. We’re Proud of What We’ve Achieved in Maine Good things are happening in Maine education, thanks to K-12 leaders like you.

  3. We’re Proud of What We’ve Achieved in Maine Our eighth graders placed Maine among the top-performing states in reading, with 38% scoring at or above proficient.

  4. Improved Educational Attainment 25.6% of Maine’s population over the age of 25 has a B.A. – a dramatic improvement over time. Maine – National Ranking 27th 25th 44th 1970 2000 2006 Source: Charting Maine’s Future, The Brookings Institution, October 2006

  5. But there’s still more to do…

  6. MEA Scale Score Trends 2003–2005 2003 2004 2005 Elementary School, Grade 4 550 540 530 520 510 500 Reading Math Writing Science

  7. MEA Scale Score Trends 2003–2005 2003 2004 2005 Middle School, Grade 8 550 540 530 520 510 500 Reading Math Writing Science

  8. MEA Scale Score Trends 2000–2005 550 2000 540 2001 2002 530 2003 520 2004 2005 510 500 Secondary School, Grade 11 Reading Math Writing Science

  9. MEA Performance Analysis 1 1 1 0 100 90 80 70 60 50 40 30 20 10 10% 43% 46% 55% 10% 34% 21% 45% 33% 60% 9% 31% 0 Grade Eleven Performance Level DistributionChart Statistics Based on 2004–2005 School Year Student Performance Performance Standards Exceeds Meets % of Students Partially Does Not Reading Math Writing Science

  10. DE VT NH RI USA PA CT NY NJ MA % Students Proceeding from High School Directly to College (2004) 70 60 50 40 68.7 56.6 53.1 40.8 30 20 10 0 Maine http://www.higheredinfo.org/dbrowser/index.php?submeasure=63&year=2002&level=nation&mode=data&state=0

  11. 18% of Maine’s 18-24 Year Olds Are Not in School or Working

  12. Bottom line Why? We’ve reached a plateau. We have tough standards, but need to push hard to reach the next level required in the global economy.

  13. The Global Landscape Is Shifting… • “The long-term opportunities and challenges that the flattening of the world puts before the United States are profound. Therefore, our ability to get by doing things the way we’ve been doing them – which is to say not always enriching our secret sauce – • will not suffice any more.” • – Thomas Friedman, The World Is Flat

  14. ... With Clear Implications for Maine “Demographic change is raising education levels and accelerating population growth … but many workers remain unprepared for tomorrow’s jobs” Source: Charting Maine’s Future, The Brookings Institution, October 2006

  15. As Maine Goes, So Goes the Nation #1 article in The New York Times from November 13, 2006 “The Seattle level of concern about math may be unusual, but there’s now an enormous amount of discomfort about fuzzy math on the East Coast, in Maine, Massachusetts and Pennsylvania, and now New Jersey is starting to make noise,” said R. James Milgram, a math professor at Stanford University. “There’s increasing understanding that the math situation in the United States is a complete disaster.” The frenzy has been prompted in part by the growing awareness that, at a time of increasing globalization, the math skills of children in the United States simply do not measure up: American eighth-graders lag far behind those from Singapore, South Korea, Hong Kong, Taiwan, Japan and elsewhere on the Trends in International Mathematics and Science Study, an international test.

  16. Maine Jobs Requiring Higher Education or Special Skills are Expected to Grow Considerably by 2012 Source: Charting Maine’s Future, The Brookings Institution, October 2006

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

  18. What Are Business Leaders Saying? “THIS IS FPO!!!! A meter reader today needs fluent quantitative skills, including algebra, to perform his job. Unfortunately, we’re having trouble finding the candidates we need.” - “Our nation’s long term ability to succeed in exporting to the growing global marketplace hinges on the abilities of today’s students.” – J. Willard Marriott, Jr.

  19. Growth Industries for Maine As manufacturing jobs decrease, there will be a rise in emerging industries. Biomedical Financial Services Health Services Retail

  20. The Bar Is High for Secondary School Students Seeking Careers in Maine’s Growth Industries … • A career in health sciences may require high school courses in: • Biology • Chemistry • Physics • Anatomy • Physiology • A career in financial services may require: • Pre-Calculus • Calculus • Trigonometry • Statistics Source: States’ Career Clusters, Career Pathway Plan of Study, November 2006

  21. More Than Two-thirds of New Jobs Require Some Postsecondary Training No high school diploma Bachelor’s degree Some postsecondary High school diploma Source: Carnevale, Anthony P., & Donna M. Desrochers, St&ards for What? The Economic Roots of K–16 Reform, Educational Testing Service, 2003.

  22. Our Response? The 3C Curriculum Maine students need to be prepared for: Citizenship Career College

  23. Career and College Impact • As skill requirements increase, career and college readiness are increasingly the same nationwide • Some families struggle with the necessity and the cost, but the increasing education requirements for the workforce are clear “A student headed for college does not mean a student lost to Maine …All I know is that history repeats itself and people are going to want to experience the world. But I know then they are going to have a better appreciation for what is here in Maine.” –Governor John Baldacci

  24. 1975 1981 1978 1984 1990 1996 1993 2002 1999 20% 15% 10% 5% 0% -5% -10% -15% -20% Citizenship Impact Civic Health by Educational Background College Graduates No High School Diploma Source: Broken Engagement, A Report by the National Conference on Citizenship, September 2006

  25. Citizenship Impact Voting by Educational Background 1981 1978 1984 1987 1975 1993 1990 1996 2005 2002 1999 80% 70% 60% 50% 40% 30% 20% 10% 0% College Graduates No High School Diploma Source: Broken Engagement, A Report by the National Conference on Citizenship, September 2006

  26. Citizenship Impact Volunteering by Educational Background 1981 1978 1984 1987 1975 1993 1990 1996 2005 2002 1999 80% 60% 40% 20% 0% College Graduates No High School Diploma Source: Broken Engagement, A Report by the National Conference on Citizenship, September 2006

  27. What Does the 3C Curriculum Represent? • Teaching 21st century knowledge for 21st century Maine • Empowering students to apply learning and skills in new or unpredictable situations • Ensuring active learning for four years: every student in every school

  28. 3C Curriculum

  29. A Tale of Two Students • Jack Thompson, 11th Grade • Honors English 11 • Pre-calculus • Spanish 3 • Honors Physics • AP U.S. History • Savings and Investing • Emma Shackford, 11th Grade • Writing Lab • Accounting I • Family and Consumer Science • Human Nature and Social Problems • Clothing, Construction, and Design • Foods, Fads, and Fitness

  30. 3C Curriculum Timeline 2006 2007–08 2010–11 2008 & 2009 2012 2011 • State Assessments developed, piloted, refined • Task force convened & recommend- ations delivered • State Assessments implemented • ELA/Math graduation requirements • Implementation of newly-revised Maine Learning Results • Tools & support become available for administrators & teachers • Development of State Assessments begins • Certification of Secondary Course of Study • Students graduate having met the content standards of Maine’s Learning Results in science and technology, social studies, physical education, and health` • 2012 Students graduate having met the content standards of • Maine’s Learning Results in foreign language, • career education, and visual and performing arts

  31. Moretechnological tools and strategies to increase student engagement will be integrated into teaching Classroom instruction will be personalized to address the needs of individual students 3C Courses will bediverse, engaging, and integrated learning experiences All students enrolled ina challenging course of study that will prepare them for career, college, and citizenship High levels of reading, writing, math, and science literacy will be universally promoted “Ability” grouping and tracking willbe eliminated Implications for Maine High Schools

  32. Our Future Needs Your Leadership MAINE ACHIEVEMENT COLLABORATION EXTEND • SUPPORT EVERY KID IN EVERY SCHOOL CHALLENGE • POTENTIAL • BELIEF Great Good

  33. These Recommendations Encompass All Students: • Students who enter 9th grade • Students identified as special education • Students with limited English proficiency • Students enrolled in alternative education programs

  34. If You Remember Three Things from Today … 3C Curriculum means … • Teaching 21st century knowledge for 21st century Maine • Empowering students to apply learning and skills in new or unpredictable situations • Ensuring active learning for four years: every student in every school The driving forces behind these principles are your belief, commitment, and leadership.

  35. You represent our K-12 leadership, and MDOE is relying on your help and your commitment Next steps: Examine your programs of study Ask yourselves, ‘What are we doing to reach all kids?’ Look at your data Understand your population Review your learning environments What are the barriers, and how do we remove them? 3C and You Your belief in our kids is what will make their future – and Maine’s future – bright

  36. Thank youhttp://www.state.me.us/education/

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