Proficiency-based High School Diploma Systems in Maine: Local Implementation of State Standards-based Policy Phase IV Policy Report

In this current year, Phase IV, researchers collected new data from qualitative interviews and document analysis in six case study school districts in Maine, representing a range of demographics, geographic regions and implementation stages. Three of these districts had been involved in at least one year of Phase I-III of this study, allowing for exploration of ongoing implementation practices and comparing perceived challenges and benefits from initial implementation to later stages. Findings suggested that Maine\u27s proficiency-based high school diploma mandate had mobilized PK-12 collaborative professional work, but there was an evident need for even greater professional time for full systemic implementation. School districts were utilizing proficiency benchmarks and language to describe content standards that were varied across the state yet increasingly common within a district

Proficiency-based High School Diploma Systems in Maine: Getting to Graduation (Supporting Students in High Schools Implementing Standards-based Education and Proficiency-based Graduation Requirements)

Findings from this case study research indicate that, as part of the school and district work to implement a proficiency-based system, all case study schools were establishing definitions of proficient, aligning curricula and assessments to common content area standards, and building interventions to remediate with students struggling to demonstrate proficiency

Preliminary Examinations of the Relationships Between the Use Levels of Maine Learning Technology Initiative Devices and School-Level Poverty

As MLTI extends into its second decade of operation, a number of questions have emerged that require increased attention to ensure that the needs of students and teachers are being met. For example: Is there evidence of a second “digital divide”—one of skills and use—across the state of Maine? Does the socioeconomic status of students and schools in Maine influence the level of technology integration? The purpose of the present Brief was to explore these questions. To accomplish this, we examine how students’ use of technology varies by schools’ free and reduced priced lunch (FRPL) by analyzing data from student surveys that documented how devices were used for educational tasks inside and outside of their classrooms

Proficiency-based High School Diploma systems in Maine: Implications for College and Career Access

This report shares research conducted to examine the alignment of proficiency-based diploma systems with college eligibility and admissions requirements as well as identify post-secondary career entry requirements and attributes of high quality workers. Findings suggest that most college admissions, scholarship selection and athletic eligibility processes still heavily rely on traditional components, such as grade point average, standardized test scores, course selection and grades. Admissions officers indicated that a precise, informative school profile and clear transcript with student information that could be compared to other applicants was important. Although participants in this study said they had not received many proficiency-based high school transcripts yet, they communicated that it would be critical to explain changes and felt proposed changes have the potential to be a less reductive way of evaluating students

MLTI Summer 2014 Principal & Technology Personnel Survey

The purpose of this report is to explore the expansion of the MLTI program that occurred in the 2013‐2014 academic year. In June 2014, over 400 individuals from Maine public schools were solicited to participate in a survey examining their experiences with MLTI technology in their schools. In 2013‐2014, for the first time since the inception of MLTI in 2002, the program shifted to a multiple‐device solution, which offered schools the opportunity to select from a range of device choices, including a MacBook Air, iPad, or HP Probook. Both the MacBook Air and the HP Probook were traditionally formatted laptops, while the iPad was a handheld tablet. Prior to the transition to a multiple device solution, all students and teachers enrolled in MLTI received a MacBook laptop. The survey aimed to examine the levels of satisfaction affiliated with MLTI device selection, as well to assess the types of activities in which students and teachers engaged with their devices and how often. In the following brief, we summarize the findings of this survey, highlighting satisfaction and use levels by device type and the strengths and challenges summarized by school personnel about technology integration, and adoption. We conclude by offering suggestions for schools that are considering changing devices to help facilitate the technological and pedagogical transitions required for success