Standards Revision Overview August 2019


Good afternoon and welcome to the
webinar related to the revision of the Maine Learning Results for social studies
my name is Joe Schmidt and I’m the Social Studies Specialist for the Maine
Department of Education today we’re going to walk through just a quick
overview exactly how the standards revision process went we’re gonna
highlight some of the major revisions that will be a focus of standards roll
out in other trainings during the 2019 2020 school year I’m also going to show
you different resources that have been developed through the DOE website to
help with some of that work again a revision process what we should be
looking for in the standards there was not a ton of major changes but we will
highlight kind of biggest ones the supporting resources and then talk about
some of the development opportunities that are being planned in the coming
months so the revision process started officially in February of 2018 when a
public comment period opened for six weeks lasting from February into March
during this time anybody was able to submit comments either in person there
was three different listening sessions that were held across the state one in
Augusta one in Houlton and one in Westbrook all together there were 20
public comments that were received either in person at these meetings or
electronically all of these comments are posted and archived as part of the
revision process it can be found on the DOE website there’s the video of the
three comment periods and then again copies of comments that were left this
is part of the overall standards review process that all standards will be
undergoing in Maine it is a fourteen step process again available on the DOE
website that takes you through I’m gonna walk you through what this looked like
in terms of the social studies in Maine after the public comment period
had ended we convened a steering committee the steering committee was
made up of eight members that represented various social studies
education stakeholders from around Maine prior to them meeting in person they
were given access to current studies and trends and research in social studies
education as well as a variety of other state standard models from across the
country and asked to consider the pros and cons of not only what Maine was
doing but what other states were doing and what other research might be
impactful when considering the revision of the process this led to them doing an
in-depth analysis of the 2007 version of the Maine Learning Results for Social
Studies prior to coming to the meeting and then their face-to-face meeting
involved going over their in-depth analysis as a team and then developing
guidance for the writing team based on what they felt needed to be done again
this is all information that can be found on the DOE website the steering
committees members again different stakeholders positions, locations
representing Maine you can find a summary of the work that they
participated in timing dates activities etc and you can also see the guidance
that they provided to the writing team overall and then different sections of
the standards themselves this guidance was shared with a writing
team made up of 33 members from various grade levels content areas and locations
from across the states the process that happened during that meeting is
individuals who are able to participate throughout the entire process were
selected to serve as co-chairs there was five different groups one group oversaw
the writing of the entire documents they were tasked with making sure that the
overall document guidance was met along with looking for consistency in
continuity and language across the different strands the four strands of
the content areas civics and governments political science civics and government’s
personal finance and economics geography history each of those four groups had
two co-chairs as well that guided that group the co-chairs or not the
co-chairs the writing team members again are all listed on the DOE website
representing as many of the main locations geography of the state as
possible we had a team of elementary teachers
involved there was at least one elementary teacher in each group as they
were working through their content work and they rotated among the content areas
to provide K-5 feedback and support so as the different strands were finishing up
on their work they had to not only have the elementary teacher in their group
but also the other elementary teachers from the team a review the work that was
done this was done in part because elementary teachers made up the smallest
portion of the writing team and we wanted to make sure that the changes
that were being done at the elementary level had as much input and reflective
thought put into it as possible and so we continued to pull the elementary
teachers and rotate them through the groups as needed in a similar fashion we
had John Bear Mitchell from the University of Maine there to be serving
kind of an advisor role in the teaching about Maine Native Americans John Bear
Mitchell again would work with each of the five groups individually as they
were proceeding through their work and as the groups were getting to their
final stages John Bear Mitchell was brought in and again reviewed the work
really looking that we were trying to provide authentic opportunities for
teaching about Maine Native Americans at the end of to face to face meetings and
a series of digital feedback review deadlines a final writing team draft was
sent back to the steering committee for approval the steering committee had to
approve that yes the guidance that they put forth to the writing team was met by
the writing team once this approval was met from the steering committee the
commissioners office reviewed the document and prepared it for filing with
the Secretary of State’s office once filed with the Secretary of State’s
office there was again a 45-day six week public review process during
which everybody was able to send in mail in electronically
any feedback or thoughts about the revised standards during this stage four
comments were received and reviewed minor edits to the proposed standards
were made accordingly as different things were highlighted in the comments
but no significant changes were made to the proposed standards from these four
comments so we were allowed to continue with the next step the next step is that
the bill was put forth into the state legislature and on February 14th of 2019
the Committee on Education and Cultural Affairs held a public hearing and seven
people submitted testimony at that time this can all be found on the state
legislature page with the meetings and the public hearing testimony and you can
see at the bottom then on February 27th a work session was held by the committee
and at the end of the work session that they voted that the bill ought to pass the bill was then sent out to the
legislature for hearings reading second hearings and votes on April fourth of
2019 the bill passed out of the house on April 11th of 2019 the bill passed over
the Senate and in April 19th 2019 the bill passed and was signed by Governor
Janet Mills due to the fact that was listed as an emergency bill you saw that
it needed two-thirds majority to pass and it also allowed the reason for the
emergency bill component is bills don’t go into effect for a significant time
period after the end of a legislature which often times can spill out into the
next school year so because it was signed as an emergency bill after a
shorter waiting period passed on June 23rd the bill went into effect looking
at major revisions as part of the standards review process these are the
five things that you will be hearing about in today’s webinar
and in different trainings that I will be participating in and leading during
the 2019 2020 school year I’m gonna go over these and then we’ll look at the
standards and I’ll show you examples of where these live and what it looks like
so number one there was changes to the elementary grade bands previously the
elementary grade bands had a kindergarten through 2nd grade and a 3rd
grade through fifth grade grade band those have now been separated out into
individual grades for K one two three four and five in the six through eight
and nine through diploma standard sets those grade bands those were not broken
up however there was the addition of notations for foundational and
developing which are meant to help teachers identify where in the grade
band their students might be and what are the appropriate performance
indicators to help support students in network number three there was what used
to be Strand A in the 2007 version of the standards was titled the embedding
of it was titled skills and processes of social studies there was comments from
the steering committee and then through the work of the writing team that
often times these were done as a separate piece from the contents where the intent
of them was to be used in order to teach the content with that in mind the
writing team was tasked with embedding the skills and processes so the Strand A
no longer sits by itself as skills and processes but is actually embedded
throughout the document as a variety of examples of not only what the skills and
processes are but what that would look like in practice in the different
content areas the fourth revision of note is a greater emphasis about the
teaching of Maine Native Americans in the 2007 version often times in fact I
believe every time Maine Native Americans are highlighted they are just
added as a quote including Maine Native Americans unquote and we didn’t
feel like that was a authentic way to do it and so you’ll see in places
throughout the standards the Maine Native American performance
expectations have been broken out as a separate performance expectation meant
to highlight and elevate the emphasis on teaching about them and the fifth
one is we hope to add clarity to the teaching about personal finance almost
everything that you’re gonna see in the standards related personal finance was
already there we changed some titles and added some subsections and moved into
pieces around just to give more clarity about what components actually were
personal finance and what it means to teach personal finance so in the
document these pieces look like the following there is an introduction
statute components but then in the civics in government piece you see that
there is around kindergarten grade 1 grade 2 this used to sit on its own as a
kindergarten through 2nd grade grade band again this is an area where the
writing team did not actually really add any new performance expectation but at
times did have to work to flesh out the different ideas of what it may look like
for kindergarteners what it may look like for first grade what it may look
like for second grade and to help that progression and spiraling of skills to
make sure that they have that opportunity kindergarten first grade
second grade third grade fourth grade and fifth grade this is to help teachers
in meeting the standard listed above what might this look like for students
in those individual grade levels in the middle school and ninth grade through
diploma pieces grades 6 through 8 9 through diploma instead of breaking
them out and grade band 6 7 & 8 due to the wide variety of potential course
work being done in districts instead the existing performance expectations the
writing team was asked to lay it out as which parts may you address first in
which parts might you address seconds this is not a straight foundational must
be taught before developing rather this is meant
as a way to help guide your work if you are looking at social studies and
thinking wow I don’t quite know how to teach those six things where do I begin
you may want to start on this side but given who your students are what grade
that you’re getting them on sixth grade versus maybe a frayed what the course
actually is a world history versus a u.s. history etc you may find yourself
in different places on this this is not as specific we have to start with
foundational and move through developing but rather again with a group of 33
teachers in the class you know in a work room working on this the question was
what are some different ways to differentiate and move these across so
for example and foundational you see maybe lower level skills such as
explaining or describing and in the developing piece more comparing and
analyze that does not mean that sixth graders can’t be engaging in analysis
that doesn’t mean that different pieces have to show up one way or the other the
intent is that just help provide support for teachers as they’re working through
on those great bands another thing you’re going to notice is there’s going
to be asterisks that show up in different places this is noted at the
top performance expectations that include the application of the guiding
principles through social studies knowledge and skills are denoted in the
standards with an asterisk so this would be more of a doing component of social
studies so when you see an asterisk in place they tend to be a little bit
longer in nature well what would the writing team did was take an existing
performance expectation that they thought had a really nice fit to a
skill or process or potential 21st century learning for a student and put
those in together to say one way that a student can meet this performance
expectation is by participating or doing one of those skills or processes and
social studies so as you scroll through the document you will see the asterisk
show up in many places this is where the old strand A the 2007 version of strand
lives the different teams took up different sections look at what matched
most strongly with what their content was and then worked to embed those skills
also again there was the the changes to the Maine Native American component
piece for example here in grades 6 through 8 under civics and government 3
explaining basic civic aspects of historic and current issues this one
used to say including Maine Native Americans it has been broken up to two
separate pieces you can look at basic civic aspects of this but then there is
then also the additional piece of including the Maine Native Americans out
as its own separate piece and so throughout especially the civics and
government piece when you see the Maine Native American components it used to
exist as one and they’re here and we broke it out the old performance
expectations still lives there with the separate performance expectation
connected to Maine Native Americans again to help recognize the importance
of that work in different ways in which you might be teaching about Maine Native
Americans last of the five major points of emphasis is the personal finance
clarity the strand used to be titled economics it is now entitled personal
finance and economics to make sure that people understand personal finance is in
this section the standard itself used to just have the term personal finance but
without the concepts related to personal finance in this after the term personal
finance concepts of money management saving investing credit and debts were
added in there as well the overarching piece that k12 standard is meant to
ensure that there’s an understanding of what the major concepts of personal
finance are I’d also mentioned that there’s different performance
expectations relating to the teaching of personal finance for the most part
none of these are new performance expectations they were embedded
throughout a variety of different standards we’ve separated that out
so in kindergarten for example you see a piece connected to personal finance a
piece of connected to economics and a piece connected to a global connection
so there’s three different ways that students and teachers may want to
approach the teaching of personal finance and economics those three
separate ideas and you’ll see that personal finance strand show up
throughout the entire k-12 piece part of this is due up in the introduction
we’ve also added one little minor piece that does talk about a spiraling k12
curriculum that students should be being exposed to those same kind of topics
skills and processes throughout their career and the more exposure they get to
them there should be an increase in complexity in the reinforcing of
previous learning so I had students make their way through and as you’re looking
for work and revising curriculum related to the revised standards there is that
emphasis put on a k-12 curriculum of social studies education the support
those changes the DOE website one page was tweaked and a variety of pages have
been added the original page has been changed to include introduction videos
grade-level documents and content strand documents each of the content strands
also have their own individual web pages and there is greater emphasis on the
personal finance including a personal finance framework and then direct links
to the main Native American web page that also has resources so what these
look like on the DOE website if you go to the social studies page and click
under standards and instruction this is the page that comes up the standards
themselves can be found found here the entire document there is links to the
side pages which we’ll come back to in a second but here are the introduction
videos that I talked about the revision process there’s a short
video that talks about what was that the beginning of this webinar there’s some
of the overall pieces a short video related to what I just covered I had
somebody representing the elementary teachers talking about her experiences
on the team talking about how the guiding principles were put in the
introduction how the embedding of the skills and processes went and more
information about the foundation on developing notations in the document
there’s also videos related to the emphasis around the teaching of Maine
Native Americans from John Bear Mitchell and emphasizing the role of personal
finance by Samantha Drost just below the first set of welcome videos you’ll see
there’s a series of grade-level documents if you click on the original
standards one we’re looking at it’s 22 pages this may not interest everybody
for example if you’re a third-grade teacher this will just bring you to the
introduction but then it’s only a total of six pages because it has the
performance expectations for civic and government laid out for third grade
personal finance economics geography and history only things related to third
grade are in this document and each of those different grade levels or grade
bands have a similar layout so based on the grade level you’re teaching if you
only want to focus on what is relevant to your work you can click on those
documents similar work was done if you are looking at just history or your a
history department chair or you want to talk about what history looks like in
the Maine Learning Results if you go to the different pages there is a Maine
Learning Results section again it’s a shorter version it gives you the
introduction and then from here it is just the history standards and
performance expectations kindergarten first grade
all the way up through ninth through diploma so depending on exactly what
type of work you are trying to do with it we’re trying to not overwhelm you
with the entire document rather resources that help those
specific areas on those specific areas for example we were just on the history
page there is a welcome video from one of the co-chairs of the writing team
there is the link to the documents and then there are resources that support
that strand these are suggested resources that embedded in curriculum
can help meet the teaching of not only the standards but the guiding principles
and those skills each of the four content area strands now have that we
saw the history one civics in government has one you’ll see the same framework
you’ll see a welcoming video you’ll see a document of just the civics and
government and you’ll see resources that support the teaching of that again same
thing with geography a welcome video from one of the writing team co-chairs
the specific standards supporting resources and I’m doing personal finance
economics last because one thing that I want to highlight on here like the other
strands they have a video welcome and the document that’s related to just
their standards but there’s a little bit more work done here instead of going
right to a resources list there’s research about how you can be teaching
personal finance at different grade levels and there’s work that was that I
did with the Maine jumpstart coalition that we created a framework and resource
guide in this document it helps to break out some of the terms and terminology so
in our standards for example in second grade we say describing how planning for
the future is important to managing money and if you’re not quite sure what
that means the Jump$tart national standards you can click on the investing
planning for your future like investing and so by the end of fourth grade this
is how Jump$tart national standards define investing it’s an overall piece
and they have separate side standards so if you’re not quite sure what investing
might look like at an early grade level you can see that on the left side based
on the Jump$tart standards and on the right side there’s different lesson
plans and resources correlated so this is said for grades three through five four
through five fifth grade k2 etc so if you’re looking for lesson plans books
games and activities different resources these are direct link to crosswalk
resources you can navigate the page by picking a grade-level spanned and a
topic so if I go 5th through 8th grade spending in savings it will again bring
me to the Jump$tart definition and those standards and on the right side
there’s lesson plans games activities resources and resources in Maine that
will help you meet those standards so it’s a way to help break out if again
you’re not quite sure what just this might mean describing situations in
which financial institutions can be used to manage money that has been connected
to the credit and debit place credit and debts location in the framework so it’s
a collection of more in-depth national standards connected to resources Currently
we’re working on a standards role out professional development tour I was
hoping to have the information ready for it today but I’m thinking it’s gonna be
next week there’s going to be three different professional development
opportunities one will be myself presenting on an overview of the
standards somewhat similar to today’s short webinar but a little bit more in
depth districts will be encouraged to send social studies teams of teachers as
there will be time to work on the resources look at your own individual
curriculum scope and sequence planning etc the second professional development
opportunity will be talk about teaching about Maine Native Americans featuring
different experts in education around Maine Native Americans from Maine
currently it looks like we’ll have six guest speakers who will spend the
morning talking about why they are involved in this work
how they view this work and what they do with this work and then the afternoon
will be a resource share and then again planning time and the personal finance
training will follow a similar course there will be I believe three speakers
that will come in and talk about personal finance what they do how they
do why they do it and then time to go over resources and team time to again do
the planning with that the overview professional development I’m hoping to
do in at least five locations or tentatively have plans for Farmington
Bangor Portland Presque Isle and I’m hoping for at least one more the Maine
Native Americans and personal finance trainings will take place in Farmington
Bangor and Portland over the course of the entire school year each location
would get all three the Maine Native Americans the personal finance and the
overview we’re tentatively looking at between the end of September and the end
of October I think we’ll have eight or nine of these sessions run so your
session may or may not be closest to you but there should be a variety of either
professional development opportunities and/or the specific professional
development opportunity that you want again I don’t have the fall dates
officially booked but we’re looking at hopefully next week the registration
will open for that thank you for listening to this webinar talking about
the revisions to the Maine Learning Results for social studies based on the
2019 revisions my name is Joe Schmidt I’m the social studies specialist for
the Maine Department of Education I can be reached at [email protected]
or at 207 624 6828 thank you very much

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