The State of Maine Education 95 th Annual School Superintendents’ Conference

1. The State of Maine Education95th Annual School Superintendents’ Conference Sunday, June 25, 2006 Presented By: Susan A. Gendron, Commissioner of Education

2. Graduate ALL Maine Students Ready for College, Work, and Citizenship.

3. Pay Attention To The… • Social, • Emotional, • Physical, and • Cognitive Development of Each Student.

4. Children Need To Be Respected, Safe, and Nurtured in Their Communities.

5. Maine Marks Source:http://www.mainemarks.org/indicators2006/ind01.htm

6. Maine Marks Source: http://www.mainemarks.org/indicators2006/ind04.htm

7. The brochure is included in your packet.

8. The Maine Youth Risk Behavior Survey (YRBS) measures the prevalence of specific health-related behaviors that directly affect the health of our youth. These high school statewide highlights are based on a random sample of 1,375 students in 27 public high schools taken in 2005. The middle school statewide highlights are based on a random sample of 1480 students in 24 public middle schools in 2005. The 2005 data set is weighted and is representative of students throughout Maine. Statistically significant trend data for some questions are included for years 1995 – 2005. The data set for 1999 is not included because it was not a representative sample. For a copy of the full report and behavioral fact sheets, please go to www.mainecsph.com and www.cdc.gov/healthyyouth/yrbs.

9. Tobacco Use * There are no results because the data set in 1999 was not representative of the entire state.

10. Suicide and Depression * There are no results because the data set in 1999 was not representative of the entire state.

11. Other Drugs * There are no results because the data set in 1999 was not representative of the entire state.

12. Other Drugs * There are no results because the data set in 1999 was not representative of the entire state.

13. Obesity * There are no results because the data set in 1999 was not representative of the entire state.

14. Obesity * There are no results because the data set in 1999 was not representative of the entire state.

15. Alcohol * There are no results because the data set in 1999 was not representative of the entire state.

16. Sexual Behavior * There are no results because the data set in 1999 was not representative of the entire state.

17. Muskie School of Public Service http://www.maine-nutrition.org/NewsFund/Master%20PA%20Policy%20Brief[1].pdf

18. 2006 Maine Kids CountMaine Children’s Alliance Where Maine’s Commitment to Children is Paying Off: • High School students report significant reductions in the use of alcohol, marijuana, and cigarettes. • The teen suicide rate has declined for the past two years. • Fewer high school students report feeling “sad or hopeless”. • Number of overweight teens has declined. • More teens exercise regularly. • Teen pregnancy and teen birth rate continue to decline.

19. Maine Kids CountData BlockKey Findings Where Maine Needs to Do More: • Hospitalization for mental health disorders among children increased by 41% over 4 years. • Poverty rate among children has increased to 18.8%, an increase of more than 3%. • Motor vehicle safety is a concern, more children are sustaining injuries.

20. Good Stories • Coordinated School Health • Leadership Network • 31 Healthy Maine Partnerships • Fund 47 Full or Part-Time School Health Coordinators • Safe Routes to School • CATCH (Coordinated Approach to Child Health) • Take Time • Daily Walking Programs • Walking School Buses

21. Succeeding in SchoolEnrollment

22. MEA – NAEP Trend Lines • Trend lines are representations of the levels of student achievement for a given population over time; i.e. 4th grade Mathematics students. • A major change in assessment design or reporting of achievement levels will end a trend line. • The trend lines for all MEA subjects, starting in 1998, ended in 2005 because of changes in both the purpose and specifications of the assessments, which resulted in a standard setting in 2006. • NAEP trend lines generally end with the introduction of a new assessment framework and item specifications. The current NAEP Science and NAEP Mathematics trend lines began in 1996 and ended in 2005. The NAEP Reading trend line began in 1992 and will end in 2007. The NAEP Writing trend line began in 1998 and will end in 2007. • In general, standards and assessments change over time as the content of academic subjects, instructional procedures, and expectations of education change.

23. MEA Trends (2000-2005) Grade 4: No significant change in scores for Reading, Writing, and Science; significant difference (+7 point rise) for Mathematics. Grade 8: No significant change in scores for Reading and Science; significant difference (+4 pts) in Writing and Mathematics. Grade 11: No significant change in scores for Writing, Mathematics, and Science, significant difference (-3 points) in Reading.

24. MEA Scale Score Trends 2000 – 2005Elementary School – Grade Four MEA Charts: Dana Duncan, MEDOE

25. MEA Performance AnalysisGrade Four Performance Level Distribution Chart Statistics Based on 2004-05 School Year Student Performance Performance Standards

26. MEA Performance AnalysisGrade Four Gender Differences in Performance Chart Statistics Based on 2004-05 School Year Student Performance

27. MEA Scale Score Trends 2000 – 2005Intermediate School – Grade Eight

28. MEA Performance AnalysisGrade Eight Performance Level Distribution Chart Statistics Based on 2004-05 School Year Student Performance Performance Standards

29. MEA Performance AnalysisGrade Eight Gender Differences in Performance Chart Statistics Based on 2004-05 School Year Student Performance

30. MEA Scale Score Trends 2000 – 2005Secondary School – Grade Eleven

31. MEA Performance AnalysisGrade Eleven Performance Level Distribution Chart Statistics Based on 2004-05 School Year Student Performance Performance Standards

32. MEA Performance AnalysisGrade Eleven Gender Differences in Performance Chart Statistics Based on 2004-05 School Year Student Performance

33. 2005 MEA Performance Analysis Special Education • The range of scores widens as grade/age increases • Performance in reading is superior to math • The Special Education to Regular Education gap in performance increases by grade (4th to 8th to 11th) in all subject areas tested.

34. 2005 MEA Proficiency of Special Education Students Relative to Regular Education Students NCLB Proficiency Target Reading Grade 4

35. 2005 MEA Proficiency of Special Education Students Relative to Regular Education Students NCLB Proficiency Target Reading Grade 8

36. 2005 MEA Proficiency of Special Education Students Relative to Regular Education Students NCLB Proficiency Target Reading Grade 11

37. 2005 MEA Proficiency of Special Education Students Relative to Regular Education Students NCLB Proficiency Target Math Grade 4

38. 2005 MEA Proficiency of Special Education Students Relative to Regular Education Students NCLB Proficiency Target Math Grade 8

39. 2005 MEA Proficiency of Special Education Students Relative to Regular Education Students NCLB Proficiency Target Math Grade 11

40. 2005 MEA Proficiency of Special Education Students Relative to Regular Education Students Science Grade 4

41. 2005 MEA Proficiency of Special Education Students Relative to Regular Education Students Science Grade 8

42. 2005 MEA Proficiency of Special Education Students Relative to Regular Education Students Science Grade 11

43. 2005 MEA Proficiency of Special Education Students Relative to Regular Education Students Writing Grade 4

44. 2005 MEA Proficiency of Special Education Students Relative to Regular Education Students Writing Grade 8

45. 2005 MEA Proficiency of Special Education Students Relative to Regular Education Students Writing Grade 11

46. Special Education Tendencies • Asians outperform all other ethnic groups • Autistic students who took the MEA scored better than almost all of the other special education subgroups • The hearing impaired performance in reading improves significantly with age

47. Proficient Not Proficient

48. Proficient Not Proficient