Summary of Related Task Forces and Commissions to the Work of P-16

Broad Goal of P-16 Task Force	Task Force/ Commission	Mission/Goals	Findings	Recommendations	Alignment with National Research
Alignment	Commission on Maine’s Common Core of Learning 1990	Define knowledge, skills and attributes that all Maine students should have upon graduation from high school	Teaching and learning must be an integrated approach	Common Core is a non-disciplinary organization of knowledge, skills and attitudes

Broad Goal of P-16 Task Force

Task Force/

Commission

Mission/Goals

Findings

Recommendations

Alignment with National Research

Alignment

Commission on Maine’s Common Core of Learning 1990

Define knowledge, skills and attributes that all Maine students should have upon graduation from high school

Teaching and learning must be an integrated approach

Common Core is a non-disciplinary organization of knowledge, skills and attitudes

Broad Goal of P-16 Task Force	Task Force/ Commission	Mission/Goals	Findings	Recommendations	Alignment with National Research
Alignment	Commission of Higher Education Governance 1996		Disconnect between the public government and the institutions of higher education	* Increase capacity for technical education * Education Network of Maine be within the chancellor’s office and viewed as a system-wide service * Each campus implement a comprehensive improvement plan * Increased funding in Maine student Incentive Scholarship Program * Investment in research and economic development * Study of methods of financing public higher education

Broad Goal of P-16 Task Force

Task Force/

Commission

Mission/Goals

Findings

Recommendations

Alignment with National Research

Alignment

Commission of Higher Education Governance 1996

Disconnect between the public government and the institutions of higher education

* Increase capacity for technical education

* Education Network of Maine be within the chancellor’s office and viewed as a system-wide service

* Each campus implement a comprehensive improvement plan

* Increased funding in Maine student Incentive Scholarship Program

* Investment in research and economic development

* Study of methods of financing public higher education

Broad Goal of P-16 Task Force	Task Force/ Commission	Mission/Goals	Findings	Recommendations	Alignment with National Research
Alignment	Commission on Secondary Education 1998	Study public secondary schools and recommend ways to better fulfill the mission	* Maine schools are graduating the highest proportion of eligible students in the state’s history * Secondary school students exhibit more varied and complex learning, social and emotional needs than in the past * Significant disparities exist in access to learning for students within the secondary schools of Maine * Academic achievement is, on average, high but uneven from school to school * Many Maine students (and some secondary educators) find secondary education irrelevant and feel disengaged from learning. * Maine students feel disengaged from serious decisions about their own education, about school life, and about their futures; many parents share these feelings * The highest percentage of graduates in Maine’s history is accepted at higher education institutions, but their rate of completion is no better than the national average, and they have low confidence in the value of higher education * Maine high schools serve many diffuse purposes and struggle to succeed at them all	* To continue to raise this proportion and to assure that all graduates can perform at skill and knowledge levels as described by the Maine Learning Results. * To meet the needs of our increasingly diverse youth population without overtaxing the fiscal and human resources of our secondary schools * To assure equal access to learning for all Maine youth regardless of socioeconomic background, gender or educational history; to know well and to value every student and her/his learning styles, needs, and aspirations * To provide conditions for students, educators, and parents in all Maine communities that will give all students equal opportunities to meet Maine’s Learning Results and their own personal learning goals. * To authentically engage students, teachers and parents in learning experiences that are rigorous and that students find relevant to their current needs and future ambitions. * To develop means through which students and their parents can make important decisions about future goals and current educational activities and can participate democratically in shaping school procedures that significantly affect student learning. * To provide continuous personal, academic, and career service throughout the transitional years which encompass secondary and higher education to permit every Maine youth to prepare for a productive and fulfilling life * To focus the primary resources and energies of every Maine secondary school on its most central mission: learning; to refocus social, athletic, cultural, and behavioral missions to serve this central mission in a coherent fashion	Creating a Portfolio of Great High Schools Bill and Melinda Gates Great high schools have three elements in common: 1. They expect every student to graduate ready for college or a family-wage job. 2. They engage all students in challenging course work that is relevant to their lives and their aspirations. 3. They are likely to be small—most educating no more than 100 students per grade—so that students get personal attention in a safe, respectful environment. Districts should develop policies for supporting diverse schools: * Quality assurance * Options with equity * Communication * School formation * Learning networks “Locating the Drop-out Crisis”, June 2004) Center for Social Organization of Schools, John Hopkins University Three high school reform approaches promise to promote fundamental change to the traditional structure of large, non-selective neighborhood high schools— * creation of new small schools * creation of new medium-large theme based schools * converting large high schools into multiple small learning communities

Broad Goal of P-16 Task Force

Task Force/

Commission

Mission/Goals

Findings

Recommendations

Alignment with National Research

Alignment

Commission on Secondary Education 1998

Study public secondary schools and recommend ways to better fulfill the mission

* Maine schools are graduating the highest proportion of eligible students in the state’s history

* Secondary school students exhibit more varied and complex learning, social and emotional needs than in the past

* Significant disparities exist in access to learning for students within the secondary schools of Maine

* Academic achievement is, on average, high but uneven from school to school

* Many Maine students (and some secondary educators) find secondary education irrelevant and feel disengaged from learning.

* Maine students feel disengaged from serious decisions about their own education, about school life, and about their futures; many parents share these feelings

* The highest percentage of graduates in Maine’s history is accepted at higher education institutions, but their rate of completion is no better than the national average, and they have low confidence in the value of higher education

* Maine high schools serve many diffuse purposes and struggle to succeed at them all

* To continue to raise this proportion and to assure that all graduates can perform at skill and knowledge levels as described by the Maine Learning Results.

* To meet the needs of our increasingly diverse youth population without overtaxing the fiscal and human resources of our secondary schools

* To assure equal access to learning for all Maine youth regardless of socioeconomic background, gender or educational history; to know well and to value every student and her/his learning styles, needs, and aspirations

* To provide conditions for students, educators, and parents in all Maine communities that will give all students equal opportunities to meet Maine’s Learning Results and their own personal learning goals.

* To authentically engage students, teachers and parents in learning experiences that are rigorous and that students find relevant to their current needs and future ambitions.

* To develop means through which students and their parents can make important decisions about future goals and current educational activities and can participate democratically in shaping school procedures that significantly affect student learning.

* To provide continuous personal, academic, and career service throughout the transitional years which encompass secondary and higher education to permit every Maine youth to prepare for a productive and fulfilling life

* To focus the primary resources and energies of every Maine secondary school on its most central mission: learning; to refocus social, athletic, cultural, and behavioral missions to serve this central mission in a coherent fashion

Creating a Portfolio of Great High Schools

Bill and Melinda Gates

Great high schools have three elements in common:

1. They expect every student to graduate ready for college or a family-wage job.

2. They engage all students in challenging course work that is relevant to their lives and their aspirations.

3. They are likely to be small—most educating no more than 100 students per grade—so that students get personal attention in a safe, respectful environment.

Districts should develop policies for supporting diverse schools:

* Quality assurance

* Options with equity

* Communication

* School formation

* Learning networks

“Locating the Drop-out Crisis”, June 2004)

Center for Social Organization of Schools, John Hopkins University

Three high school reform approaches promise to promote fundamental change to the traditional structure of large, non-selective neighborhood high schools—

* creation of new small schools

* creation of new medium-large theme based schools

* converting large high schools into multiple small learning communities

Broad Goal of P-16 Task Force	Task Force/ Commission	Mission/Goals	Findings	Recommendations	Alignment with National Research
Professional Development	Commissioner Charged Early Literacy Workgroup 1998	Examine effective literacy practices	Common Characteristics: * Professional development is shared, ongoing, and supported in a number of ways; * Student performance data are used to improve student achievement; * School staff work together to find solutions to instructional issues; * Effective leadership is present, though it can come from people in different roles; * Parents and community are engaged in multiple ways; and * Various resources are used to respond to students’ needs.	* Ongoing professional development is critical * Teachers must be given opportunities to learn from each other * Schools must be organized around literacy for all * Assessing children’s work to inform instruction is a powerful tool for improvement * Literacy starts before school and continuous for life

Broad Goal of P-16 Task Force

Task Force/

Commission

Mission/Goals

Findings

Recommendations

Alignment with National Research

Professional Development

Commissioner Charged Early Literacy Workgroup 1998

Examine effective literacy practices

Common Characteristics:

* Professional development is shared, ongoing, and supported in a number of ways;

* Student performance data are used to improve student achievement;

* School staff work together to find solutions to instructional issues;

* Effective leadership is present, though it can come from people in different roles;

* Parents and community are engaged in multiple ways; and

* Various resources are used to respond to students’ needs.

* Ongoing professional development is critical

* Teachers must be given opportunities to learn from each other

* Schools must be organized around literacy for all

* Assessing children’s work to inform instruction is a powerful tool for improvement

* Literacy starts before school and continuous for life

Broad Goal of P-16 Task Force	Task Force/ Commission	Mission/Goals	Findings	Recommendations	Alignment with National Research
Technology	Maine Learning Technology Endowment Task Force (2001)	* Recommend the ongoing structure, governance and oversight of the MLTE fund; * Assess the current use of technology in Maine classrooms; * Assess the current readiness of faculty to teach using technology * Determine the professional development needed to integrate technology into classroom teaching * Recommend a strategy and goals for improving and equalizing access to and the use of learning technology in all schools * Recommend a phased plan for implementing the MLTE program; * Recommend strategies that coordinate the resources and goals of the MLTE with Maine State Library Network and Maine Telecommunications Education Access Fund (State E-rate); * Coordinate strategies for K-12 learning technology with initiatives and resources of Maine higher education institutions; and * Recommend a plan to track and assess progress in implementing the goals of the MLTE program.	Vision – Developing a bold vision regarding the integration of learning technology in the education of our children; Lifelong Learning – Supporting lifelong learning for Maine citizens; Cost-Sharing – Fostering the equitable sharing of costs among federal, state, and local taxpayers and families, the private sector, and philanthropists; Local Participation and Flexibility – Enabling local school units and communities to determine how the MLTE plan will complement local efforts, and providing the opportunity to use MLTE resources to meet and exceed the standards of the MLTE; and MLTE Governance and Administrative Structure – Providing a governance and administrative structure that supports the effective investment, management, and implementation of endowment funds and the learning technology resources in accordance with the MLTE plan	State Learning Technology Plan: 1. Structure and governance 12 member Learning Technology Advisory Board 2. Finances – DAFS to act as fiscal agent for the endowment 3. Program - Access to technician for middle and high school level - Initial middle school phases - Schools reflect letter of intent to participate - Phase I – 7-8^th grade, Phase II – when practicable - Coordinate with existing technical infrastructure

Broad Goal of P-16 Task Force

Task Force/

Commission

Mission/Goals

Findings

Recommendations

Alignment with National Research

Technology

Maine Learning Technology Endowment Task Force (2001)

* Recommend the ongoing structure, governance and oversight of the MLTE fund;

* Assess the current use of technology in Maine classrooms;

* Assess the current readiness of faculty to teach using technology

* Determine the professional development needed to integrate technology into classroom teaching

* Recommend a strategy and goals for improving and equalizing access to and the use of learning technology in all schools

* Recommend a phased plan for implementing the MLTE program;

* Recommend strategies that coordinate the resources and goals of the MLTE with Maine State Library Network and Maine Telecommunications Education Access Fund (State E-rate);

* Coordinate strategies for K-12 learning technology with initiatives and resources of Maine higher education institutions; and

* Recommend a plan to track and assess progress in implementing the goals of the MLTE program.

Vision – Developing a bold vision regarding the integration of learning technology in the education of our children;

Lifelong Learning – Supporting lifelong learning for Maine citizens;

Cost-Sharing – Fostering the equitable sharing of costs among federal, state, and local taxpayers and families, the private sector, and philanthropists;

Local Participation and Flexibility – Enabling local school units and communities to determine how the MLTE plan will complement local efforts, and providing the opportunity to use MLTE resources to meet and exceed the standards of the MLTE; and

MLTE Governance and Administrative Structure – Providing a governance and administrative structure that supports the effective investment, management, and implementation of endowment funds and the learning technology resources in accordance with the MLTE plan

State Learning Technology Plan:

1. Structure and governance 12 member Learning Technology Advisory Board

2. Finances – DAFS to act as fiscal agent for the endowment

3. Program

- Access to technician for middle and high school level

- Initial middle school phases

- Schools reflect letter of intent to participate

- Phase I – 7-8^th grade, Phase II – when practicable

- Coordinate with existing technical infrastructure

Broad Goal of P-16 Task Force	Task Force/ Commission	Mission/Goals	Findings	Recommendations	Alignment with National Research
Alignment	Legislation Enacted Public Law 1999, Chapter 351 (2000)	In consultation with organizations representing school boards, school administrators, leaders, parents and other interested local officials and community leaders. The Commissioner shall develop statewide standards for “responsible and ethical student behavior.” State statute, Title 20-A §100(15). Adoption of student code of conduct on local level.	See actions that individuals can take in roles within the community (p. 8).	* Use the legislative mandate for codes of conduct, and this report to spark extensive dialogue and real reforms in every community * Persist in and expand efforts to change the structures of schools to reflect a more democratic culture that is responsive to individualized learning needs. * Partner with existing programs and initiatives that address school climate, violence prevention, intervention, and asset-building, to support the development of the whole child. * Support training and development which equips all school staff to take action to support an ethical school culture * Establish outcome indicators and model assessment tools that schools can use to measure progress and test effectiveness.

Broad Goal of P-16 Task Force

Task Force/

Commission

Mission/Goals

Findings

Recommendations

Alignment with National Research

Alignment

Legislation Enacted Public Law 1999, Chapter 351 (2000)

In consultation with organizations representing school boards, school administrators, leaders, parents and other interested local officials and community leaders. The Commissioner shall develop statewide standards for “responsible and ethical student behavior.” State statute, Title 20-A §100(15). Adoption of student code of conduct on local level.

See actions that individuals can take in roles within the community (p. 8).

* Use the legislative mandate for codes of conduct, and this report to spark extensive dialogue and real reforms in every community

* Persist in and expand efforts to change the structures of schools to reflect a more democratic culture that is responsive to individualized learning needs.

* Partner with existing programs and initiatives that address school climate, violence prevention, intervention, and asset-building, to support the development of the whole child.

* Support training and development which equips all school staff to take action to support an ethical school culture

* Establish outcome indicators and model assessment tools that schools can use to measure progress and test effectiveness.

Broad Goal of P-16 Task Force	Task Force/ Commission	Mission/Goals	Findings	Recommendations	Alignment with National Research
Goals 1-6	Policy Institute for Public Education Report – High Expectations: A Ten Year Goal Statement for Maine Public Education December 2003	An adequately funded public education system based on the Essential Programs and Services principles is important not only for high student achievement, but also for a vibrant state economy dependent on a well-prepared and highly skilled workforce. Such a system will also result in a cultural climate which promotes a wide diversity of political, intellectual, and technological expression designed to retain young adults in our state. Public funding for municipal and educational services linked to reasonable accountability measures, which assess achievement of the Learning Results (1) at the K-12 level, and research leading to similar descriptors of outcomes for public higher education shall ensure equity in taxation for governmental units and individuals and equality of access to all levels of education for Maine citizens.	Three highest priority goals: * Need for regionalization or consolidation of school units * Importance of school funding based on EPS (by 2012 will be fully established * Curriculum built on Learning Results * Other related goals	INSTRUCTION * An assessment system is in place, which holds individual schools accountable for the academic performance of students and provides for continuous improvement in planning and instruction * Maine will have available an adequate pool of talented and committed graduates from pre-service preparation programs. In addition, there will be incentives, both financial and educational, to attract so-called non-traditional applicants to alternative certification programs. Differentiated compensation programs will attract qualified applicants to shortage areas such as the physical sciences, mathematics, and speech education. Disincentives to careers in education will be reduced (retirement benefits, low starting salaries, government pension offsets precluding most teachers from accessing social security benefits). * To define the issues, determine strategies, and implement policy to ensure that high quality teaching occurs in every Maine classroom. * Special education funding will have been incorporated into the Essential Programs and Services model, similar to other aspects of public education. Approaches to assuring a consistent approach to identifying those in need of special education services will be applied based upon federal and state laws and guidelines and on a coordinated approach via the regional cooperatives * In 2001, the practices that have been found to propel secondary student achievement and development are implemented throughout all Maine secondary schools. Through evidence collected by the Center of Inquiry on Secondary Education after 12 years of investigation, the Department of Education, with the support of the relevant professional education organizations, created policies and procedures for the conduct and practices of Maine’s secondary schools. The new policies and procedures promote: (1) a safe, respectful and caring environment; (2) high universal expectations with a variety of learning opportunities; (3) understanding and actions based on assessments data; (4) teachers’ practices, which values and builds upon the contributions and needs of each learner; (5) equitable and democratic practices; and (6) coherence among mission, goals, actions, and outcomes. * Maine students will attend schools which provide environments, instructional capacity, and curricula ensuring that our students complete their education having the tools necessary for pursuing the exploding capacity of technology to provide access to information and analytical tools. * A research program will have been established to determine the educational value of the various communications infrastructures within Maine. This will include a close look at the impact on student learning, accessibility, teacher training and professional development, adult education, and community use. * By 2013 every four-year-old in Maine shall have access to a publicly supported education program. Such programs shall be designed to meet the goal of every child coming to school ready to learn. In addition, every kindergarten child should be enrolled in an all-day program. POLICY RESEARCH * To assure that current research and practice are part of policy deliberations and considerations when promulgated by the Department of Education, the State Board of Education, and the Legislature. GOVERNANCE * To define a system which has addressed the issues of funding, schedules, and other critical problems and to develop state public policy with regard to vocational education. * Each region’s cooperative will include school choice as part of planning effort. A second specialized magnet school has been established. * To place CDS services in the combined Department of Mental Health and Human Services. * To acknowledge the role of higher education in the economy and reflect that role in public policy decisions. * To support a seamless PreK-16 relationship that incorporates changing standards and increasing accountability for schools, student, and educators. The University of Maine System (UMS) has made the preparation of teachers both at the bachelor’s and master’s levels a priority. * To support the growth of the Community College System to meet the needs of Maine. * A core of academic courses for the first two years of education in both Community College and University System campuses insures transferability of credits among institutions. * The State of Maine has established through passage of a bond package a fund for the purpose of providing scholarships, loans and other forms of financial assistance for citizens of the state pursuing post-secondary education programs. * The role of the school boards as policymakers has been reaffirmed. Boards grant expanded responsibilities to superintendents who are chief executive officers of the school unit. * The State Board of Education is the lead body in the development of short-and long-range plans for K-12 education. Legislation affirming this role has been enacted. * A process of attracting and certifying non-traditionally prepared future teachers and administrators has been established. * Ten-year plans for public education are updated regularly. * The State Constitution has been rewritten and fully endorsed requiring the State, as well as the local administrative units, to jointly provide adequate and equitable education to each Maine student. * An adequate and equitable education-funding program has been established. * To ensure student and taxpayer equity. * To have lobbied for a broader federal role for funding of public education. SOCIAL SERVICES * In ten years Maine will have established a definition of the role of education including the social service needs of children in learning environments. Teacher training, support services, family stability, health, nutrition, curriculum elasticity, access to information, understanding of emotional developmental, and mental health issues should be considered when defining the role of education. * The public schools will have the capacity to identify and provide a variety of services to Medicaid eligible students. These services include all of the allied support services: speech and language, occupational therapy, counseling, and, in some cases, physical therapy. Public schools have the capacity to either provide these services directly on a fee-for-service basis or to contract with an external agent to provide the same set of services. Contracting allows the school system to access all of the same benefits without having to manage or pay for the billing system. * To have investigated the potential effectiveness of creating integrated services within public schools.	“Responding to the Crisis in College Opportunity” January 2004 “To prepare for the nation’s long-term needs, each state should: * Assure transfer opportunity to four-year colleges for all qualified community college students. * Initiate a process to specify and implement long-term higher education goals that would increase college access and completion.”

Broad Goal of P-16 Task Force

Task Force/

Commission

Mission/Goals

Findings

Recommendations

Alignment with National Research

Goals 1-6

Policy Institute for Public Education

Report – High Expectations: A Ten Year Goal Statement for Maine Public Education

December 2003

An adequately funded public education system based on the Essential Programs and Services principles is important not only for high student achievement, but also for a vibrant state economy dependent on a well-prepared and highly skilled workforce. Such a system will also result in a cultural climate which promotes a wide diversity of political, intellectual, and technological expression designed to retain young adults in our state. Public funding for municipal and educational services linked to reasonable accountability measures, which assess achievement of the Learning Results (1) at the K-12 level, and research leading to similar descriptors of outcomes for public higher education shall ensure equity in taxation for governmental units and individuals and equality of access to all levels of education for Maine citizens.

Three highest priority goals:

* Need for regionalization or consolidation of school units

* Importance of school funding based on EPS (by 2012 will be fully established

* Curriculum built on Learning Results

* Other related goals

INSTRUCTION

* An assessment system is in place, which holds individual schools accountable for the academic performance of students and provides for continuous improvement in planning and instruction

* Maine will have available an adequate pool of talented and committed graduates from pre-service preparation programs. In addition, there will be incentives, both financial and educational, to attract so-called non-traditional applicants to alternative certification programs. Differentiated compensation programs will attract qualified applicants to shortage areas such as the physical sciences, mathematics, and speech education. Disincentives to careers in education will be reduced (retirement benefits, low starting salaries, government pension offsets precluding most teachers from accessing social security benefits).

* To define the issues, determine strategies, and implement policy to ensure that high quality teaching occurs in every Maine classroom.

* Special education funding will have been incorporated into the Essential Programs and Services model, similar to other aspects of public education. Approaches to assuring a consistent approach to identifying those in need of special education services will be applied based upon federal and state laws and guidelines and on a coordinated approach via the regional cooperatives

* In 2001, the practices that have been found to propel secondary student achievement and development are implemented throughout all Maine secondary schools. Through evidence collected by the Center of Inquiry on Secondary Education after 12 years of investigation, the Department of Education, with the support of the relevant professional education organizations, created policies and procedures for the conduct and practices of Maine’s secondary schools. The new policies and procedures promote: (1) a safe, respectful and caring environment; (2) high universal expectations with a variety of learning opportunities; (3) understanding and actions based on assessments data; (4) teachers’ practices, which values and builds upon the contributions and needs of each learner; (5) equitable and democratic practices; and (6) coherence among mission, goals, actions, and outcomes.

* Maine students will attend schools which provide environments, instructional capacity, and curricula ensuring that our students complete their education having the tools necessary for pursuing the exploding capacity of technology to provide access to information and analytical tools.

* A research program will have been established to determine the educational value of the various communications infrastructures within Maine. This will include a close look at the impact on student learning, accessibility, teacher training and professional development, adult education, and community use.

* By 2013 every four-year-old in Maine shall have access to a publicly supported education program. Such programs shall be designed to meet the goal of every child coming to school ready to learn. In addition, every kindergarten child should be enrolled in an all-day program.

POLICY RESEARCH

* To assure that current research and practice are part of policy deliberations and considerations when promulgated by the Department of Education, the State Board of Education, and the Legislature.

GOVERNANCE

* To define a system which has addressed the issues of funding, schedules, and other critical problems and to develop state public policy with regard to vocational education.

* Each region’s cooperative will include school choice as part of planning effort. A second specialized magnet school has been established.

* To place CDS services in the combined Department of Mental Health and Human Services.

* To acknowledge the role of higher education in the economy and reflect that role in public policy decisions.

* To support a seamless PreK-16 relationship that incorporates changing standards and increasing accountability for schools, student, and educators. The University of Maine System (UMS) has made the preparation of teachers both at the bachelor’s and master’s levels a priority.

* To support the growth of the Community College System to meet the needs of Maine.

* A core of academic courses for the first two years of education in both Community College and University System campuses insures transferability of credits among institutions.

* The State of Maine has established through passage of a bond package a fund for the purpose of providing scholarships, loans and other forms of financial assistance for citizens of the state pursuing post-secondary education programs.

* The role of the school boards as policymakers has been reaffirmed. Boards grant expanded responsibilities to superintendents who are chief executive officers of the school unit.

* The State Board of Education is the lead body in the development of short-and long-range plans for K-12 education. Legislation affirming this role has been enacted.

* A process of attracting and certifying non-traditionally prepared future teachers and administrators has been established.

* Ten-year plans for public education are updated regularly.

* The State Constitution has been rewritten and fully endorsed requiring the State, as well as the local administrative units, to jointly provide adequate and equitable education to each Maine student.

* An adequate and equitable education-funding program has been established.

* To ensure student and taxpayer equity.

* To have lobbied for a broader federal role for funding of public education.

SOCIAL SERVICES

* In ten years Maine will have established a definition of the role of education including the social service needs of children in learning environments. Teacher training, support services, family stability, health, nutrition, curriculum elasticity, access to information, understanding of emotional developmental, and mental health issues should be considered when defining the role of education.

* The public schools will have the capacity to identify and provide a variety of services to Medicaid eligible students. These services include all of the allied support services: speech and language, occupational therapy, counseling, and, in some cases, physical therapy. Public schools have the capacity to either provide these services directly on a fee-for-service basis or to contract with an external agent to provide the same set of services. Contracting allows the school system to access all of the same benefits without having to manage or pay for the billing system.

* To have investigated the potential effectiveness of creating integrated services within public schools.

“Responding to the Crisis in College Opportunity” January 2004

“To prepare for the nation’s long-term needs, each state should:

* Assure transfer opportunity to four-year colleges for all qualified community college students.

* Initiate a process to specify and implement long-term higher education goals that would increase college access and completion.”

Broad Goal of P-16 Task Force	Task Force/ Commission	Mission/Goals	Findings	Recommendations	Alignment with National Research
Finance	Essential programs and services	To define and quantify the resources that are necessary for each child in Maine to meet the standards set by the Learning Results	Essential programs are those programs and courses Maine schools need to offer all student so that they may meet the Learning Results standards in the eight Learning Results program areas of: (a) Career Preparation; (b) English Language Arts; (c) Health & Physical Education; (d) Mathematics; (e) Modern and Classical Languages; (f) Science and Technology; (g) Social Studies; (h) Visual and Performing Arts.

Broad Goal of P-16 Task Force

Task Force/

Commission

Mission/Goals

Findings

Recommendations

Alignment with National Research

Finance

Essential programs and services

To define and quantify the resources that are necessary for each child in Maine to meet the standards set by the Learning Results

Essential programs are those programs and courses Maine schools need to offer all student so that they may meet the Learning Results standards in the eight Learning Results program areas of: (a) Career Preparation; (b) English Language Arts; (c) Health & Physical Education; (d) Mathematics; (e) Modern and Classical Languages; (f) Science and Technology; (g) Social Studies; (h) Visual and Performing Arts.