Thorough Training Arrangement Execution of:.


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Exhaustive Instruction Arrangement Usage of: Profession Readiness Training Cutting edge and Traditional Dialects Visual and Performing Expressions Reason:
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Thorough Education Plan Implementation of: Career Preparation Education Modern & Classical Languages Visual & Performing Arts Maine Department of Education

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Purpose: To make an arrangement to execute the guidelines of the Maine Learning Results in the substance regions of Career Preparation Education, Modern and Classical Languages, and Visual and Performing Arts as needed by 20-A MRSA segment 6209.3. Maine Department of Education

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Critical Issues Implementation of principles 2007-2008 Graduation prerequisite 2010-2011 Maine Department of Education

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Spring ’03 support of “charters” and state authority groups Spring ’03 accreditation to Commissioner that every locale has an arrangement Maine Department of Education

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Career Prep and Modern & Classical Languages not on MEA There is a procurement for an audit cycle for the Maine Learning Results starting with the ’03-’04 school year Maine Department of Education

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Generic Planning Process for every substance territory: Establish a Team: unite K-12 overseers, educators, understudies, and group individuals Conduct n eeds appraisal – K-12 examination of MLR and the present status inside of the area, what is required – human & material assets (e.g. innovation, educational modules, staff) Maine Department of Education

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Examine successful instructional procedures and “best practices ” – broadly and statewide Set objectives for full execution K-12 Maine Department of Education

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Develop interval focuses for fractional usage Plan for expert improvement as required (dependent upon subsidizing) Maine Department of Education

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Curriculum Development K-12 in view of MLR (dependent upon financing) Local Assessment Development – nearby advancement and state supported summer organization ’04 (dependent upon financing) Maine Department of Education

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Career Preparation Education Rationale: Career Preparation Education will affect all understudies and groups Career Preparation Education is incorporated in the Maine Job Council’s key arrangement Maine Department of Education

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“The Blue Ribbon Commission on Postsecondary Educational Attainment” suggests Career Preparation Education execution as a key stride in enhancing the yearnings of Maine Students. Maine Department of Education

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The usage of Career Preparation Education can possibly improve and adjust understudy desires such that they supplement Maine’s Economic Development Plan, increment postsecondary accomplishment, and perhaps diminish the out-relocation of Maine youth. Maine Department of Education

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Career Preparation Education Current Status Career Prep Design Team keeps on meeting, look at “best practices”, and figure proposals Career Preparation is one of the offerings at the Regional Seminars on evaluation advancement Maine Department of Education

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Career Preparation Recommendation: The District Team ought to incorporate K-12 classroom educators and in addition instructors from the accompanying substance zones; Business Education, Guidance, Family and Consumer Sciences, and Technology Education . Maine Department of Education

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Recommendations for execution of Career Preparation Education will be made by the Career Prep Design Team in ahead of schedule May 2003 Maine Department of Education

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Modern & Classical Languages Rationale Learning to talk another’s dialect means taking one’s spot in the human group. It means connecting with others crosswise over social and etymological limits. Dialect is significantly more than a framework to be clarified. It is our most vital connection to our general surroundings. Dialect is society in movement. It is individuals connecting with people. Sandra Savignon (1983) Maine Department of Education

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Research lets us know that kids who have considered another dialect … Are fundamentally better at undertakings obliging different considering, critical thinking, and figural inventiveness (Landry); Score higher on state sanctioned tests in dialect expressions, perusing, and math than understudies not enlisted in outside dialect programs (Rafferty); Maine Department of Education

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Have the capacity to exceed expectations in the articulation of a remote dialect (Dulay, Burt, and Krashen); Show more noteworthy psychological advancement in higher request intuition abilities (Foster and Reeves); Maine Department of Education

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Are more open to social assorted qualities (Carpenter and Torney); and Have an enhanced self-idea and feeling of accomplishment (Masciantonio). Maine Department of Education

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Modern & Classical Languages 2001-2002 Status 38% of Maine’s aggregate K-12 understudy populace is selected in one or more dialect projects (2% expansion over the past school year). Maine Department of Education

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54.5 % of Maine’s aggregate 9-12 understudy populace is selected in one or more dialect projects (1% expansion over the past school year). 100% of every single optional school offer no less than one two-year succession in a present day or traditional dialect. Maine Department of Education

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30% of Maine’s aggregate K-8 understudy populace is selected in one or more dialect projects (2.5% expansion over the past school year). 33% of every single primary school (190 open & 39 private) offer exploratory and/or successive direction in one or more dialects. Maine Department of Education

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Programs in evaluations K-6 expanded 13% over the past school year. Programs in evaluations 7-8 expanded 9% over the past school year. Maine Department of Education

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K-12 understudy enlistment in particular dialect programs 37% (31,013) French 33% (27,384) Spanish 21% (17,338) Exploratory/ Introduction 6% (4,869) Latin 2% (1,768) German 1% (1,037) Other Total (83,409) 4% expansion Maine Department of Education

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Contact Information Lora Downing Lora.Downing@maine.gov phone: 207 624-6740 Don Reutershan Don.Reutershan@maine.gov ph

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