Proficiency-Based High School Diploma Systems in Maine: Implications for Special Education and Career and Technical Education Programming and Student Populations

Autor/inn/en	Stump, Erika; Johnson, Amy; Jacobs, Cathy
Institution	University of Southern Maine, Maine Education Policy Research Institute
Titel	Proficiency-Based High School Diploma Systems in Maine: Implications for Special Education and Career and Technical Education Programming and Student Populations
Quelle	(2017), (118 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Special Education; Career Education; Technical Education; Interviews; College Admission; School Personnel; Alignment (Education); Eligibility; Business; Military Personnel; Employment Qualifications; Teacher Attitudes; Administrator Attitudes; Barriers; State Policy; Competence; Elementary Secondary Education; Disabilities; Case Studies; State Standards; Graduation Requirements; Graduation Rate; Court Litigation; Maine + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Arbeitslehre; Technikunterricht; Interviewing; Interviewtechnik; Hochschulzugang; Hochschulzulassung; Zulassung; Schulpersonal; Eignung; Business studies; Wirtschaft; Betriebswirtschaft; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Lehrerverhalten; Kompetenz; Handicap; Behinderung; Case study; Fallstudie; Case Study; Abschlussordnung; Rechtsstreit
Abstract	Document review and interviews were conducted with college admissions' personnel to gather data regarding alignment of proficiency-based diploma systems and college eligibility and entry requirements. In addition, leaders and representative personnel from and Maine businesses and the U.S. military were interviewed to identify postsecondary career entry requirements and attributes of high quality workers. Another area of inquiry in this phase of the study included analysis of data from interviews with leaders and educators in Special Education to examine the perceived challenges, benefits and impacts of this diploma policy on students with identified disabilities and special education programming provided by Maine's public PK-12 school districts. In addition, qualitative case studies of a sample of Maine Career and Technical Education centers and regional vocational programs were conducted. Finally, a single school district case study was incorporated into this phase of the research to closely examine Maine public educators' and school administrators' interpretations and perceptions of establishing standards and defining proficiency levels in content areas and developing district-level policies for proficiency-based high school graduation policies. The following are appended: (1) USDOE FAPE Guidance Letter; (2) MDOE Proficiency Diploma Guidance; (3) MDOE Policy on Standards-based IEP Goals; (4) Special Education (Part A) Interview Protocol; (5) Special Purpose Private Schools Plan of Instruction; (6) SPPS-SAU Diploma Agreement; (7) Sample Proficiency-based High School Graduation Requirements; (8) NATEF Automotive Technology Curriculum Crosswalk; (9) American Culinary Federation and CCSS Mathematics Standards; and (10) Career & Technical Education (Part B) Interview Protocol. (As Provided).
Anmerkungen	Center for Education Policy, Applied Research, and Evaluation. University of Southern Maine, 37 College Avenue, Gorham, ME 04038. Tel: 888-800-5044; Tel: 207-780-5044; Fax: 207-228-8143; e-mail: cepare@usm.maine.edu; Web site: http://usm.maine.edu/cepare
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01