An Act To Prepare All Maine Students for College, Career and Citizenship
Maine Legislature, Session 123, LD 1859
Committee: Education and Cultural Affairs
Sponsors: NORTON, BOWMAN, STRANG BURGESS, MILLS
Amends: 20-A MRSA §4502, 20-A MRSA §4503, 20-A MRSA §4503-A, 20-A MRSA §4504, 20-A MRSA §4511, 20-A MRSA §4512, 20-A MRSA §4517, 20-A MRSA §4703, 20-A MRSA §4706, 20-A MRSA §4711, 20-A MRSA §4726, 20-A MRSA §4728, 20-A MRSA §6202, 20-A MRSA §6202-A, 20-A MRSA §6202-B, 20-A MRSA §6208, 20-A MRSA §6209, 20-A MRSA §6210

Legislative Document 
No. 1859 
H.P. 1295 
House of Representatives, April 12,2007 
An Act To Prepare All Maine Students for College, Career and 
Citizenship 
Submitted by the Department of Education pursuant to Joint Rule 204. 
Received by the Clerk of the House on April 11, 2007. Referred to the Committee on 
Education and Cultural Affairs pursuant to loint Rule 308.2 and ordered printed pursuant to 
Joint Rule 401. 
Presented by Representative NORTON of Bangor. 
Cosponsored by Senator BOWMAN of York and 
!r/~ /h. 7)JtJ£~ 
MILLICENT M. MacFARLAND 
Clerk 
Representative: STRANG BURGESS of Cumberland, Senator: MILLS of Somerset. 
Be it enacted by the People of the State of Maine as follows: 
Sec. 1. 20-A MRSA §4502, sub-§2, as amended by PL 1991, c. 824, Pt. A, §32, 
is further amended to read: 
2. Curriculum requirements. Schools 5hall must also meet all curriculum staadards 
requirements established in chapter 207-A. 
Sec. 2. 20-A MRSA §4502, sub-§5, as amended by PL 2001, c. 452, §§8 to 10 
and c. 454, §§ 13 and 14, is further amended to read: 
5. Other requirements. The state board and the commissioner shall jointly adopt 
basic school approval rules governing school administrative units and elementary and 
secondary schools. These rules must set minimum staRdards requirements in the 
following areas, incorporating such staRdards requirements as are established by statute: 
A. 
Instructional time, including a minimum school day and week; 
B. 
Staffing, including student-teacher ratios, eX66flt that the appro't'al rules iR effeet 
for the sehool years aegiflfliRg iR the fall of 1998 aRd 1999 mllst that permit 
maximum student-teacher ratios of 25: 1 school-wide for kindergarten to grade 8 and 
maximum student-teacher ratios of 30: 1 school-wide for grades 9 to 12; 
C. 
Physical facilities, incorporating the school construction rules of the state board; 
D. 
Standards for equipment and libraries; 
E. 
Minimum school size, but including recognition of geographically isolated 
schools; 
F. 
Grade and program organization; 
F-l. 
Elimination of tracking and ability grouping of students as a means of 
organizing students for learning; 
G. 
Assessment and evaluation of student performance; 
H. 
Student personnel services, including guidance and counseling and, 
notwithstanding any rules adopted by the department, comprehensive guidance plans 
to be approved by the commissioner for implemeRtatioR iR the 2000 01 sehool year; 
I. Records, record keeping and reporting requirements; 
J. 
Health, sanitation and safety requirements, including compliance with section 
6302; 
K. 
School improvement; 
L-l. 
A plan for training and development of all personnel that is aligned with the 
system of learning results as established in section 6209; 
M. 
The use of time-out areas, administered in accordance with standards adopted 
by the department and with this paragraph. The use of a time-out area is subject to 
the following: 
Page I - 123LR0958(Ol)-1 
(1) The time-out area must be well ventilated and sufficiently lighted. The time-
out area may not be locked; and 
(2) The time-out area must be designed to ensure the safety of the student so 
that the student is supervised by a professional staff member in the room or can 
be observed from outside of the time-out area and can be heard by a person 
supervising the time-out area; 
N. 
Preparation of a written local policy and implementation of training for all 
unlicensed personnel who administer medication in accordance with the requirements 
under section 254, subsection 5; and 
O. 
Preparation of a written local policy and implementation of training for all 
guidance counselors and school personnel who administer reintegration planning 
pursuant to section 254, subsection 12, who participate in a reintegration team and 
who have access to confidential criminal justice information regarding juveniles 
pursuant to section 1055, subsection 12. 
Sec. 3. 20-A MRSA §4502, sub-§5-A, as amended by PL 1999, c. 790, Pt. N, § 1, 
is repealed. 
Sec. 4. 20-A MRSA §4503, as amended by PL 1985, c. 142, § 1, is repealed. 
Sec. 5. 20-A MRSA §4503-A is enacted to read: 
§4S03-A. Requirements specific to secondary school organizations 
1. Evidence of provision of optimal conditions. To achieve the goal of graduating 
each student with a level of preparation sufficient to ready each graduate for college, a 
career and citizenship, each local school unit must submit, as part of the comprehensive 
education plan required under section 4502, evidence that it is employing practices that 
provide optimal conditions for student and professional learning, as evidenced by current 
research on best practice. 
2. Requirements for secondary school practices. In addition to the basic school 
approval requirements as outlined in section 4502, the requirements of this subsection 
must also be met by secondary schools beginning in the 2009-2010 school year; 
A. A secondary school shall provide a comprehensive program of instruction of at 
least 4 years in length, which must meet the requirements of this chapter, the system 
of learning results established in section 6209 and the admission requirements of the 
Maine Community College System and the University of Maine System'. 
B. A secondary school must provide evidence that it has eliminated tracking and 
ability grouping of students as means of organizing students for learning or 
organizing the school's program of studies by the 2009-2010 school year. 
C. 
A secondary school must provide evidence of planning and implementing 
coordinated programs that support the academic and social needs of students as they 
transition into and out of school. 
D. A secondary school must provide evidence that time is provided throughout the 
school year and the weekly schedule for teachers to work collaboratively to design 
high-quality curricula. instruction and assessments, including: 
(1) Integrated and applied learning; 
(2) Differentiated instruction; and 
(3) Using assessments for learning to improve day-to-day classroom instruction. 
Sec. 6. 20-A MRSA §4504, sub-§2, as amended by PL 2005, c. 446, §1, is 
further amended to read: 
2. 
Comprehensive review. 
The conurussloner shall conduct a comprehensive 
review of a school administrative unit in accordance with the school assistance process 
established in section 6210, based on a review of the school administrative unit's 
comprehensive education plan and the local assessment system, student achievement data 
or as part of an inspection in accordance with section 258-A. 
Sec. 7. 20-A MRSA §4511, sub-§l, as enacted by PL 1983, c. 859, Pt. A, §§20 
and 25, is amended to read: 
1. General authorization. The state board and the commissioner shall jointly adopt 
rules establishing accreditation standards requirements for secondary and elementary 
schools of the State. 
Sec. 8. 20-A MRSA §4511, sub-§2, as enacted by PL 1983, c. 859, Pt. A, §§20 
and 25, is amended to read: 
2. Intent. Accreditation standards are i§ intended to encourage excellence in school 
programs. The rules 5hall must include such components as the quality and variety of 
instructional programs, the credentials, experience and general performance of staff and 
adequacy of school facilities. 
Sec. 9. 20-A MRS A §4511, sub-§3, as repealed and replaced by PL 1987, c. 395, 
Pt. A, §66 is amended to read: 
3. Specific requirements. In addition to standards requirements that are adopted in 
subsection 1, accreditation standards shall requirements must include, but not be limited 
to, the following. 
A. 
The school has a clearly written statement reflective of the needs, beliefs and 
values of the school community. It is supported by stated goals and objectives and is 
consistent with the district's philosophy. 
B. 
The school is effectively managed and provides leadership that promotes the 
achievement of educational excellence. 
C. 
The school demonstrates evidence of a well planned and periodically evaluated 
curriculum which has consistently resulted in exemplary educational programming. 
D. 
The school demonstrates a carefully coordinated effort to provide instructional 
processes which have consistently resulted in a learning environment which pron,.cs 
excellence. A variety of instructional techniques is used by a majority of the teachers. 
E. 
The school has a carefully planned staff development program guided by sound 
educational theory that promotes exemplary practices. 
F. 
The school has a climate which promotes individual self-esteem, high 
expectations for achievement and a positive attitude toward learning. 
G. 
The school has a collaboratively planned community relations program which 
promotes close cooperation between the school and the community toward the 
achievement of the school's goals and objectives. 
H. 
The school facility offers an effective setting for the delivery of high quality 
programs and services. 
Sec. 10. 20-A MRSA §4512, as amended by PL 1987, c. 395, Pt. A, §67, is 
further amended to read: 
§4512. Implementation 
1. Accreditation optional. Any approved elementary or middle school may, through 
its school board, apply for accreditation. 
2. Implementation. The commissioner shall determine which schools and school 
units meet the requirements of accreditation, in accordance with adopted rules and this 
Title. 
3. Comprehensive reviews. The commissioner shall, on a one-year to 5-year cycle, 
make a comprehensive review of each accredited school to determine whether the school 
is continuing to meet the accreditation staadaros requirements. 
4. 
Rules. Accreditation rules shall be adopted in accordance with the Maine 
Administrative Procedure Act, Title 5, chapter 375. 
5. Accreditation process. All school administrative units operating a secondary 
school sflal.l. must undergo the state accreditation process on a 5-year cycle as established 
by the commissioner starting in the 1989 9Q 2009-2010 school year. Upon request from a 
secondary school, the commissioner sHaH Rave tHe al:ltHarity ta may grant a waiver from 
the accreditation process. The commissioner shall grant a waiver on the basis of 
extenuating circumstances as defined by rule. 
Sec. 11. 20-A MRSA §4517, as amended by PL 1999, c. 790, Pt. N, §2, is 
repealed. 
Sec. 12. 20-A MRSA §4703, as enacted by PL 1983, c. 859, Pt. C, §§5 and 7, is 
amended to read: 
§4703. Instruction for individual students in accordance with chapter 311 
Elementary and secondary se8001s may pFoyide speeial iastruetioa foF gifted aad 
taleated school students must be provided opportunities for learning in a differentiated 
environment that include opportunities to accelerate learning to meet the needs of 
individual students. 
Sec. 13. 20-A MRSA §4706, as amended by PL 2003, c. 510, Pt. B, §5, is further 
amended to read: 
§4706. Instruction in American history, government, citizenship, Maine studies and 
Maine Native American history 
Instruction in American history, government, citizenship and Maine studies must be 
ta\::lgRt as speeified ia aligned with the system of learning results established in section 
6209. 
l3 
1. American history. Instruction in American history aad eiyil~ government and 
citizenship, including the Constitution of the United States, the Declaration of 
Independence, the importance of voting and the privileges and responsibilities of 
citizenship, must be taught in and required for graduation from all elementary and 
secondary schools, both public and private. 
2. 
Maine studies. Maine history, including the Constitution of Maine, Maine 
geography and environment and the natural, industrial and economic resources of Maine 
and Maine's cultural and ethnic heritage, must be taught. 
A required component of 
Maine studies is Maine Native American studies, which must be included in the review of 
content standards and performance indicators of the learning results conducted in 
accordance with section 6209, subsection 4. The Maine Native American studies must 
address the following topics: 
A. 
Maine tribal governments and political systems and their relationship with local, 
state, national and international governments; 
B. 
Maine Native American cultural systems and the experience of Maine tribal 
people throughout history; 
C. 
Maine Native American territories; and 
D. 
Maine Native American economic systems. 
Sec. 14. 20-A MRSA §4711, as amended by PL 2001, c. 454, §21, is further 
amended to read: 
§4711. Elementary course of study 
The basic course of study for the elementary schools must provide for the instruction 
of all students in career pFepaFatioa and education development, English language arts, 
foFeiga world languages, health and physical education, mathematics, science and 
technology, social studies and visual and performing m1s, as described in the system of 
learning results subject to the schedule specified in section 6209. In furtherance of the 
content standards in section 6209, subsection 2, the course of study must also include 
physiology and hygiene, with special reference to the effects of substance abuse, 
including alcohol, tobacco and narcotics~ upon the human system. 
Sec. 15. 20-A MRS A §4712 is enacted to read: 
§4712. Middle school level course of study 
The basic course of study at the middle school level must provide for the instruction 
of all students in career and education development, English language arts, world 
languages, health and physical education, mathematics, science and technology, social 
studies and visual and performing arts, '1S described in the system of learning results 
subj ect to the schedule specified in section 6209. In furtherance of the content standards 
in section 6209, the course of study must also include physiology and hygiene, with 
special reference to the effects of substance abuse, including alcohol, tobacco and 
narcotics, upon the human system. The basic middle school level program of instruction 
must ensure that all middle school level students participate in challenging, standards-
based curricula and engaging instruction resulting in continual learning and high 
achievement. 
Sec. 16. 20-A MRS A §4721, as amended by PL 2001, c. 454, §22, is repealed and 
the following enacted in its place: 
§4721. General requirements 
1. 
Secondary school curriculum and instruction. 
A secondary school shall 
provide a comprehensive program of instruction of at least 4 years in length, which must 
meet the requirements of this chapter and the system of learning results established in 
section 6209 and the admission requirements for the State's community colleges and 
university system. The program must include instruction of all students in English 
language arts, mathematics, science and technology, social studies, health and physical 
education, career and education development, visual and performing arts and world 
languages. 
2. Secondary school organization and delivery of instruction A secondary school 
shall provide a structure that allows for student achievement of the system of learning 
results established in section 6209 and the admission requirements for the State's 
community colleges and university system in different instructional settings such as 
career and technical education programs and alternative education programs. 
Sec. 17. 20-A MRS A §4722, as amended by PL 2005, c. 446, §2 and c. 662, Pt. 
A, §9, is further amended to read: 
§4722. High school diploma 
A secondary school shall provide at least ORe eO\ifse of study a comprehensive 
program of instruction leading to a high school diploma that must meet the follO'lviRg 
staRdards as set out in section 4721. 
The commissioner shall develop rules for the 
transition between the requirements of this section and the system of learning results as 
established in section 6209. 
1. Minimum instruetional requirements. A diploma course of study shall include a 
minimum 4 year program of instruction '.vhich meets the curriculum requirements 
established by this chapter and any other instructional requirements established by the 
cotnIl'lissioner and the school board. 
2. 
Required subjeets. Courses in the following subjects shall be provided in 
separate or integrated study programs to all students and required for a high school 
diploma: 
A 
... 
B. 
c. 
D. 
E. 
English 4 years; 
Social studies and histor)" including American histor), and government 2 years; 
Mathematics 2 years; 
Science, including at least one year of laboratory study 2 years; and 
Fine arts, which may include art, music, forensics or drama one year. 
3. 
Satisfaetory eompletion. 
A diploma may be awarded to secondary school 
students '.vho have satisfactorily completed all diploma requirements in accordance with 
the academic standards of the school administratiYe unit and this chapter. All secondary 
school students must worle toward achievement of the content standards of the system of 
learning results. Children '.vith disabilities, as defined in section 7001, subsection 1 A, 
who successfully meet the content standards of the system of learning results in addition 
to any other diploma requirements applicable to all secondary school students, as 
specified by the goals and objectives of their individualized education plans, may be 
aVlarded a high school diploma. Career and technical students may, ,<vith the approvai of 
the commissioner, satisfy the 2nd year math and science, the 2nd year social studies and 
the fine arts requirements of subsection 2 through separate or integrated study within the 
career and tech.'lical school curriculum. 
3-A. Satisfactory completion. A diploma may be awarded to secondary school 
students in accordance with this subsection. 
A. A diploma may be awarded to a secondary school student who has satisfactorily 
completed all diploma requirements in accordance with the academic standards of the 
school administrative unit and this chapter and chapter 222. 
B. 
A child with a disability, as defined in section 7001, subsection I-B, who 
successfully demonstrates achievement of the content standards of the system of 
learning results established in section 6209 in addition to any other diploma 
requirements applicable to secondary school students, as specified by the goals and 
objectives of the child's individualized education program, may be awarded a high 
school diploma. 
C. 
A student may demonstrate achievement of the system of learning results 
established in section 6209, with the approval of the commissioner, within a career 
and technical education program that is aligned to the content standards of the system 
oflearning results and the admission requirements for the State's community coll("~~ 
and university system. 
D. 
A student may demonstrate achievement of the system of learning results 
established in section 6209, with the approval of the commissioner, within an 
alternative education program that is aligned to the content standards of the system of 
learning results and the admission requirements for the State's community colleges 
and university system. 
E. 
A student may demonstrate achievement of the system of learning results 
established in section 6209, with the approval of the commissioner, within an 
individualized English language acquisition program that is aligned to the content 
II 
standards of the system of learning iesults and the admission requirements for the 
State's community colleges and university system. 
F. A student who experiences educational disruption and demonstrates achievement 
of the content standards of the system of learning results established in section 6209, 
in addition to any other diploma requirements applicable to secondary school students 
as set forth in their school completion plan, may, with the approval of the 
commissioner, be awarded a diploma by the department. 
4. 
Exception. A secondary school student who has satisfactorily completed the 
freshman year in an accredited degree-granting institution of higher education may be 
eligible to receive a high school diploma from the school the student last attended, 
although the student may not meet the graduation requirements of this Title. 
5. Advanced study. Nothing in this chapter may prevent the award of a diploma to a 
student who has completed all diploma requirements in fewer than 4 years of study. 
5-A. Certification of the instructional program at the secondary school level. 
The commissioner shall develop rules for the certification of instructional programs to 
ensure a common meaning for the high school diploma regardless of the secondary 
school a student attends. Rules adopted pursuant to this subsection are routine technical 
rules as defined in Title 5, chapter 375, subchapter 2-A. 
A. The school must provide evidence that the curriculum is aligned to the system of 
learning results established in section 6209 and the admission requirements for the 
State's community colleges and university system. 
B. The school must provide evidence that: 
(1) Students have open and equitable access to demonstrate achieyement of the 
system of learning results established in section 6209 through either separate or 
integrated study programs; 
(2) It provides open and equitable access to a range of opportunities including 
but not limited to: on-line courses, after-school and summer programs, 
internships, apprenticeships, career and technical education, service learning, 
dual-enrollment courses, advanced courses and local and state-sponsored early 
college programs; and 
(3) Students are provided learning experiences that result in students applying 
knowledge and skills in new or unpredictable situations. 
C. The school must provide evidence of a carefully coordinated effort to differentiate 
instruction within learning environments in which students are heterogeneously 
grouped and that are designed to meet the educational needs of individual students. 
D. The school must provide evidence that students are provided multiple assessment 
opportunities to demonstrate their achievement of the diploma requirements on 
assessments required by the school administrative unit and the State. 
E. The school must provide evidence that the senior year is the most rigorous year of 
engagement and preparation for college, career attainment and citizenship. 
F. The school must provide evidence of implementation of a plan that integrates 
technology into curriculum, instruction and assessment. 
6. Exception for certain veterans. A secondary school may award a high school 
diploma to a person who meets all of the following requirements. A diploma may be 
awarded posthumously. 
A. 
The person or the person's family must apply to the secondary school for the 
diploma. 
B. 
The person must either: 
(1) Have attended the secondary school or attended a secondary school in the 
geographic area now served by the secondary school; or 
(2) Currently reside in the geographic area served by the secondary school. 
C. 
The person must have left secondary school either: 
(1) Before or during World War II to serve in the Armed Forces during World 
War II; or 
(2) Before or during the Korean Conflict to serve in the Armed Forces in the 
Korean Conflict. 
D. 
The person did not graduate or receive a high school diploma because of service 
in the Armed Forces. 
E. 
The person received an honorable discharge or a certificate of honorable service 
from the Armed Forces. 
For purposes of this subsection, "Armed Forces" means the Army, Navy, Air Force, 
Marine Corps or Coast Guard; and the Merchant Marines only for the period of 
December 7, 1941 to August 16, 1945. 
Sec. 18. 20-A MRSA §4726, as amended by PL 1991, c. 279, §3, is further 
amended to read: 
§4726. World languages 
Each school administrative unit: 
1. Required to offer. Shall offer one 2-year sequence in a foreign world language; 
and 
2. Encouraged to offer. Is encouraged to offer one or more additional foreign world 
languages as part of its secondary school program. 
3. American sign language. 
American sign language is a foreign world language and may be offered to fulfill the 
requirements of this section. 
For purposes of this section, "world language" means a language, either ancient or 
modem, that is used or has been used for written, oral or signed communication in the 
multilingual and multicultural worldwide community. 
Sec. 19. 20-A MRSA §4728, as enacted by PL 1983, c. 859, Pt. C, §§5 and 7, is 
repealed. 
Sec. 20. 20-A MRS A §6201, as amended by PL 2001, c. 454, §§27 and 28, is 
further amended to read: 
§6201. Legislative intent 
The Legislature concurs with the recornmendation of the 1984 report of the 
Commission on the Status of Education in Maine finds that all students must graduate 
from high school prepared for college, career and citizenship and that a state wide 
statewide educational assessment program must be implemented to ensure that each 
student in the State has an equal opportunity to meet this outcome. 
There is a need for assessment information at both the state and local level to measure 
progress and ensure accountability and comparability regarding the implementation of the 
system of learning results, which set forth in section 6209 and in department rules 
implementing that section and other curricular requirements. This must be accomplished 
through a comprehensive system of local and state assessments, involving multiple 
measures to determine what each student knows and is able to demonstrate regarding the 
standards of the system of learning results. 
This oomprehensive local and state The assessment system must have the following 
objectives: 
1. Statewide assessment. To provide information on the academic achievement and 
progress of Maine students; 
2. State goals. To establish a process for a continuing evaluation of the system of 
learning results established set forth in section 6209 and in department rules 
implementing that section to aid in the development of educational policies, standards 
and programs and to measure comparability of educational opportunity for students 
throughout the state; 
3. Local programs. To provide school officials with infonnation to assess the 
quality, effectiveness and appropriateness of educational materials, methods and 
curriculum needs, including remediation and enrichment in their schools; 
4. 
Individual students. 
To provide school staffs with infonnation about the 
individual students that may be used, with other infonnation, to meet individual and 
educational needs of the student. The statewide assessment program may not be the only 
criteria for judging student perfonnance; 
5. Trends. To identify year-to-year trends in student achievement; and 
6. Parents. To provide parents with infonnation about the achievements of their 
children on the assessment program. 
Sec. 21. 20-A MRSA §6202, as amended by PL 2005, c. 118, § 1 and amended by 
c. 446, §3 and amended by c. 662, Pt. A, §13, is further amended to read: 
§6202. State assessment program established; content 
The commissioner shall establish a statewide assessment program to measure and 
evaluate on a continuing basis the academic achievements of students at in grades 4;--& 
and--l+ 3 to 12 in the content areas of the system of learning results estaelished set forth in 
section 6209 speeified ey the eommissioner and in department rules implementing that 
section and other curricular requirements. The commissioner may elect to provide for the 
use of alternative measures of student achievement in grade 11 grades 9 to 12. This 
assessment applies to students in the public elementary and secondary schools and in all 
private schools approved for tuition whose school enrollments include at least 60% 
publicly funded students, as determined by the previous school year's October and April 
average enrollment. The assessment program must be adapted to meet the needs of 
children with disabilities as defined in section 7001, subsection I-A or other students as 
defined under rules by the commissioner. 
1-A. Interpretation. The statewide assessment program results may be interpreted 
in a manner that takes into account the particular role within a school administrative unit 
of regional special education or regional alternative education programs or schools 
approved by the commissioner in accordance with section 2501 or section 7253. For 
these programs or schools, the results may be interpreted by assigning the student and the 
scores of the student to the school in the community where the student resides. The 
commissioner shall adopt rules to implement this subsection. Rules adopted pursuant to 
this subsection are routine technical rules as defined in Title 5, chapter 375, subchapter 2-
A. 
3. Assessments required for the high school diploma. Assessments required for 
the high school diploma must ensure that each student graduating from a public or private 
secondary school that includes at least 60% publicly funded students is prepared for 
success upon entering higher education institutions, career and citizenship. 
Page II - 123LR0958(Ol)-l 
'Y) 
A. 
Beginning with the class of 2010, all students must meet state-detennined 
proficiency benchmarks on state assessments in English language arts and 
mathematics. 
B. 
Beginning with the class of 2011, all students must meet state-detennined 
proficiency benchmarks on state assessments in English language arts and 
mathematics, science and technology, social studies and health and physical 
education and wellness. 
C. 
Beginning with the class of 2012, all students must meet state-detennined 
proficiency benchmarks on state assessments in English language arts, mathematics, 
science and technology, social studies, health and physical education and wellness, 
visual and perfonning arts, world languages and career and life development. 
Sec. 22. 20-A MRSA §6202-A, as amended by PL 2005, c. 446, §4 and c. 593, 
§ § 1 and 2, is repealed. 
Sec. 23. 20-A MRSA §6202-B is enacted to read: 
§6202-B. Multiple measures of student achievement 
Each school administrative unit shall use multiple assessment methods to measure 
student achievement of the learning results set forth in section 6209 and in department 
rules implementing that section and other curricular requirements established in section 
6209 to inform instruction and ensure students are making progress toward achieving the 
learning results set forth in section 6209 and in department rules implementing that 
section, other curricular requirements and the requirements of a common core course of 
study. 
Sec. 24. 20-A MRSA §6208, as enacted by PL 1995, c. 649, § 1, is amended to 
read: 
§6208. Legislative intent 
The Legislature finds that because all children can learn at significantly higher levels, 
it is essential that the Legislature, the State Board of Education, the Department of 
Education, school administrative units, educators and parents provide children with 
schools that reflect high expectations and create conditions where these expectations can 
be met. Through a shared sense of accountability and a cooperative spirit among State 
Government, school administrative units, educators, parents, business persons, and the 
community, school administrative units and educators can develop and teach to high 
standards that will enable students to become productive and fulfilled members of 
society. The Legislature further finds that the system of learning results established set 
forth in section 6209 and in department rules implementing that section and other 
curricular requirements will serve as a foundation for education reform, will promote 
assessment of student learning, will reinforce accountability and will encourage equity. 
The Legislature, therefore, encourages the State Board of Education, the Department of 
Education and school administrative units to employ a high degree of creativity in 
developing content standards and performance indicators and to explore a wide range of 
programs and options so that the standards adopted will reflect the highest possible 
expectations and assessments will be of the highest possible quality. The ultimate goal 
and intent of the Legislature is to ensure that the State's schools will enable today's 
students to gain the knowledge and skills necessary to be effective parents, citizens, 
",yorkers and adults for college, career and citizenship. 
Sec. 25. 20-A MRSA §6209, as amended by PL 2005, c. 662, Pt. A, § 14, is 
further amended to read: 
§6209. System of learning results established 
The department in consultation with the state board shall establish and implement a 
comprehensive, statewide system of learning results, referred to in this section as the 
"system," no later than the 200203 school year. The system, based broadly upon guiding 
principles set forth in this section, and in department rules implementing this section and 
other curricular requirements. 
The department must establish high academic 
accountability standards at all grade levels in the areas of math mathematics; reading; 
English; and science and technology~. The department shall establish parameters for 
essential instruction and graduation requirements in English language arts, mathematics, 
science and technology, social studies, including history, economics and civics; career 
preparation and education development; visual and performing arts; health and~ physical 
education and wellness; and foreign world languages. Only students in a public school or 
a private school approved for tuition that enrolls at least 60% publicly funded students, as 
determined by the previous school year's October and April average enrollment, are 
required to participate in the system of learning results set forth in this section and in 
department rules implementing this section and other curricular requirements. 
The 
commissioner shall develop accommodation provisions for instances where course 
content conflicts with sincerely held religious beliefs and practices of a student's parent or 
guardian. The system must be adapted to accommodate children with disabilities as 
defined in section 7001, subsection I-A. 
1. Guiding prineiples. Each student must leave school as: 
A. 
A clear and effective communicator who: 
(1) Uses oral, written, visual, artistic and technological modes of expression; 
(2) Reads, listens to and interprets messages from multiple sources; and 
(3) Uses English and at least one other language; 
B. 
A self directed and life long learner ,>vho: 
(1) Creates career and education plans that reflect personal goals, interests and 
skills, and a'yailable resources; 
(2) Demonstrates the capacity to undertake independent study; and 
(3) Finds and uses information from libraries, electronic data bases and other 
resources; 
C. 
A creative and practical problem soh'er who: 
(1) Obseryes situations objectively to clearly and accurately define problems; 
(2) Frames questions and designs data collection and analysis strategies from all 
diseipliaes to aaswer those questions; 
(3) 
Identifies patterns, trends and relationships that apply to solutions to 
problems; and 
(4) Generates a variety of solutions, builds a case for the best response atld 
critically evaluates the effectiveaess of this response; 
D. 
A responsible aad in'lolved citiz;en who: 
(1) Recogniz;es the power of personal participation to affect the community and 
demoastrates participation skills; 
(2) 
Understaads the importanee of aecepting responsibility for persoaal 
decisioas and actions; 
(3) KnO'NS the meaas of achie'liag persoaal aad community health atld well 
being; and 
(4) Recogniz;es and understands the diverse nature of society; 
Eo 
A collaborative and qualit), worker who: 
(1) KnOVlS the strueture and functions of the labor market; 
(2) 
Assesses individual interests, aptitudes, skills, and values in relation to 
demands of the workplace; and 
(3) Demonstrates reliability, flexibility and concern for quality; and 
F. 
An integrati'le and informed thinker who: 
(1) i'.pplies knowledge and skills in and across English language arts, yisual and 
performing arts, foreign languages, health and physical education, mathematics, 
science and teclmology, social studies and career preparation; and 
(2) Comprehends relationships among different modes of thought and methods 
associated with the traditioaal disciplines. 
I-A. Accountability standards. Each student must be assessed by means of a 
statewide assessment in the following areas: 
A. Reading; 
B. Mathematics; and 
C. Science, in those content areas concerning cells and continuity and change. 
2. 
Parameters for essential instruction and graduation requirements. 
Each 
student shall study and achieve proficiency in the foUo',ying cODteDt staDdard subject 
areas of: 
A. 
Career preparatioD and education development; 
B. 
English language arts; 
C. 
fflreigfl World languages; 
D. 
Health aaa~ physical education and wellness; 
E. 
Mathematics; 
F. 
Science and technology; 
G. 
Social studies; and 
H. 
Visual and perfonning arts. 
3. Career and education development; world languages; visual and performing 
arts. By the end of the 2002 2003 sshool year, eash sshool adIllinistrati't'e unit shall 
address in the somprehensi't'e eoosation plan, as required in sestion 4502, subsestion 1, 
ho .. ", the sshool adIllinistrati'le lmit will implement for all students the sontent areas of 
sareer preparation, foreiga languages and 'lisual and perforIlling arts, ineluding iaterim 
targets for partial implementation. By the end of the 2007-2008 school year, each local 
school administrative unit shall implement standards in these additional soatent the areas 
of the system of learning reStllts, soatingeat upon funding based on essential programs 
and seryises or its equiyaleat career and education development, world languages and 
visual and perfonning arts. Notwithstanding any other provision of this chapter, the 
commissioner is authorized to establish rules for inclusion of some portion of the 
standards in visual and perfonning arts for the graduating class of 2007 20082011-2012. 
4. Review cycle. The commissioner shall conduct a review of the content standards 
and performance indicators by content area on a 4 year 5-year cycle beginning in the 
2003 2004 2015-2016 school year. 
Any changes that are recommended must be 
approved through the same process used for establishment of the system of learning 
results. 
Sec. 26. 20-A MRS A §6209-A, as enacted by PL 2005, c. 446, §5, is amended to 
read: 
§6209-A. State validation 
The commissioner shall validate each school administrative unit's comprehensive 
education plan, as required in section 4502, subsection 1, and Ioeal assessment system, as 
requires in sestion €l202 A. 
1. Annual report. The commissioner shall annually report by February 1st to the 
joint standing committee of the Legislature having jurisdiction over education matters on 
the status of each school administrative unit in implementing the comprehensive 
education plan, as required in section 4502, subsection 1, and the Iosal assessment 
system, as required in seetion €l202 A, insluding a report on the flUmber and the 
p8fseatage of learning results eadorsemeats aVlarded in addition to high sshool diplomas 
aVrarded pursuam to sestion 4722 for eash of the 8 sonteat areas of the system of learning 
reStllts uaa8f seetion 6209 high school graduation rates and the numbers of students 
attending and persisting at the postsecondary level. 
When a report is made under this subsection for purposes of comparative analysis, the 
reporting mechanisms and the categories reported must be uniform for each school 
administrative unit. 
2. Rules. The commissioner shall adopt or amend rules to implement this section by 
Jafmary 31, 2006. 
Rules adopted or amended pursuant to this section are major 
substantive rules as defined in Title 5, chapter 375, subchapter 2-A. 
Sec. 27. 20-A MRSA §6210, as amended by PL 2005, c. 446, §6, is further 
amended to read: 
§6210. School assistance 
BegirmiHg iH the 2005 2006 sohool year, the The COIlUlllSSlOner shall provide 
assistance to a school administrative unit when student performance in a school in the 
school administrative unit, or when a review of the comprehensive education plan 
conducted under section 4504, subsection 2, indicates that assistance is needed. This 
assistance must be based on a thorough review of the comprehensive education plan, as 
required in section 4502, subsection 1, and the evidence of student performance provided 
by the school administrative unit's local assessment system. This may include assignment 
of an assistance team by the commissioner to work with the school administrative unit 
over a period of not less than one year. The oOmrrllssioHeF shall pilot this prooess duriHg 
the 2001 2002 aHd 2002 2003 school years aHd shall de>lelop rules for school 
7 
administrative unit assistance and accountability to safeguard the learning of the students 
in the school administrative unit. 
SUMMARY 
This bill proposes changes in high school graduation requirements, assessments and 
overall high school program design to ensure that each student has an equitable 
opportunity to achieve the State's learning results and to graduate ready for college, career 
and citizenship.