MANAGEMENT INFORMATION SYSTEMS TEAM

Summary: This chapter sets forth requirements regarding the implementation of the Essential Programs and Services funding model established in 20-A MRSA Chapter 606-B, including targeted funding for technology, implementation of a standards-based system, and the costs of additional investments in educating children in kindergarten to grade 2.

SECTION 1. DEFINITIONS

For the purposes of this chapter, the following terms have the following meanings:

1.01 Commissioner: "Commissioner" shall mean the Commissioner of Education or a designee.

1.02 Department: "Department" shall mean the Department of Education.

1.03 School Administrative Unit: "School Administrative Unit" shall mean the state-approved unit of school administration and includes a municipal school unit, school administrative district, community school district or any other municipal or quasi-municipal corporation responsible for operating or constructing public schools, except that it does not include a career and technical education region.

1.04 Targeted Funds: "Targeted Funds" shall mean funds that are allocated specifically for additional targeted allocations to school administrative units for technology, implementation of a standards-based system, and the costs of additional investments in educating children in kindergarten to grade 2.

1.05 Targeted Funds Plan: "Targeted Funds Plan" shall mean the plan that school administrative units must submit to show the use of the targeted funds. These plans must be approved by the Commissioner of Education.

SECTION 2. PROCEDURAL REQUIREMENTS

2.01 Requirements for Targeted Funds Plans

School administrative units shall submit plans for the use of funds for technology, implementation of a standards-based system, and the cost of additional investments in educating children in kindergarten to grade 2, and shall receive funding based on approval of the plan by the Commissioner.

A. Technology

(1) Programs. Programs must be in compliance with the school administrative unit's plan for use of technology for student and teacher learning as established in the Comprehensive Education Plan.

Student Centered Education. Use of targeted funds must facilitate a student centered education that facilitates student learning whenever and wherever the student wants to learn, and addresses the student's needs across the curriculum in a manner that supports the student's learning style, including one-to-one computing technology whenever possible.

A program for student centered education may include but is not limited to one or more of the following elements:

1. (a) Digital-Age Literacy. Promote student learning in various areas of literacy to develop skills in basic scientific, economic, and technological literacies; visual and information literacies; and multicultural literacy and global awareness.
2. (b) Effective Communication. Promote communication which develops teaming, collaboration, and interpersonal skills for student learning through interactive communication for personal, social, and civic responsibility.
3. (c) Inventive Thinking. Promote student learning to develop skills for adaptability and higher-order thinking, self direction and creativity.
4. (d) High Productivity. Promote student learning in prioritizing, planning, and managing for results and the ability to produce relevant, high-quality products through the effective use of real-world tools in student learning using collaboration, media manipulation and creation, content access and data analysis. (2) Plans. Targeted funds plans for technology must be in compliance with guidelines for the school administrative unit's approved three year Technology Plan in the unit's Comprehensive Education Plan, for use of technology for both student and teacher learning, and for efficient administrative unit operations, including one-to-one computing technology whenever possible. Use of targeted funds must be incorporated into the components of the Technology Plan, which must include but are not limited to:
5. (a) A step-by-step action plan, with timeline, that includes goals, activities, required hardware and software, costs, funding sources, and a description of the type and costs of technology to be acquired compared with the technology assessment in the unit's Technology Plan, with designation of the federal, state, and local sources of funding.
6. (b) The process and accountability measures that will be used on a

yearly basis to evaluate and revise the extent to which the plan effectively uses technology for student centered education.

B. Implementation of a Standards-Based System

(1) Programs. Programs must be in compliance with state requirements regarding the system of Learning Results established in 20-A MRSA Sections 6201, 6202, 6202-A, and 6209, implementation of a standards-based system.

Programs may include but are not limited to one or more of the following elements:

1. (a) Planning, development, coordination and implementation of a standards-based system to include formative assessment practices that improve student learning and attainment of graduation expectations.
2. (b) Analysis and interpretation of curricular or assessment data and use of data for decision making.
3. (c) Professional development and training for teachers and administrators to support the successful implementation of a standards-based system to include formative assessment practices that improve student learning and attainment of graduation expectations.
4. (d) The provision of additional teacher time required to establish and implement the components of the unit's standards-based system.
5. (e) The provision of providing formative assessments to students that improve student learning and attainment of graduation expectations.(2) Plans. Targeted funds plans for implementation of a standards-based system must include the following:- (a) Goals for the use of the targeted funds that are aligned with the implementation of Maine's system of Learning Results and with the unit's Comprehensive Education Plan.
6. (b) A step-by-step action plan, developed in documented consultation with the local teacher associations, that includes goals, a timeline, a detailed description of the activities that will be undertaken with the use of targeted funds and the staffing needed to carry out the activities, a proposed budget and a budget narrative. The Commissioner of Education shall develop the documentation process that must be used in developing the action plan.
7. (c) The process and accountability measures that will be used to

evaluate the extent to which the plan activities supported with the targeted funds are achieved and are effective in contributing to the successful achievement of the purposes of the elements above to inform teaching and improve student learning.

(d) An evaluation report and year-end financial statement of expenditures for the use of targeted standards-based system funds in the previous school year.

C. K-2 Education

(1) Programs. School administrative units may develop programs that are in compliance with all applicable reporting requirements for local early childhood programs, and may include but are not limited to one or more of the following elements:

(a) Class size. Reduce the student-teacher ratio in all classrooms within one or more grades, kindergarten through grade 2 to a recommended ratio of 15 to 1 and a maximum of 18 to 1.

(b) Teacher training. Provide training programs for teachers in screening, educational diagnosis, program prescription or program development.

(c) Screening. Establish or expand preschool or early childhood screening programs and the development of individualized educational prescription based on the findings of the screening.

(d) Programs for 4-year-old children. Encourage the development of 2 year kindergartens in conformity with 20-A MRSA §5201 (2)(C), and other appropriate programs to address the needs of 4-year-old children. Proposals for 4-year-old programs must be submitted to the Department for approval and must include consideration of at least the following factors:

(i) demonstrated coordination with other early childhood programs in the community to maximize resources;

(ii) consideration of the extended child care needs of working parents; and

(iii) provision of public notice regarding the proposal to the community being served, including the extent to which public notice has been disseminated broadly to other early childhood programs in the community.

The Department shall encourage broad participation and participation with regional Child Development Services System sites in the program and shall provide technical assistance to local school administrative units in submitting proposals.

1. (e) Multigrade classrooms. Establish classroom units of more than one grade level.
2. (f) Learning environment. Develop a learning environment which would encourage each student to learn and progress at that student's own functional level.
3. (g) Transition. Facilitate the transition of children from preschool to public school programs.
4. (h) Family outreach. Provide family outreach and support programs designed to improve parent-school relations and parenting skills.(2) Plans. Targeted funds plans for K-2 education must include the following:- (a) A description of the qualifications of personnel who will:
5. (i) directly staff the program;
6. (ii) be indirectly involved as consultants to the program; and
7. (b) A detailed description of any and all activities that will be undertaken for the program elements (a)-(h), above and any other program elements included in the K-2 programs.

2.02 Approval of Targeted Funds Plans

Targeted funds plans shall be approved, in writing, when the Commissioner determines that the plan complies with the requirements for the plan and use of targeted funds. Upon receipt of approval by the Commissioner, the school administrative units shall receive funding based on that approval and in accordance with 20-A MRSA §15681(2-A), (3), and (4).

STATUTORY AUTHORITY 20-A MRSA §15671(6), §15681, and §15687

EFFECTIVE DATE:

October 26, 2007 – filing 2007-420