This publication highlights how state policies and guidance are supporting the transformation to personalized learning through digital instructional materials. Specifically, the report includes personalized learning approaches and the policies and processes around the selection, curation, procurement, professional learning and funding of digital…

The May 2012 State Educational Technology Directors Association (SETDA) report, "The Broadband Imperative: Recommendations to Address K-12 Education Infrastructure Needs," pushed educators and policy makers nationwide to increase high-speed broadband access in schools, with specific recommendations regarding access, funding, and policies…

In September 2002, the Maine Department of Education began organizing an Exhibition Assessment Advisory Committee whose purpose it was to consider meaningful ways to include exhibition assessments in comprehensive local assessment systems. School administrators were invited to participate and/or nominate practitioners in their districts to become…

This paper describes Maine's high standards for all students and a model for personalizing instruction and assessment to fit student needs, thus providing fair opportunities for all children to achieve the standards. Maine's academic standards, the Learning Results, are structured in three levels: broad performance goals for all students (guiding…

These guidelines were developed as part of Maine's statewide project for inclusive schools, Project LEARNS (Local Education for All in Regular Neighborhood Schools). The model proposes that students with severe disabilities be provided with a range of services and supports within regular classes rather than with a continuum of placements. The…

Although information regarding the consequences of adolescent pregnancy and childbirth is disseminated, the recipients of that information are most often adults. To present this information directly to never-pregnant adolescents, an annual conference, outside of the authority structure of the school was developed in Bangor, Maine. The three…

In 1984, Maine established the Task Force on Special Education and Chemical Dependency, which developed a report recommending, in part: collaboration between special education and local alcohol and drug abuse prevention programs; training for general and special education staff; and development of a vehicle for identification, assessment,…

A deliberate, systematic approach is presented for assisting students with handicaps through the transition process from school to adult life. The key elements of transition are identified as: longitudinal vocational and independent living skills training; cooperative and interagency transition planning; parent, student, employer, and…

Designed for instruction at the secondary level, this curriculum guide focuses on simulated classroom experiences in prejudice and minority race relations and content materials relative to Northeast Woodland American Indian history and culture. Knowledge of the following are cited as major unit objectives: (1) Indian cultural contributions; (2)…

Many barriers exist in the transition of disabled students from the educational system to postsecondary life. Transition systems have been developed to overcome these barriers, focusing on the needs of the individual, the role of parents, and the role of the state education agency. Several cooperative interagency models have been created by states…

Maine law allows parents to arrange with local school boards to have their children educated outside a public or private school, if the student will receive "equivalent instruction." If the proposed program of instruction is "equivalent" within the meaning of the law, it must be approved by local school officials. Parents are…