As Maine moves toward a proficiency-based education system that will ensure students graduate from our high schools having mastered State learning standards, I am often asked what this expectation means for our nearly 30,000 students with disabilities.
A free appropriate public education must include support to allow students with disabilities to achieve the same high standards as other students.
I – like all of my colleagues at the Department and so many of you – believe that Maine students with disabilities deserve to graduate knowing that they have the knowledge and skills needed for future success. And I am confident that they can, even if their path toward proficiency sometimes looks different than that of their classmates. After all, in the true learner-centered system envisioned in Maine’s Education Evolving strategic plan, all students are active participants in and directors of their own learning, taking a meaningful role in planning learning activities and being allowed to choose the manner by which they display proficiency, whether it be a final exam, paper, project or other demonstration.
Maine law states that a diploma may be awarded to a child with a disability if that child achieves proficiency in the same standards as required of other children “as specified by the goals and objectives of the child’s individualized education plan.” The Department has always interpreted that language to mean that an IEP team may modify the means by which a student with a disability demonstrates proficiency in the standards and reflect that on the student’s IEP but they may not modify the standards themselves, which are codified in Department rule.
The federal Office of Special Education and Rehabilitation Services (OSERS) and the U.S. Department of Education recently affirmed that, issuing a letter to the State of Louisiana in which they expressed significant concern about that state’s recently enacted law permitting IEP teams to change and lower the expectations for students with disabilities. The position set forth in their letter supports our Department’s own: to qualify for a diploma a student with disabilities must meet the same level of proficiency in the same standards as students without disabilities; however, the manner in which they demonstrate their eligibility for a diploma may differ.
Our Department means it when we say “all standards, all students.” And we are backing up that commitment by providing resources to support your local efforts including free coaching and tools.
For more information or technical assistance in supporting all students, please contact Maine DOE’s Director of Special Services Jan Breton at firstname.lastname@example.org or 624-6713. For more information about the proficiency-based diploma requirement and related resources, visit Getting to Proficiency: Graduating Every Student Prepared.
One thought on “All students, all standards but different demonstrations of proficiency”
I am quite sure no Maine teacher would come on to this site and say this, so I will: it is unfair to expect a high school-age student functioning at a the level of an 5-year old to ever meet the standards, no matter how much time is given or outlandish the “demonstration of proficiency” allowed. Yet teachers will be expected to try. Then they will be evaluated, and their schools graded, on how well those students perform on Smarter Balanced standardized tests.