Assessment, Formative

• Measurement of learning designed to gauge how close Learners are to hitting the learning targets for a given unit or lesson. Information gained from formative assessment is used by the teacher to adjust pedagogy, pacing, and other classroom tools that will help Learners meet the standards being addressed. These assessments are not used to score Learners in a manner that influences the final grade in a course or experience but do indicate how Learners might perform on summative assessments.

Assessment, Interim

• This is a form of assessment used to evaluate where Learners are in their learning progress after formative assessments have been used, and also to determine whether they are on track to perform well for future assessments such as end-of-course or unit summative assessments.

Assessment, Post

• This is an end of course/end of unit evaluation of a Learner’s enduring knowledge. It is designed to be used with the pre-assessment to determine Learner growth and overall proficiency.

Assessment, Pre

• This is a form of assessment used to evaluate where Learners are in their learning progress at the start of a course/unit. It is used to determine a learner’s prior knowledge in a content area or specific skill to help guide instruction.

Assessment, Summative

• Measurement of learning designed to gauge how close a Learner came to hitting the learning targets for a given unit or lesson. Summative assessments are used to score a Learner in a way that contributes to a final grade in a course or experience.

American Council on the Teaching of Foreign Language (ACTFL) The World-Readiness Standards for Learning Languages define the central role of world languages in the learning career of every Learner. The five goal areas of the Standards establish an inextricable link between communication and culture, which is applied in making connections and comparisons and in using this competence to be part of local and global communities. The World-Readiness Standards for Learning Languages create a roadmap to guide learners to develop competence to communicate effectively and interact with cultural competence to participate in multilingual communities at home and around the world. Maine's legislature has not yet taken up the ACTFL for adoption.

Common Core State Standards (CCSS) The Common Core State Standards Initiative is an educational initiative from 2010 that details what K–12 Learners throughout the United States should know in English language arts and mathematics at the conclusion of each school grade. Maine’s Legislature has legislated these standard, renaming them Maine Learning Results for English language arts and mathematics.

International Society for Technology in Education The ISTE standards assess student learning in the areas of technology by building technological skills and using virtual networks. These standards can be used for all students who are enriching their assessments by utilizing technology or technological advances.

Jumpstart: The financial literacy standards encompass both financial algebra and economic standards to foster an understanding of banking, loans, and making financial decisions. These standards are available K-12 in order to develop wise decision making skills for finances and financial decisions for consumers.

Next Generation Science Standards (NGSS) Science standards developed by Achieve and 26 lead states (including Maine) based on A Framework for K-12 Science Education, itself a framework developed by the National Research Council. Maine's legislature has not yet taken up the NGSS for adoption.

National Council for the Social Studies (NCSS) Social Studies standards developed by the National Council for the Social Studies. The standards, National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment, were developed by a Task Force of the National Council for the Social Studies, and approved by the NCSS Board of Directors in March 2010. Maine's legislature has not yet taken up the NCSS for adoption.

National Core Arts Standards (NCAS) Core Arts standards developed by National Core Arts Standards are based on the artistic processes of Creating; Performing/Producing/Presenting; Responding; and Connecting for Dance, Media Arts, Music, Theatre, and Visual Arts offering guidance to educators in providing unified quality arts education for Learners Pre-K through high school. Maine's legislature has not yet taken up the NCAS for adoption.

National Standards for K-12 Physical Education and Health (SHAPE) America’s Physical and Health Education standards developed by the Society of Health and Physical Educators of America (SHAPE). SHAPE America's National Standards & Grade-Level Outcomes for K-12 Physical Education define what a Learner should know and be able to do as result of a highly effective physical education program. States and local school districts across the country use the National Standards to develop or revise existing standards, frameworks and curricula. Maine's legislature has not yet taken up the SHAPE America for adoption.

United Nations Sustainable Development Goals (UNSDG) In 2015, countries adopted the 2030 Agenda for Sustainable Development and its 17 Sustainable Development Goals. In 2016, the Paris Agreement on climate change entered into force, addressing the need to limit the rise of global temperatures. Governments, businesses and civil society together with the United Nations are mobilizing efforts to achieve the Sustainable Development Agenda by 2030. Universal, inclusive and indivisible, the Agenda calls for action by all countries to improve the lives of people everywhere.

• Maine Department of Education: http://www.maine.gov/doe/cbp/glossary.html

• Glossary of Education Reform: http://edglossary.org/

• Great Schools Partnership: http://www. greatschoolspartnership.org/resources/glossary-of-education-reform/

• The Partnership for 21^st Century Skills: http://www.p2l.org/

• Everyday Math: http://everydaymath.uchicago.edu/teaching-topics/assessment-and-grading/assessment-faqs/grade-level-goals/

• DIAL 4: https://www.pearsonclinical.com/childhood/products/100000304/dial-4-developmental-indicators-for-the-assessment-of-learning-fourth-edition-dial-4.html

• ACTFL: https://www.actfl.org/publications/all/world-readiness-standards-learning-languages

• ISTE: https://www.iste.org/standards/for-students

• CCSS: http://www.corestandards.org

• Jumpstart: Financial Literacy Standards: www.jumpstart.org/what-we-do/support-financial-education/standards/

• NCAS: https://www.nationalartsstandards.org

• NCSS: https://www.socialstudies.org/standards

• NGSS: http://www.nextgenscience.org

• SHAPE: https://www.shapeamerica.org/standards/pe/

• UNSDG: https://www.un.org/sustainabledevelopment/sustainable-development-goals/

• College Board: https://collegereadiness.collegeboard.org

• UbD: https://www.authenticeducation.org/ubd/ubd.lasso

Carnegie Unit (credit) The unit designated to measure learning in American high schools and colleges. Initially, a Learner needed to have 120 hours of contact time with a teacher in order to earn a Carnegie Unit, but the limitation of time in most high schools reduced that number via state law. Carnegie Units represented a belief that time equals learning.

Cohort A group of Learners and/or staff banded together for a specific purpose.

Content Statements of skills and/or knowledge of core content that must be met in order to receive a completed transcript and diploma. These statements have endurance, leverage, and readiness for Learners' post-secondary aspirations.

Course Learning Outcomes A statement about what Learners need to know and be able to do in a class. CLOs are derived from broader content standards. Learners are required to meet every course learning target in order to successfully complete a given course.

Criterion Referenced Testing A test or other type of assessment that measures learning against a clearly defined set of learning targets. In criterion referenced testing, the goal is to have all Learners master the skills and content.

Decaying Average Weighting each subsequent assessment heavier than the last, assuming that the Learner is heading toward her or his true level of achievement given more practice.

Designation A qualification on a Learner's transcript and diploma that verifies completion of a program that includes advanced course taking in the particular area (STEM, arts, global citizenship) coupled with a prescribed number of in the extended learning opportunities program.

Differentiation A variety of teaching techniques and lesson adaptations designed to help instruct a diverse group of Learners. The primary educational objectives remain the same for every Learner, but teachers may use different instructional methods and materials to help learners meet expectations.

Extended Learning Opportunities Program/Multiple Pathways A program that involves all Learners and that is primarily organized through advising for planning and providing support for Learners to engage in multiple pathways. These extended learning opportunities will be focused around the interest level and talent of the individual Learner. By participating in a pathway, Learners will be better prepared academically for college or will acquire the skills and experiences needed to compete for quality employment in a 21st century workforce. Pathways include but are not limited to concurrent enrollment, certification, and apprenticeship.

• The State of Maine defines multiple pathways - stipulated in LD 1422 as a requirement for all schools as part of the menu of Learner options as they devise plans for earning a diploma - as "premised on the idea that learning does not have to occur at the same time eve1y day, be delivered exclusively by teachers or be confined to traditional classrooms. Learning can occur at different times and different places, whether it's in a school setting, a cai·eer and technical education center, a local college, a community-based organization, a workplace or through an online learning application. Learner learning may also take place under the guidance of business professionals, trades people, scientists and community leaders who work closely with teachers. When schools embrace proficiency­ based learning, Learners can pursue a wider variety of learning pathways while still meeting high academic standards and their school's graduation and promotion requirements. Personalized pathways are also premised on the idea that learning accomplishments should be recognized, rewarded or valued consistently and equally regardless of whether Learners learn in a school, outside a school or online."

Extended Learning Opportunity (ELO)/Pathways Courses A pathway related to the endorsement area that occurs outside the regular classroom setting and school day that enhances and helps Learners to apply their academic learning. Pathways courses are available to any Learner at the high school. These courses are offered during and outside the traditional school day. Learners work with advising to come up with the pathway courses that align to their interests. These courses will be used to determine designation in subjects based on completion of a certified amount of courses.

Flexible Grouping The grouping of Learners in a variety of ways based on specific goals, activities, and individual needs (supports differentiated instruction)

Grade/Score The symbol system and method for determining a Learner's level of skills and knowledge inside that system. A grade should represent the Learner's ability to hit particular learning targets both in the moment and as secured skills and knowledge in the future.

Guiding Principles/Service Learning/Career & College Readiness/21st Century Skills The guiding principles are overarching, interdisciplinary standards that describe the broad skills and dispositions that most impact learner success now and in the future. Learners will have the opportunity to apply this learning through the lens of the UN Sustainable Development Goals. In Maine, there are five guiding principles. Every Learner must meet the criteria to graduate as the following: (1) a clear and effective communicator; (2) a self-directed and lifelong learner; (3) a creative and practical problem solver; (4) a responsible and involved citizen; (5) an integrative and informed thinker.

Habits of Work/Mind/Process Grading Often referred to as HOWs or HOWLs (habits of work and learning), these behaviors positively influence learning across disciplines. Traits such as timeliness, organization, perseverance, and cooperation are viewed as complementary to, but separate from, academic skills and knowledge. Habits may be taught, assessed, and/or reported exclusive to or embedded in grade level/course expectations.

Learning Target As defined by the CCSS in the ELA & Mathematics content areas.

Learning Experience The term used by the State of Maine in its new graduation statute, LD 1422, to reference an experience, endorsed by a school unit, that will advance a Learner as part of her or his program. A traditional course is a learning experience, as well as an internship or other experiences that are aligned to the requirements of the Maine Learning Results.

Norm-Referenced Testing A test or other type of assessment designed to measure a Learner's performance in terms of her/his relative standing against the larger group.

Proficiency Proficiency means that a Learner has achieved targeted levels of learning within a standard. Being proficient is akin to having met requirements on the given assessment task.

Proficiency-based Education (P-B) The term (often used interchangeably with standards-based) refers to a school system identifying specific standards that are used to guide the curriculum. Learners progress to graduation by meeting standards at increasingly advanced levels.

Proficiency-based Reporting A reporting system is proficiency-based when it is delineating the quality of work to specific criteria in and when grades are based on this quality and criteria analysis. It is in lieu of a rank and sort grading system.

Progress monitoring The use of assessments to measure Learner growth during a specific instructional period.

Response to Intervention (RTI) A set of tiered interventions designed to support all learners with the appropriate types and amount of assistance. RTI is designed to first keep all Learners in the regular classroom with support, and then have increase support that can occur in other settings as needed. The practice of RTI is to provide high-quality instruction and interventions matched to Learner need and adjusting them as necessary based on progress monitoring data.

Rubric A rubric is a tool that delineates the quality of work against specific descriptors and standards. Rubrics are designed so Learners know what is expected of them on given summative assessments.

Standards-Referenced System Here, standards are used to guide curriculum and measure Learner progress, but they advance in age-based cohorts (grade levels) and maintain other aspects of traditional systems that instead only borrow the most reliable, research-based aspects and structures of proficiency-based education.

Learner Centered Team (LCT) teams are comprised of building-level groups of administrators, teachers and support services staff and chaired by instructional strategists that guide programming for Learners experiencing academic and or behavioral difficulties.

Taxonomy A classification system used to define and distinguish different levels of cognition and learning. Bloom's taxonomy is one example. Educators use taxonomies to inform or guide the development and use of assessments, curriculum, and instructional methods in order to match learning targets and goals and the techniques and approaches for learning and appropriate assessment in order to accurately determine that Learners have been successful. L.D. 1422: An Act to Prepare Maine People for the Future Economy

Maine Learning Results Standards adopted by the Maine State Legislature, the Learning Results - which incorporate The Common Core State Standards articulate the Maine Guiding Principles and content standards for all eight content areas. The introduction to Learning Results states, "The Learning Results identify the knowledge and skills essential to prepare Maine Learners for work, for higher education, for citizenship, and for personal fulfillment. This document defines only the core elements of education that should apply to all Learners without regard to their specific career and academic plans."

Text Selection The process of securing “just right” books in accordance with the Learner’s reading level (Elementary Schools: Guided Reading; MMS/MHS: Lexile)

Triangulation The process of using three points of data that measure the same thing when making educational decision about a Learner

Universal Screening Assessment administered to all Learners to help identify Learners in need of intervention