- Writing Team Members
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First Name
Last Name
School
County
Seth
Anderson
Lincoln Academy
Lincoln
Lindsey
Baillie
Ellsworth High School
Hancock
Edith
Berger
Miller School
Lincoln
Jennifer
Bernhardt
Ellsworth High School
Hancock
Melissa
Biehn
Hermon Middle & High School
Penobscot
Melanie
Brown
Ellsworth Elementary School
Hancock
Donald
Chouinard
Fort Kent Community High School
Aroostook
Karole
Clark
Molly Ockett School
Oxford
Michelle
DeBlois
Lewiston Middle School
Androscoggin
Andrew
DeMaris
Bonny Eagle Middle School
York
Sara
Derosby
Longley Elementary
Androscoggin
Wendy
Dunbar
Mt Jefferson Jr. High School
Penobscot
Heather
Ford
Hancock County Technical Center
Hancock
Jane
Gamage
Noble High School
York
Kirsten
Gould
Buxton Center Elementary School
York
Liz
Guillemette
Maranacook Community High School
Kennebec
Stefani
Gundel
Oceanside High School
Knox
Joanne
Hajduk
Martel Elementary
Androscoggin
Phyllis
Harmon
Mountain View School
Hancock
Linda
Haskell
Messalonskee Middle School
Kennebec
Stephanie
Hendrix
Bangor High School
Penobscot
Hillary
Hoyt
Leroy Smith School
Waldo
Penny
Inman
Helen Thompson School
Kennebec
Lori
Johnston
Ellsworth Elementary School
Hancock
Kathy
Kauffman
Oak Hill Middle School
Androscoggin
Lisa
Kelley
Nokomis Regional High School
Penobscot
Lianne
Lander
Strong Elementary
Franklin
Andrea
Logan
Lyman Moore Middle School
Cumberland
Ruth
Miller
Massabesic Middle School
York
Donna
Munro
Union Elementary School
Knox
Janet
Murakami
Houlton Elementary and Middle School
Aroostook
Kathryn
Naude
Belfast Area High School
Waldo
Susannah
Owen
Bangor High School
Penobscot
Melissa
Poston
Telstar Regional High School
Oxford
Laurence
Reinhartsen
Saco Middle School
York
Neal
Rioux
Leavitt Area High School
Androscoggin
Amber
Russo
Scarborough High School
Cumberland
Carissa
Sawyer
Maine Central Institute
Somerset
Kristen
Shaw
Brewer Community School
Penobscot
Kim
Simpson
Poland Community School
Androscoggin
April
Spencer
Windsor Elementary School
Kennebec
Dannietta
Storer
Captain Albert Stevens Elementary
Waldo
Catherine
Stubbs
Oak Hill High School
Androscoggin
Justin
Stygles
Wiscasset Elementary School
Lincoln
Christine
Suver
Medmomak Middle School
Lincoln
Holly
Tupper
Messalonskee Middle School
Kennebec
Megan
Wedge
China Middle School
Kennebec
- Steering Committee Guidance to the Writing Team
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Guidance from ELA Steering Committee to ELA Writing Committee
Overall:
Keep the big picture in mind: students at the center. Reduce the total number of standards by combining like topics. Ensure consistent developmentally appropriate progressions. Students are critical consumers and producers of technology. Account for (reflect) how technology and digital tools in the 21st century impact literacy development. Ensure the use of teacher-friendly language. The ELA standards develop skills in the English language with an awareness of the cultural responsiveness of other languages.The Standards
Review the use of “standard English” as a phrase (consider language appropriate and responsive to the task, purpose, and audience at hand). Reconsider the use of the word “command.” Integrate or reflect language with the reading and writing standards. Reorganize standards 1-3 into three categories: as they apply to reading, as they apply to writing, and as they apply to speaking and listening. Add K-1 standards to Knowledge of Lang Consider consolidating 4-6 into one standard, aligning to or imbedded within reading, writing, speaking & listening, or having vocabulary stand alone in the other content strands.Strand D – Language:
The preamble should include:
Importance of integrated instruction of language standards into reading, writing, speaking & listening. An expectation that the language standards will be taught and assessed as an embedded component of the other strands except where direct instruction is necessary. Explanation that language development is approached through integration into other strands rather than a discreet list of skills as an integration topic as opposed to a list of skills. The balance between integration and the skills we really want to be taught.The Standards
Reconsider the use of the word formal. Consider combining standards 4 and 5.Strand C – Speaking and Listening:
The preamble should include:
Speaking and listening may include digital modes and media considerations Terms that reflect modern terminology and technology Specifics of discourse, audience and purpose.The Standards
Reframe the content of the first three standards, Text Types & Purposes, from exclusive types - expository, argumentative and narrative.- Focus on audience, purpose, genre, and mode rather than the prescriptive types of writing in standards 1-3.
- Include blended writing.
Strand B – Writing:
The preamble should expand:
Text types Composing Forms of writing (print, cursive, keyboarding, font, etc.) Range of writing: writing standard 10 should be part of the preamble introduction to the writing section. Use language that is more inclusive of all learners – including EL Learners and various levels. Reconsider the list format of the foundational skills so as not to be seen as a list. Maintain headings (Foundational Skills, Key Ideas & Details, Craft & Structure, Integration of Knowledge & Ideas). Apply the broader definition of text (provided in the preamble) throughout the reading standards to include digital literacy. Keep, expand, or highlight connections to disciplinary literacy (especially in K-5 standards). Remove examples that suggest curriculum or specific texts. Remove the wording “by the end of the year” when the standard is a span and not a single grade. Blend or integrate inquiry and research information found in writing standards 7-9 into the reading standards and into writing standards 1-3 for Text Types and Purposes.The Standards
Strand A – Reading:
The preamble should include:
Expanded definition of “text.”Definition of print: includes the ability to read various texts such as print, cursive, and common digital fonts. Definition of fluency. A balance of instructional approaches and possibilities. Explanation of the philosophical importance of phonics. Explanation of text complexity with quantitative, qualitative, and reader & task elements, mentioning that these are further explained in supporting documents. Explanation of range of reading text types and text complexity (current standard #10)
State that literacy is a developmental process and continuum that values all learners. Make statements about lifelong learning rather than college and career ready. Include the Guiding Principles in the introduction using the Social Studies model. Examples may be broader due to the nature of ELA as a content area. Address the updated form and format of the standards. Address the importance of literature and the balance of text types with attention to a variety of text types. Slim down the introduction by adding a preamble to each strand that clarifies instructional topics and terms. - Steering Committee Work Session Summary
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February 28, 2019
The committee began developing an understanding of the Strengths, Weakness, Opportunities, and Threats (SWOT) protocol by working through the introduction to ELA standards. The committee reviewed reading standards 1, 2, and 3 Concerns were voiced about the purpose and structure of the Literacy in History/Social Studies, Science and Technical Subjects standards. After vigorous discussion, the committee agreed to table the discussion, review the updated science and social studies standards for homework, and come to the next session prepared to make a recommendation about how to address the content literacy standards.
Complete SWOT for Language Standards Consider the Guiding Principles and determine how to address these in ELA Review public comment submitted Respond to instructions from Ed Committee regarding cursive writing 2014 Validation report Final recommendation for handling or addressing disciplinary literacy Craft guidance
May 29, 2019
The entire team convened The committee completed the SWOT process for the reading foundational skills standards and the writing standards.
May 24, 2019- Review the foundational skills standards and determine their role in the revision process
- The speaking and listening standards were completed in the SWOT process
March 19, 2019
Complete the SWOT for all reading standards A proposal was made for addressing the literacy standards - Steering Committee Members
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Andrea Stairs-Davenport, PhD is associate professor and chair of the Literacy, Language, and Culture department at the University of Southern Maine. Dr. Stairs-Davenport teaches graduate courses in literacy development, English as a second language, and research methods and serves as Site Director of the Southern Maine Writing Project. A former middle and high school English language arts teacher and literacy coach, she earned her BA in English and secondary teacher certification from Colby College and her master’s and doctoral degrees from Boston College.
Beth Carlson is an English teacher and Department Chair at Kennebunk High School (RSU21). Currently, Ms. Carlson teaches 11th and 12th grade, including college preparatory, Advanced Placement, International Baccalaureate, and SMCC 100 Dual Enrollment courses. Prior to this, she taught English and history to at-risk students in Maine and to middle school students in Maine and Massachusetts. Ms. Carlson is Past President and Board member in the Maine Council for English Language Arts. She earned her BFA in Creative Writing with minors in Elementary Education and Psychology from Roger Williams University and an M.Ed. in Adolescent Education from Lesley College.
Cristina Perez Zamora teaches ESL at MSAD #37 (Harrington). She graduated from the University of Maine at Orono on May 2017 where she majored in Elementary Education with a concentration in ESL (English as a Second Language). Ms. Zamora works with students from Pre-K to grade 12. “I am honored to be part of the ELA Steering Committee. I hope that together we can provide a better education for the students.”
Dawn Moore is in her ninth year as principal of the Leroy H. Smith School in Winterport, Me. (RSU #22) where she is also the district Pre-K Coordinator. With 27 years of prior education work, Ms. Moore has served as a teaching principal, interim principal and lower elementary classroom teacher. She holds a B.S. in Elementary Education from the University of Southern Maine as well as an M.S. in General Education and a C.A.S. in Educational Leadership from the University of New England. Ms. Moore received the honor of being named Maine's NAESP 2018 Principal of the Year.
Heather Manchester is the Curriculum Director for MSAD#17, serving the eight towns of the the Oxford Hills since 2014. Prior to this, she started her career in London, England, as an English teacher in a large comprehensive school. Upon returning to Maine, she eventually landed at Poland Regional High school for fifteen years, where she taught English and served as the school’s instructional coach. Heather earned her BA at Wheaton College in Norton, Massachusetts, her Post Graduate Certificate of Education at the University of London Institute of Education, and her Master’s Degree from Lesley University. Ms. Manchester currently serves on the Board of Directors for the Maine Curriculum Leaders Association.
James Isgro is a retired technology specialist with a telecommunication national engineering staff. He has also had careers in Law Enforcement and Data Project Management. He is a part time consultant and remains active in education and technology. Jim is a veteran of the US Navy, US Army Reserve and SC State Guard. He currently serves as Chair on the Board of Directors for Maine Regional School Unit 18.
Lane W. Clarke Ed. D. is an Associate Professor of Education at University of New England. She teaches classes at the undergraduate level to pre-service teachers in literacy and global education. She earned a B.A. Psychology at Dickinson College, an M.S.Ed. at Rowan University, and an Ed.D. in Literacy from University of Cincinnati. Prior to joining University of New England, Dr. Clarke taught literacy courses at Northern Kentucky University, was a reading specialist in Cincinnati, Ohio and a fourth grade teacher in Rochester, New York and Williamston, South Carolina. She has published three books and has articles published in journals such as The Reading Teacher, Journal of Adolescent and Adult Literacy, Journal of Literacy Research, English Journal, and Language Arts among others.
Lisa Sockabasin is a public health and health systems consultant for Public Health Research Institute (PHRI), the Penobscot Indian Nation, and the Maine Tribal Public Health District. She has health policy and planning expertise and experience in tribal, state, and federal governments, non-profits, and the philanthropic sector. Lisa Lisa previously worked in the philanthropic sector and served as the Director of the Office of Health Equity, Maine Department of Health and Human Services for 10 years from 2005-2016. She is a graduate of the University of Maine with a B.S. in Nursing and a B.S. in Biology and the University of Southern Maine with a M.S. in Health Policy and Management and a graduate certificate in non-profit management and strategic planning. Lisa is a Passamaquoddy tribal member, one of four federally recognized Indian Tribes in Maine.
Peter Lancia, Ph.D. serves as Superintendent of Schools in Westbrook, Maine. He has taught in the Westbrook School Department since 1990 serving as a second grade teacher, literacy specialist, elementary school principal, Director of Teaching and Learning, and Assistant Superintendent. He also teaches graduate courses in Literacy Education at the University of Southern Maine, coordinates the Southern Maine Literacy Leaders Network, and is past-President of Maine ASCD. He earned his BA at Bowdoin College, his M.S.Ed. in Literacy Education at USM, and his Ph.D. in Adult Learning and Development at Lesley University. Dr. Lancia was honored as 2002 Maine Teacher of the Year and 2016 Maine Curriculum Leader of the Year.
Ryan Dippre is in his fourth year at the University of Maine. He is a graduate of Wilkes University (B.A., M.S.) and the University of California, Santa Barbara (M.A., Ph.D.). His scholarship focuses on writing development; particularly, he is interested in how and why (1) writing development is shaped by participants, both philosophically and technologically; and (2) writers develop both on a moment-to-moment basis and over time. While his recent work has focused on writing development across the K-16 continuum, he is interested in how writers develop across the lifespan.