ME ·
10
At least 175 days annually of instruction (statement of assurance required).
Maine is a moderate-regulation state. Home instruction is governed by 20-A M.R.S. §5001-A (compulsory attendance / home instruction). Parents file a notice of intent within 10 days of starting (and a continuation letter by Sept 1 each subsequent year) to BOTH the local SAU and the state Commissioner, assure at least 175 days of instruction across 10 required subject areas, and complete an annual assessment of progress. The annual assessment may be satisfied by ONE of several options: (1) a standardized achievement test administered through the SAU or other commissioner-approved arrangement; (2) a test developed by SAU school officials appropriate to the program (agreed upon in advance); (3) review and acceptance of the student's progress by an individual holding a current Maine teaching certificate; (4) review of a portfolio by a local homeschool support group whose membership includes a certified Maine teacher or administrator; or (5) review by a local advisory board selected by the superintendent (one SAU employee plus two home-instruction tutors). Homeschoolers are NOT required to take the state's standardized assessment. There are no state-mandated high-school graduation/credit requirements for homeschoolers; the parent issues the diploma.
Parents must file a written notice of intent to provide home instruction simultaneously with (a) the school officials of the administrative unit (SAU) in which the student resides and (b) the Commissioner of Education, within 10 calendar days of the start of home instruction. On or before September 1st of each subsequent year, the parent files a letter (with the prior year's assessment enclosed) stating intent to continue home instruction. Statute: 20-A M.R.S. §5001-A(3)(A)(4).
Parent/guardian must complete an annual assessment of the student's academic progress each year and enclose a copy with the September 1 continuation letter to both the SAU and the Commissioner. Copies of filed information must be maintained by the parent until the home instruction program concludes and made available to the Commissioner on request.
- English and language arts
- Mathematics
- Science
- Social studies
- Physical education
- Health education
- Library skills
- Fine arts
- Maine studies (at least one grade from grade 6 to 12)
- Computer proficiency (demonstrated at one grade level from grade 7 to 12)
· Maine Learning Results for Mathematics (incorporates Common Core State Standards for Mathematics; adopted/updated July 18, 2020) · 126
| K | K.CC.A.1 | Count to 100 by ones and by tens. |
| K | K.CC.A.2 | Count forward beginning from a given number within the known sequence. |
| K | K.CC.A.3 | Write numbers from 0 to 20; represent a number of objects with a written numeral 0-20. |
| K | K.CC.B.4 | Understand the relationship between numbers and quantities; connect counting to cardinality. |
| K | K.CC.C.6 | Identify whether the number of objects in one group is greater than, less than, or equal to another group. |
| K | K.G.A.1 | Describe objects in the environment using names of shapes and relative positions. |
| K | K.MD.A.1 | Describe measurable attributes of objects, such as length or weight. |
| K | K.NBT.A.1 | Compose and decompose numbers from 11 to 19 into ten ones and some further ones. |
| K | K.OA.A.1 | Represent addition and subtraction with objects, fingers, drawings, sounds, acting out, etc. |
| K | K.OA.A.5 | Fluently add and subtract within 5. |
| 1 | 1.G.A.1 | Distinguish between defining and non-defining attributes; build and draw shapes. |
| 1 | 1.MD.A.1 | Order three objects by length; compare lengths of two objects indirectly. |
| 1 | 1.NBT.A.1 | Count to 120, starting at any number less than 120; read and write numerals. |
| 1 | 1.NBT.B.2 | Understand that the two digits of a two-digit number represent amounts of tens and ones. |
| 1 | 1.OA.A.1 | Use addition and subtraction within 20 to solve word problems. |
| 1 | 1.OA.C.6 | Add and subtract within 20, demonstrating fluency within 10. |
| 2 | 2.G.A.1 | Recognize and draw shapes having specified attributes (number of angles, faces). |
| 2 | 2.MD.A.1 | Measure the length of an object using appropriate tools. |
| 2 | 2.NBT.A.1 | Understand that the three digits of a three-digit number represent hundreds, tens, and ones. |
| 2 | 2.NBT.B.5 | Fluently add and subtract within 100 using place value strategies. |
| 2 | 2.OA.A.1 | Use addition and subtraction within 100 to solve one- and two-step word problems. |
| 3 | 3.G.A.1 | Understand that shapes in different categories may share attributes (e.g., quadrilaterals). |
| 3 | 3.MD.C.7 | Relate area to the operations of multiplication and addition. |
| 3 | 3.NBT.A.2 | Fluently add and subtract within 1000 using strategies and algorithms. |
| 3 | 3.NF.A.1 | Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts. |
| 3 | 3.OA.A.3 | Use multiplication and division within 100 to solve word problems. |
| 3 | 3.OA.C.7 | Fluently multiply and divide within 100. |
| 4 | 4.G.A.1 | Draw points, lines, line segments, rays, angles, and perpendicular/parallel lines. |
| 4 | 4.MD.A.3 | Apply area and perimeter formulas for rectangles in real-world and mathematical problems. |
| 4 | 4.NBT.B.5 | Multiply a whole number of up to four digits by a one-digit number, and two two-digit numbers. |
| 4 | 4.NF.A.1 | Explain why a fraction a/b is equivalent to (n×a)/(n×b). |
| 4 | 4.NF.B.3 | Understand addition and subtraction of fractions as joining/separating parts of the same whole. |
| 4 | 4.OA.A.3 | Solve multistep word problems with whole numbers using the four operations. |
| 5 | 5.G.A.1 | Use a pair of perpendicular number lines (axes) to define a coordinate system. |
| 5 | 5.MD.C.5 | Relate volume to the operations of multiplication and addition and solve volume problems. |
| 5 | 5.NBT.B.5 | Fluently multiply multi-digit whole numbers using the standard algorithm. |
| 5 | 5.NBT.B.7 | Add, subtract, multiply, and divide decimals to hundredths. |
| 5 | 5.NF.A.1 | Add and subtract fractions with unlike denominators by producing equivalent fractions. |
| 5 | 5.NF.B.4 | Apply and extend previous understandings of multiplication to multiply a fraction by a whole number or fraction. |
| 5 | 5.OA.A.1 | Use parentheses, brackets, or braces in numerical expressions and evaluate them. |
| 6 | 6.EE.B.7 | Solve real-world problems by writing and solving equations of the form x+p=q and px=q. |
| 6 | 6.G.A.1 | Find the area of triangles, quadrilaterals, and polygons by composing/decomposing shapes. |
| 6 | 6.NS.A.1 | Interpret and compute quotients of fractions by fractions. |
| 6 | 6.NS.C.6 | Understand a rational number as a point on the number line; extend to the coordinate plane. |
| 6 | 6.RP.A.1 | Understand the concept of a ratio and use ratio language to describe a ratio relationship. |
| 6 | 6.RP.A.3 | Use ratio and rate reasoning to solve real-world and mathematical problems. |
| 6 | 6.SP.B.5 | Summarize numerical data sets in relation to their context. |
| 7 | 7.EE.B.4 | Use variables to represent quantities and construct equations and inequalities to solve problems. |
| 7 | 7.G.B.4 | Know and use the formulas for the area and circumference of a circle. |
| 7 | 7.NS.A.1 | Apply and extend previous understandings of addition and subtraction to rational numbers. |
| 7 | 7.NS.A.2 | Apply and extend previous understandings of multiplication and division to rational numbers. |
| 7 | 7.RP.A.2 | Recognize and represent proportional relationships between quantities. |
| 7 | 7.SP.C.7 | Develop a probability model and use it to find probabilities of events. |
| 8 | 8.EE.A.1 | Know and apply the properties of integer exponents to generate equivalent expressions. |
| 8 | 8.EE.C.7 | Solve linear equations in one variable. |
| 8 | 8.F.A.1 | Understand that a function is a rule assigning exactly one output to each input. |
| 8 | 8.G.A.1 | Verify experimentally the properties of rotations, reflections, and translations. |
| 8 | 8.G.B.7 | Apply the Pythagorean Theorem to determine unknown side lengths in right triangles. |
| 8 | 8.NS.A.1 | Know that numbers that are not rational are irrational; convert decimal expansions. |
| 8 | 8.SP.A.1 | Construct and interpret scatter plots for bivariate measurement data. |
| K-5 | AR.C.7 | Write and interpret numerical expressions. |
| K-5 | GR.C.1 | Identify, describe, analyze, compare, create, and compose shapes based on their attributes. |
| K-5 | GR.C.2 | Analyze, compare, create, and compose shapes based on their attributes. |
| K-5 | GR.C.3 | Draw and identify lines and angles and classify shapes by properties of their lines and angles. |
| K-5 | GR.C.4 | Graph points on the coordinate plane to solve real-world and mathematical problems. |
| K-5 | QR.C.1 | Know the number names and the count sequence. |
| K-5 | QR.C.10 | Understand decimal notation for fractions, and compare decimal fractions. |
| K-5 | QR.C.11 | Use equivalent fractions as a strategy to add and subtract fractions. |
| K-5 | QR.C.12 | Apply and extend previous understandings of multiplication and division to multiply and divide fractions. |
| K-5 | QR.C.2 | Count to tell the number of objects. |
| K-5 | QR.C.3 | Compare numbers. |
| K-5 | QR.C.4 | Extend the counting sequence. |
| K-5 | QR.C.5 | Understand place value. |
| K-5 | QR.C.6 | Use place value understanding and properties of operations to add and subtract. |
| K-5 | QR.C.7 | Use place value understanding and properties of operations to perform multi-digit arithmetic. |
| K-5 | QR.C.8 | Understand the place value system. |
| K-5 | QR.C.9 | Develop and extend the understanding of fractions as numbers, including equivalence and ordering. |
| K-5 | SR.C.1 | Describe and compare measurable attributes. |
| K-5 | SR.C.2 | Represent and interpret data. |
| K-5 | SR.C.3 | Relate addition and subtraction to length. |
| K-5 | SR.C.4 | Work with time and money. |
| K-5 | SR.C.5 | Solve problems involving measurement and conversion of measurements. |
| K-5 | SR.C.7 | Understand concepts of geometric measurement involving perimeter, area, and volume. |
| K-5 | SR.C.8 | Geometric measurement: understand concepts of angle and measure angles. |
| 6-8 | AR.EA.1 | Apply and extend previous understandings of arithmetic to algebraic expressions. |
| 6-8 | AR.EA.2 | Reason about and solve one-variable equations and inequalities. |
| 6-8 | AR.EA.6 | Work with radicals and integer exponents. |
| 6-8 | AR.EA.8 | Analyze and solve linear equations and pairs of simultaneous linear equations. |
| 6-8 | AR.EA.9 | Define, evaluate, and compare functions in order to model relationships between quantities. |
| 6-8 | GR.EA.1 | Solve real-world and mathematical problems involving angle measure, area, surface area, and volume. |
| 6-8 | GR.EA.3 | Understand congruence and similarity using physical models, transparencies, or software. |
| 6-8 | GR.EA.4 | Understand and apply the Pythagorean Theorem. |
| 6-8 | QR.EA.1 | Understand ratio and rate concepts and use ratio and rate reasoning to solve problems. |
| 6-8 | QR.EA.2 | Analyze proportional relationships and use them to solve real-world and mathematical problems. |
| 6-8 | QR.EA.3 | Apply and extend previous understandings of operations with whole numbers to rational numbers. |
| 6-8 | QR.EA.5 | Apply and extend previous understandings of numbers to the system of rational numbers. |
| 6-8 | QR.EA.6 | Know that there are numbers that are not rational, and approximate them by rational numbers. |
| 6-8 | SR.EA.1 | Summarize distributions using measures of center, variability, and graphical displays. |
| 6-8 | SR.EA.3 | Investigate chance processes and develop, use, and evaluate probability models. |
| 6-8 | SR.EA.4 | Investigate patterns of association in bivariate data. |
| 9-Diploma | AR.A.1 | Interpret the structure of expressions. |
| 9-Diploma | AR.A.10 | Solve systems of equations. |
| 9-Diploma | AR.A.12 | Understand the concept of a function and use function notation. |
| 9-Diploma | AR.A.15 | Build a function that models a relationship between two quantities. |
| 9-Diploma | AR.A.19 | Extend the domain of trigonometric functions using the unit circle. |
| 9-Diploma | AR.A.3 | Perform arithmetic operations on polynomials. |
| 9-Diploma | AR.A.7 | Create equations and/or inequalities that describe numbers or relationships. |
| 9-Diploma | AR.A.9 | Solve equations and inequalities in one variable. |
| 9-Diploma | GR.A.1 | Experiment with transformations in the plane. |
| 9-Diploma | GR.A.13 | Explain volume formulas and use them to solve problems. |
| 9-Diploma | GR.A.15 | Apply geometric concepts in modeling situations. |
| 9-Diploma | GR.A.3 | Prove geometric theorems and, when appropriate, the converse of theorems. |
| 9-Diploma | GR.A.7 | Define trigonometric ratios and solve problems involving right triangles. |
| 9-Diploma | GR.A.9 | Understand and apply theorems about circles. |
| 9-Diploma | HSN.CN.A.1 | (+) Know there is a complex number i such that i^2 = -1, and every complex number has the form a+bi. |
| 9-Diploma | HSN.Q.A.1 | Use units to understand problems and guide the solution of multi-step problems. |
| 9-Diploma | HSN.RN.A.1 | Explain how the definition of rational exponents follows from extending properties of integer exponents. |
| 9-Diploma | HSN.RN.B.3 | Explain when and why the sum or product of rational and/or irrational numbers is rational or irrational. |
| 9-Diploma | QR.A.1 | Extend the properties of exponents to rational exponents. |
| 9-Diploma | QR.A.3 | Reason quantitatively and use units to solve problems. |
| 9-Diploma | QR.A.4 | (+) Perform arithmetic operations with complex numbers. |
| 9-Diploma | QR.A.7 | (+) Represent and model with vector quantities. |
| 9-Diploma | SR.A.1 | Summarize, represent, and interpret data on a single count or measurement variable. |
| 9-Diploma | SR.A.5 | Make inferences and justify conclusions from sample surveys, experiments, and observational studies. |
| 9-Diploma | SR.A.6 | Understand independence and conditional probability and use them to interpret data. |
| 9-Diploma | SR.A.9 | Use probability to evaluate outcomes of decisions. |
· Maine Learning Results for Social Studies (state-specific; revised 2019, effective June 23, 2019; references but does NOT adopt the national C3 Framework verbatim) · 82
| K | K | Civics & Government 1 | Understand key ideas/processes of democratic government in the community and the United States. |
| K | K | Civics & Government 3 | Understand concepts of rights, duties, responsibilities, participation by explaining the purpose of rules. |
| K | K | Civics & Government 5 | Understand civic aspects of classroom traditions and decisions by identifying/comparing diverse interests. |
| K | K | Economics | Understand nature of economics: people make choices to meet their needs and wants. |
| K | K | Geography 1 | Understand basic ideas of geography by asking questions about their world; geography is study of Earth's surface and peoples. * |
| K | K | Geography 2 | Understand the influence of geography on individuals by identifying impacts of geographic features on individuals/families. |
| K | K | History 1 | Understand nature of history by describing history as stories of the past; identify questions related to social studies. * |
| K | K | History 2 | Understand nature of history by applying terms such as 'before' and 'after' in sequencing events. |
| K | K | History 3 | Understand uniqueness/commonality of groups, incl. Maine Native Americans, via shared culture, values, beliefs, traditions. |
| K | K | Personal Finance | Understand nature of personal finance: money has value and can be traded for goods and services. |
| 1 | 1 | Civics & Government 1 | Understand key ideas/processes of democratic government in the community and the United States. |
| 1 | 1 | Civics & Government 2 | Understand concepts of rights, duties, responsibilities, participation by explaining the purpose of rules. |
| 1 | 1 | Civics & Government 3 | Understand Maine Native Americans by explaining their traditions and customs. |
| 1 | 1 | Economics | Understand economics: make decisions about using scarce resources to meet needs and wants. * |
| 1 | 1 | Geography 1 | Gather info about immediate neighborhood/community (maps, photos, charts, graphs) and create visual representations. * |
| 1 | 1 | Geography 2 | Understand influence of geography on communities by identifying impacts of geographic features on communities. |
| 1 | 1 | History 1 | Identify past, present, and future in stories, pictures, poems, songs, and video. |
| 1 | 1 | History 2 | Understand uniqueness/commonality of groups; organize and share findings using oral and visual examples. * |
| 1 | 1 | History 3 | Describe traditions of Maine Native Americans and various historical/recent immigrant groups; traditions common to all. |
| 1 | 1 | Personal Finance | Understand personal finance: spending, saving, and sharing are ways to use money. |
| 2 | 2 | Civics & Government 1 | Understand key ideas/processes of democratic government in the community and the United States. |
| 2 | 2 | Civics & Government 4 | Understand traditions of Maine Native Americans and various cultures by comparing national traditions. |
| 2 | 2 | Economics | Understand economics: people make choices about using scarce resources; individual/collaborative production decisions. |
| 2 | 2 | Geography 1 | Use basic maps/globes to identify places, directions (N,S,E,W), and basic physical, environmental, cultural features. |
| 2 | 2 | Geography 2 | Understand influence of geography on groups in Maine (incl. Maine Native Americans), the US, and the world. |
| 2 | 2 | History 1 | Locate sources at reading level; identify key figures/events from personal, community, state, and US history. |
| 2 | 2 | History 2 | Create brief historical account about family/community/nation using maps, charts, graphs, artifacts, photographs, stories. * |
| 2 | 2 | History 3 | Describe traditions of Maine Native Americans and various historical/recent immigrant groups; traditions common to all. |
| 2 | 2 | Personal Finance | Understand personal finance: planning for the future is important to managing money. |
| 3 | 3 | Civics & Government 1 | Understand basic ideals, purposes, principles, structures, processes of democratic government in Maine. |
| 3 | 3 | Civics & Government 3 | Understand basic rights, duties, responsibilities, and roles of citizens in a democratic republic. |
| 3 | 3 | Civics & Government 5 | Understand civic aspects of unity and diversity in daily life of various cultures in Maine and the US. |
| 3 | 3 | Economics | Understand basis of economies of community, Maine, US, world: scarcity leads to choices about goods/services. |
| 3 | 3 | Geography 1 | Geography includes study of Earth's physical features incl. climate and distribution of plant, animal, human life. |
| 3 | 3 | Geography 2 | Geographic aspects of unity/diversity in community and Maine, incl. Maine Native American communities. * |
| 3 | 3 | History 1 | Understand history as study of past human experience based on primary/secondary evidence; make simulated civic decisions. * |
| 3 | 3 | History 2 | Understand unity/diversity by identifying research questions, seeking multiple perspectives, describing shared values. |
| 3 | 3 | Personal Finance | Understand personal finance by describing situations in which personal choices relate to the use of money. |
| 4 | 4 | Civics & Government 2 | Understand basic ideals, purposes, principles, structures, processes of democratic government in Maine. |
| 4 | 4 | Civics & Government 6 | Understand civic aspects of unity and diversity in daily life of various cultures in the United States. |
| 4 | 4 | Economics | Understand basis of economies of community, Maine, US, and various regions of the world. |
| 4 | 4 | Geography 1 | Create visual representations of the world showing basic geographic grid, incl. equator and prime meridian. * |
| 4 | 4 | Geography 2 | Describe impacts of geographic features on daily life of various cultures in the United States and the world. |
| 4 | 4 | History 1 | Identify major historical eras, enduring themes, turning points, events in Maine and the United States history. |
| 4 | 4 | Personal Finance | Understand principles/process of personal finance by describing situations involving financial choices. |
| 5 | 5 | Civics & Government 3 | Understand basic rights, duties, responsibilities, roles of citizens in a democratic republic. |
| 5 | 5 | Civics & Government 5 | Understand civic aspects of unity and diversity in daily life of various cultures in the world. |
| 5 | 5 | Geography 1 | Identify Earth's major features (continents, oceans, mountains, rivers) using geographic/digital mapping tools. |
| 5 | 5 | Geography 2 | Identify via inquiry how geographic features unify communities/regions and support diversity using sources. * |
| 5 | 5 | History 1 | Understand major eras in history of community, Maine, and US; explain study of past human experience from evidence. |
| 5 | 5 | History 3 | Understand uniqueness/commonality of groups incl. Maine Native Americans through traditions and shared history. |
| 6-8 | 6-8 | Civics & Government 1 | Understand basic ideals, purposes, principles, structures, and processes of constitutional government. |
| 6-8 | 6-8 | Civics & Government 1 (D2) | Compare how laws are made in Maine and at the federal level in the United States. |
| 6-8 | 6-8 | Civics & Government 1 (F1) | Explain that study of government includes structures/functions and political and civic activity of citizens. |
| 6-8 | 6-8 | Civics & Government 1 (F3) | Explain concepts of federalism and checks and balances in US and Maine governments. |
| 6-8 | 6-8 | Civics & Government 2 | Understand constitutional/legal rights, civic duties, responsibilities, and roles of citizens. |
| 6-8 | 6-8 | Civics & Government 2 (F2) | Describe how government powers are limited to protect individual and minority rights per the US Constitution. |
| 6-8 | 6-8 | Civics & Government 3 | Understand political and civic aspects of cultural diversity. |
| 6-8 | 6-8 | Civics & Government 3 (F2) | Describe political structures/civic responsibilities of diverse cultures of Maine, incl. Maine Native Americans. |
| 6-8 | 6-8 | Economics | Understand principles/processes of personal economics; influence of economics on personal life and business. |
| 6-8 | 6-8 | Geography 1 | Understand geography of community, Maine, US, world regions and geographic influences on past/present/future. |
| 6-8 | 6-8 | Geography 1 (D2) | Describe the impact of change on the physical and cultural environment. |
| 6-8 | 6-8 | Geography 1 (F1) | Use geographic grid and varied maps incl. digital sources to locate and access relevant geographic information. |
| 6-8 | 6-8 | Geography 1 (F3) | Evaluate a geographic issue of physical, environmental, or cultural importance. * |
| 6-8 | 6-8 | Geography 2 | Understand geographic aspects of unity/diversity in Maine, US, world cultures incl. Maine Native Americans. |
| 6-8 | 6-8 | Geography 2 (F1) | Explain how geographic features have impacted unity/diversity in Maine, US, and other nations. * |
| 6-8 | 6-8 | History 1 | Understand major eras in history of community, Maine, US (grade 6-8 band). |
| 6-8 | 6-8 | History 2 | Understand historical aspects of unity and diversity in community, Maine, Maine Native communities, and US. |
| 6-8 | 6-8 | Personal Finance | Understand the principles and processes of personal finance (grade 6-8 band). |
| 9-Diploma | 9-Diploma | Civics & Government 1 | Understand ideals, purposes, principles, structures, processes of constitutional government and the American political system. |
| 9-Diploma | 9-Diploma | Civics & Government 2 | Understand constitutional/legal rights, civic duties, responsibilities, and roles of citizens in a constitutional democracy. |
| 9-Diploma | 9-Diploma | Civics & Government 3 | Understand political and civic aspects of cultural diversity (high school band). |
| 9-Diploma | 9-Diploma | Economics | Understand personal economics, role of markets, US economic system and other world economic systems. |
| 9-Diploma | 9-Diploma | Geography 1 | Understand geography of US and world regions and effect of geographic influences on present/future decisions. |
| 9-Diploma | 9-Diploma | Geography 1 (D1) | Propose a solution to a geographic issue reflecting physical, environmental, cultural features at multiple scales. |
| 9-Diploma | 9-Diploma | Geography 1 (F1) | Analyze local, national, global geographic data on physical, environmental, and cultural processes shaping places. |
| 9-Diploma | 9-Diploma | Geography 1 (F2) | Evaluate and develop a well-supported position about impact of change on physical/cultural environment. * |
| 9-Diploma | 9-Diploma | Geography 2 | Understand geographic aspects of unity/diversity in Maine, US, world incl. Maine Native American communities. |
| 9-Diploma | 9-Diploma | Geography 2 (F1) | Analyze geographic features that have impacted unity and diversity in the US and other nations. * |
| 9-Diploma | 9-Diploma | History 1 | Understand major eras, themes, and turning points in US and world history (high school band). |
| 9-Diploma | 9-Diploma | History 2 | Understand historical aspects of unity and diversity in Maine, US, and the world (high school band). |
| 9-Diploma | 9-Diploma | Personal Finance | Understand the principles and process of personal finance (9-Diploma band). |
Is homeschooling legal in Maine?
Yes. Maine is a moderate-regulation state.
Do I have to notify anyone to homeschool in Maine?
Parents must file a written notice of intent to provide home instruction simultaneously with (a) the school officials of the administrative unit (SAU) in which the student resides and (b) the Commissioner of Education, within 10 calendar days of the start of home instruction. On or before September 1st of each subsequent year, the parent files a letter (with the prior year's assessment enclosed) stating intent to continue home instruction. Statute: 20-A M.R.S. §5001-A(3)(A)(4).
Is standardized testing required for homeschoolers in Maine?
Yes. Parent/guardian must complete an annual assessment of the student's academic progress each year and enclose a copy with the September 1 continuation letter to both the SAU and the Commissioner. Copies of filed information must be maintained by the parent until the home instruction program concludes and made available to the Commissioner on request.
What subjects are required for homeschooling in Maine?
Maine requires instruction in: English and language arts; Mathematics; Science; Social studies; Physical education; Health education; Library skills; Fine arts; Maine studies (at least one grade from grade 6 to 12); Computer proficiency (demonstrated at one grade level from grade 7 to 12).
Does Maine have its own learning standards?
Math: Maine Learning Results for Mathematics (incorporates Common Core State Standards for Mathematics; adopted/updated July 18, 2020). ELA: Maine Learning Results for English Language Arts/Literacy (incorporates Common Core State Standards for ELA, adopted 2011/updated). Science: Maine Learning Results for Science and Engineering (adopted from the Next Generation Science Standards; revised 2018, signed into law April 19, 2019). Maine was an NGSS lead state.. Social studies: Maine Learning Results for Social Studies (state-specific; revised 2019, effective June 23, 2019; references but does NOT adopt the national C3 Framework verbatim).