Maine Department of Education

The Maine Department of Education provides leadership and support to educators and families in preparing all Maine students for success in college, careers and civic life.

The Maine DOE Newsroom highlights the work of Maine schools and the Department of Education.

Maine DOE Update – August 15, 2019

From the Maine Department of Education


Reporting Items

Graduation Reporting-Phase Two- Reminder and Webinar for Assistance

Phase II of graduation will allow schools the opportunity to review and make necessary changes to correct or update exit codes from the 2018/19 school year for their 4th, 5th and 6th year students. | More

| Visit the DC&R Reporting Calendar |


News & Updates

Education Leaders Convening at UMF for 2nd Annual Teach to Lead Conference

The 2nd annual Powered by Maine Teach to Lead® conference is taking place as a chance for educators and school administrators to network with other leaders throughout the state and to provide participants with the unique opportunity to collaborate with fellow teachers and school administrators on an action plan to accomplish common goals and solve identified issues for the coming school year. | More

Migrant Education Program School Survey

The Maine Migrant Education Program (MEP) provides the following School Survey to all Maine school districts to help the Maine MEP locate families that may qualify for related services. Families can elect to complete this form in their primary language. | More

Special Education Forms Update

Based on the periodic review and feedback from a stakeholder group of practitioners in the field, The Maine Department of Education’s Office of Special Services, has revised only a few required forms for special education. Specifically, the IEP form, the adverse effect form, and the optional referral form have been revised; all vendors have been notified of these changes.  A complete list of all forms is available on our website. | More

Get to Know the DOE Team: Meet Shelly Chasse-Johndro

Title II Program Coordinator Shelly Chasse-Johndro is being highlighted this week as the part of a Get to Know the DOE Team campaign! Learn a little more about Shelly | More


Maine Schools Sharing Success Stories

| Submit your Maine School Success Story |


Professional Development & Training Opportunities

| Visit the Professional Development Calendar |


Latest DOE Career/Project Opportunities

Special Education Forms Update

Based on the periodic review and feedback from a stakeholder group of practitioners in the field, The Maine Department of Education’s Office of Special Services, has revised only a few required forms for special education. Specifically, the IEP form, the adverse effect form, and the optional referral form have been revised; all vendors have been notified of these changes.  A complete list of all forms is available on our website. All changes on the revised forms go into effect August 1, 2019.

  1. Below are the detailed changes to the IEP form:
      • Section 1: the effective date of the IEP has been changed to duration of the IEP, allowing for range (beginning and ending dates)
      • Section 2: in the disability box, multiple disabilities used to require a list of concomitant disabilities. The revised version requires that all concomitant disabilities be checked.
      • Section 3: the considerations section no longer requires a statement as to where the issue is addressed in the IEP.
      • Section 3: question B – the two questions that were listed under question B are now combined into one question, still in the same location.
      • Section 3: question D now has an option of N/A
      • Section 3: question J – same as question B
      • Section 4: changes in the arrangement of previously required information.
      • Section 4: strengths and needs and effect on child’s involvement have been placed in a new block and are no longer in the goals section
      • Section 5: now includes only present level measurable goal, objectives and progress; the CDS (3-5) section was eliminated; all CDS goals go in the Measurable Functional Goals section.
      • Section 6B: Alternate Assessment: now has an option of N/A
      • Section 9: the post-secondary transition plan has not been changed but looks different on the form because of the change from landscape to portrait orientation.

2.  The adverse effect form was revised to add demographic information; this is now a stand-alone form.  In addition, the reason for use of the form was updated to identify initial or continuing eligibility/dismissal.  The remainder of the form is unchanged.

3.  The optional referral form was revised to include more options for Tier 1 interventions, and blocks were added to provide additional Tier 1 interventions in the areas of Speech/Language, Modifying Time Demands, Modifying Assignments and Tests, and Maintaining Focus and Appropriate Behaviors.

The updated Procedural Manual will be posted on the Office of Special Services website by September 1, 2019.

For more information or assistance, please contact Roberta Lucas, Federal Programs Coordinator at 624-6621 or Roberta.lucas@maine.gov

Class in a Canoe: Early College at Bryant Pond

A student shows the class how to locate their position on the map
A student shows the class how to locate their position on the map

This article was written by Maine DOE Intern Emmeline Willey in collaboration with instructors from the 4H program at Bryant Pond and the UMaine Early College program.

It’s the type of overcast morning that settles in a dewy film over lakeside Maine, where the air hangs thick and heavy and silent canoes prickle with fishing rods. At the end of a dirt road sprawls the University of Maine 4-H Center at Bryant Pond. The rustic campus was built in 1956 and became part of UMaine Cooperative Extension in 2008. Today, it is home to the Outdoor Leadership Early College Program and the students who are pioneering it. 

Students retrieve compasses to be used in orienteering.
Students retrieve compasses to be used in orienteering.

Upon my arrival, I catch a man as he’s sprinting out of the woods. He invites me to follow him back to the rest of the group after he retrieves a black case from a barn. I’m led up a steep hill on a rough draft of a path that opens on a dozen teenagers crouching over contour maps. Statewide Director Ryder Scott greets me in this clearing and explains that the students are finding their exact location using points of reference and geographic landmarks. Their knees are rooted in the ground and their sneakers are dirty; they tolerate the bugs with the nonchalance of camp kids on their second week of wilderness. 

 Scott in discussion with a student.
Scott in discussion with a student.

Minutes later, the group breaks, and the contents of the mysterious black case are revealed: compasses. The students retrieve them in pairs and trail off into the woods. 

This is the sport of orienteering, one of many activities offered through the Outdoor Leadership Early College Program. In this competitive game, players are armed with a map and compass and sent into the wilderness to navigate their ways to checkpoints. Like many races, the goal is to finish in the shortest amount of time. 

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Tara Pocock, UMaine staff member with a background in outdoor education.

“Ryder! I have a question about trees!” yells a student, sprinting back out of the woods with a leaf in hand. They circle around the Ash leaf to take photos like scientists in an outdoor, worldwide laboratory. Shortly after, the rest of the class comes bounding out to regroup before they head to the lake. 

“They’re learning to appreciate the natural world, to be a part of nature and recognize their impact on the environment,” says Tara Pocock, a UMaine staff member and instructor at the 4-H Center, explaining that this understanding of the outdoors is important to help teenagers grow into responsible world citizens. 

Ryder Scott, UMaine staff member with backgrounds in outdoor education.
Ryder Scott, UMaine staff member with backgrounds in outdoor education.

The three-week college course is offered to Maine high school students through the UMaine Early College Program. By the end of the course, students will earn three credits in Outdoor and Adventure Activities (KPE 265). Scott expressed UMaine’s goal to grow this program into a 12 credit outdoor leadership pathway that could lead to a four-year degree from the University of Maine, and support workforce development throughout the state of Maine. 

“It’s experience with real-world consequences,” Ryder Scott tells me, describing the three-day canoe trip the students will be taking next week. “If they misread the compass, if they burn the oatmeal, it’s going to be a bad time.” 

As the students make their way down to the water, discussion can be heard over the importance of wearing synthetic materials during aquatic activities. At the lakeside, the class gathers and student Laura Howe volunteers to give a lesson on proper paddling technique. 

Laura Howe demonstrates proper paddle technique to the class
Laura Howe demonstrates proper paddle technique to the class

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The class reviews the three points of contact necessary to canoe.

Halfway through the lesson, Scott interrupts to point out that the students are all holding their paddles correctly by balancing them on the tops of their shoes. Outdoor environments are conducive to this kind of rapid habit-building and learning via osmosis, as failure to remember instructions will have direct consequences on either expeditions or, in this case, expensive equipment. 

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Liz Dunn (right) says she met Ryder Scott through Oxford Hills’ science program, and became interested in outdoor career paths after participating in a Junior Maine Guide program. She hopes that Bryant Pond and similar programs will help her narrow down her career choices in the future.

The class piles into canoes two at a time. They joke around with one another and hover nearby, waiting for their classmates. Students at experiential outdoors learning centers like this benefit from being a part of Maine and immersed in its enchanting wilderness. High school students can learn and adapt to the environment of the natural world, without missing out on the curriculum of the classroom. The UMaine Early College Program allows students to enjoy an outdoor summer, while still making critical progress toward their future careers and education. 

This fall, UMaine Bryant Pond will be offering another course (KPE 209-Wilderness First Responder) as part of the Early College Outdoor Leadership program. For more information, contact Ryder Scott, Statewide Director of UMaine 4-H Centers at ryder.scott@maine.edu or 207-665-2935. 

The University of Maine will be offering over 40 online courses in a wide range of academic disciplines to high school students this fall. Students across the state will benefit from the flexibility and variety of Academe online college courses. Through a partnership between the Maine Department of Education and the University of Maine, tuition is waived for students of Maine public and home schools for up to six college credits per semester and 12 college credits per year. Fall classes start Sept. 3. Registration is open at umaine.edu/earlycollege. 

Interested students and parents are encouraged to contact Allison Small, Early College Programs Coordinator, 581.8004; um.earlycollege@maine.edu. 

 

Maine Teachers Learn About the Benefits of Technology in Elementary School Classrooms

This article was written by Simon Handelman, a Maine DOE Intern from the Margaret Chase Smith Policy Institute.

Imagine how surprising it was seeing my own mother sitting in a classroom at Casco Bay High School, on a Friday morning in August. Allow me to clarify, I was not surprised to see her attending the professional learning class there; she is an extremely dedicated teacher. All I mean is it was serendipitous to see her on a day I might have otherwise stayed in Augusta at the Department of Education. My mother, Ellen Handelman, is the art teacher at Harrison Lyseth Elementary School in Portland. She, like so many other enthusiastic Maine teachers, is spending her last weeks of  summer vacation attending professional learning classes, one after another. I do not believe she has had so much homework since college. 

We were at Casco Bay High School that day for the same reasons. A session was being taught by former Cushing Community School teacher Beth Heidemann, and philanthropist David Perloff. They were underscoring the benefits of technology in elementary school classrooms. For my mother, the highlight of that day was a winning a 3D printer for her very own classroom. When I asked her to express her excitement about the printer, she said “my students can witness (in real time) how science, technology, engineering, and math combine with art to create usable objects which pair form and function.” 

Casco Bay PL Session1
Teachers at Casco Bay PL Session use downtime to network and catch up with friends.

My mother is constantly developing methods to display for her students the foundational importance of art education. She firmly believes “everyone is an artist,” and I agree. In fact, that same mantra of was repeated again and again at Casco Bay that day. Heidemann’s company Go2Science, which she founded with scientist Curtis Bentley, allows kindergarten through second grade students to travel virtually around the world, investigating hypotheses for a representative group of scientists. Heidemann’s message: “everyone is a scientist.”  

Casco Bay PL Session2
Teachers at Casco Bay PL Session Listening to a Presenter

Perloff’s Perloff Family Foundation, which donated the printer my mother won, believes all young students are equipped to learn about complicated technology, if given the chance. His foundation provided three hundred fifty 3D printers to Maine public schools, and the Maine Medical Center Children’s Hospital. Perloff believes “everyone is an engineer.” 

Other elementary school teachers in attendance raved about occasions in their own classrooms when young students expressed high level critical thinking. In one case a teacher told the group that her kindergarten class was able to fix the internet for a substitute teacher, using only verbal directions (for safety reasons).  

As the summer months come to a close, teachers across the state are eager to return to their students. There are many fantastic professional learning opportunities available in Maine, and many more dedicated teachers prepared to become the best they can possibly be.