FY2018/2019 Tribal Clean Diesel Funding Request for Applications (RFA) Changes; Deadline is April 3

The U.S. Environmental Protection Agency has combined fiscal year 2018 and 2019 Clean Diesel Grant funding into one Request for Applications (RFA). An additional $2.0 million in grant funding has been added to the already open FY18 Tribal RFA for a total of $4.0 million available. Under this amended grant competition, each applicant may request up to $800,000 in federal funding, and EPA is expecting to award between 5 and 12 grants. The deadline for applications is Wednesday, April 3, 2019.

Please visit the Clean Diesel Tribal Grants Website for the RFA and Supporting Documents (www.epa.gov/cleandiesel/clean-diesel-tribal-grants)

Tribal Applicants Click Here If Interested in Learning More About the VW Mitigation Trust DERA Option.

Priority – Priority is given to projects that achieve significant reduction in diesel emissions and exposure in areas designated as having poor air quality, and in areas receiving a disproportionate quantity of air pollution from diesel fleets.

Eligibility – Tribal governments (or intertribal consortiums) and Alaskan Native Villages, which have jurisdiction over transportation or air quality, are eligible to apply for Tribal Clean Diesel grants.

Use of Funding – Eligible diesel vehicles, engines and equipment may include:

School buses
Class 5 – Class 8 heavy-duty highway vehicles
Locomotive engines
Marine engines
Nonroad engines, equipment or vehicles used in construction, handling of cargo (including at ports or airports), agriculture, mining or energy production (including stationary generators and pumps).

Further questions can be send to Pat Hinckley, Maine DOE Transportation and Facilities Administrator at pat.hinckley@maine.gov.

Release of FY2018 Title IA Basic Disadvantaged and Program Improvement Funds for General Title IA Reallocation-Title IA FY2019 Summer School

The Maine Department of Education’s ESEA Federal Programs Title IA Office is announcing the availability of approximately $700,000 of FY18 Title IA Disadvantaged and Program Improvement funds for Title IA reallocation purposes.

The Application for FY2018 Title IA Funds Reallocation (Title IA FY19 Summer School Application) and Title IA Reallocation Procedures are available on ESEA Federal Programs website by clicking on the Title I Icon. The Application or FY2018 Title IA Funds Reallocation (including how the funds will be used to improve the performance of Title IA identified students along with a detailed budget) must be mailed/postmarked by April 12, 2019 at 5:00 p.m. and mailed to:

Department of Education
ESEA Clearinghouse
23 State House Station
Augusta, ME 04333-0023

For more information regarding Title IA programs, please contact monique.sullivan@maine.gov. or jackie.godbout@maine.gov.

Administrative Letter: Clarification on Requirement to Ensure Parents’ Meaningful Access to IEP Information

Administrative Letter: #23
Policy Code: BGE
To: Public School Administrators, Special Ed. Directors, EL Coordinators/Directors, and ESOL Teachers
From: Pender Makin, Commissioner
Date: March 12, 2019
Subject: Clarification on Requirement to Ensure Parents’ Meaningful Access to IEP Information

Title VI of the Civil Rights Act of 1964 guarantees parents’ right to receive communication from their children’s schools in a language they can understand. The US Department of Education has provided guidance (PDF) clarifying that, “State Education Agencies (SEAs) and Local Education Agencies (LEAs) have flexibility in determining what mix of oral and written translation services may be necessary and reasonable for communicating the required information to parents with limited English proficiency.”

For parents of students with Individualized Education Plans (IEPs), LEAs must ensure that parents are able to understand the proceedings of the IEP meeting and access the IEP document as needed.

In a 2007 letter (PDF) to Conway Public Schools in Arkansas, the Office of Special Education (OSEP) indicated that, “while providing written translations of IEP documents is not required under IDEA, we believe in some circumstances it may help to show that a parent has been fully informed of the services his or her child will be receiving.”

A 2016 Dear Colleague Letter (PDF) from OSEP states that, “Under Title VI, all vital documents, including a student’s IEP, must be accessible to Limited English Proficient (LEP) parents, but that does not necessarily mean that all vital documents must be translated for every language in the district. For example, a timely and complete oral interpretation or translated summary of a vital document might suffice in some circumstances. A district must, however, be prepared to provide timely and complete translated IEPs to provide meaningful access to the IEP and the parental rights that attach to it. This is because a parent needs meaningful access to the IEP not just during the IEP meeting, but also across school years to monitor the child’s progress and ensure that IEP services are provided.”

This notice does not serve as legal advice, and LEAs should consult legal staff and/or the Office for Civil Rights for guidance pertaining to their specific contexts.

The Maine Department of Education would like to acknowledge and thank Maine’s special education directors, administrators, and educators for ensuring federal and state regulations for educating students with special needs are met, and for their ongoing dedication to the students and families that these processes serve.

For further information about translation/interpretation please contact April Perkins, Director of ESOL/Bilingual Programs & Title III at (207) 624-6627 or april.perkins@maine.gov. For further information about supporting students with an IEP, please contact Maine DOE’s Office of Special Services at (207) 624-6713.

PRIORITY NOTICE: Information Regarding ESEA Dashboard and Implementation of the Federal Accountability Model Under ESSA

Dear District and School Leaders,

I am writing to provide you with an update regarding School Year (SY) 2018-19 data correction requests, the timeline for the release of the ESEA Dashboard, and implementation of the federal accountability model under ESSA.

Data requests submitted to the Maine DOE by the February 8, 2019 deadline will be completed by Friday, March 15, 2019. The updated data sets will be uploaded to the ESEA Dashboard and provided to Superintendents for review on Monday, April 15, 2019. The review period will end on Monday, April 29, 2019. After April 29, 2019, no further data corrections will be possible. The ESEA Dashboard will be publicly available later in SY 2018-19.

Maine DOE leadership had a phone conversation with the US Department of Education (USDE) on December 12, 2018 to discuss Maine’s ESSA amendment. During this conversation Maine DOE staff members outlined Maine’s proposed amendment. USDE did not indicate required revisions to Maine DOE during the call or provide written follow-up. The Maine DOE submitted the amendment on December 14, 2018.

The Maine DOE leadership emailed USDE leaders several times over the past three months to inquire about the ESSA amendment status. To meet USDE’s required timeline for implementation, the previous administration instructed Maine DOE leaders to move forward with the implementation of the ESEA Dashboard and federal accountability system, without regard to the status of Maine’s amended ESSA Plan.

Under my leadership, Maine DOE leaders expressed concern regarding the implementation of the federal accountability model without federal approval of Maine’s amended model. After gaining a deeper understanding of the concerns expressed by Maine DOE leaders, I called Frank Brogan, Assistant Secretary of Elementary and Secondary Education, to inquire about the status of Maine’s amendment. As a result of that call, a meeting was scheduled with USDE staffers and Maine DOE leadership for Friday, March 8, 2019. During the call, Maine DOE leadership connected with USDE to discuss Maine’s amended ESSA plan, which had been submitted to them on December 14, 2018. Given the USDE’s recent feedback provided during the March 8, 2019 call, the Maine DOE suspects current anticipated school identifications will likely remain unchanged. However, Maine DOE believes USDE’s proposed revisions will require Maine to identify additional schools. The Maine DOE expects to receive written feedback from USDE by Friday, March 15, 2019.

In light of these developments, Maine DOE will request an extension to make school identifications during SY 2019-20. Please know that the Maine DOE is doing everything conceivable to ensure Maine has an equitable federal accountability model that honors stakeholder feedback and Maine’s small, rural context.

Pender Makin
Commissioner
Maine Department of Education

Cornville Regional Charter School: Community Centered and Uncompromisingly Learner Centered

Submitted by Ashlee Savage, Administrative Assistant for Cornville Regional Charter School

The Cornville Regional Charter School is doing some amazing things district wide. As a district, we are community-center and uncompromisingly learner-centered. We have 3 schools that serve a variety of age ranges from Prek to Grade 10.

Our Early Childhood Campus serves learners ages 4-6 and are working very hard to pull in community members and businesses into the classrooms. This happens in a variety of ways from having those people come directly into the classrooms to run learning opportunities to setting up different centers in the room to represent different businesses. This campus also does a great job with scheduling and hosting parent involvement nights.

Our Cornville Campus offers a variety of opportunities for learners, facilitators, and families. Each learner participates in special interest groups 3 days a week. These special, unique offerings include, but are not limited, to knitting, rhythmic gymnastics, snowshoeing, robotics, gym games, felt art, painting, etc. Our schedule also allows learners to move from room to room as needed throughout the day to ensure that everyone’s education is customized to their needs. For facilitators, they receive a numerous amount of professional development. Every Friday our district has an early release day which allows staff to partake in meaningful PD for the last 3 hours of each week. Lastly, the Cornville Campus has great parent involvement. We offer multiple celebration of learning nights, book fairs, grandparents luncheon, and numerous PTF events.

Our Downtown Campus has 1/3 of the sophomore class currently enrolled in a college course, 2 of the learners are part of the Maine Meals (a local business) team participating in the Maine Center for Entrepreneurship Top Gun program at Thomas College, 1 of the learners is a member of the Somerset Public Health’s board, several of the learners are involved in building a wooden boat with a local community member, and several of the learners have volunteered at a local retirement home and at the local humane society. As a school, they are also putting together a full fabrication lab that is accessible to not only all of the learners but also to community partners. Community involvement is super important and with the downtown campus being right in the heart of Skowhegan, it is the perfect opportunity to get our learners working and learning beside community members.

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Employee of the Week: Mary Adley

Mary Adley, Coordinator of State Agency Programs and Special Projects, is the Maine Department of Education’s Employee of the Week. Get to know a little more about Mary.

Q: What are your roles with DOE?

A: I am the Coordinator of State Agency Programs and Special Projects. My team provides oversight to educational programming for State Wards and State Agency Clients, which includes the General Supervision System of Monitoring for Maine’s approved Special Purpose Private Schools. My team also offers special education technical assistance, professional development, and support to Maine educators, students, and families. My team coordinates the Surrogate Parent program for State Wards. I work collaboratively with the Department of Corrections and the Department of Health and Human Services to coordinate services for Maine’s children in their departments care or custody. The coordination of special projects is new to me and my team, effective the last week in March, when Tracy Whitlock begins at DOE as the Education Specialist III, to manage the projects. We look forward to continuing the facilitation of the Math4ME and Positive Behavioral Interventions and Supports projects.

I serve as Maine’s Co-Lead on the Results-Based Accountability cohort, along with Roberta Lucas, working with the National Center for Systemic Improvement (NCSI) regarding tiered monitoring with development and movement towards implementation based on integrating Maine’s data in the current primarily compliance monitoring system.

I serve as a Co-Chair, along with John Coyne from the Department of Corrections, on the Project IMPACT Board. Project IMPACT staff coordinate the provision of special education services to students who are detained with their schools of residence and facilitate the educational transitions of youth in the juvenile justice system back to their communities. I also work collaboratively with the Bureau of Rehabilitation Services, Department of Vocational Rehabilitation, as the Governor appointed Department of Education Representative on the State Rehabilitation Council.

Q: What do you like best about your job?

A: I love that I continue to work with the incredible educators that serve Maine’s most vulnerable youth, and that I am able to be part of collaborative conversations and transformational work that improves special education and related services for Maine’s children. In addition, I like the variety of situations I encounter within my roles and responsibilities – no two days (or scenarios) are the same; so there is never a chance for boredom to set in.

Q: How or Why did you decide on this career?

A: I worked as an educator in Maine for three decades, as a special educator and an administrator in both the public and the private sector, prior to joining the Department. I was the Education Director at Spurwink’s Chelsea Day Treatment Program for two and a half years before I came to work at DOE. Having been through the audit process with glowing reviews in both of my times working at Special Purpose Private Schools (1996-2002 and 2014-2017), it seemed like a natural progression to pursue when I was informed of my predecessor’s retirement. I love that I am able to impact the education of Maine children in a larger scope than my previous positions afforded.

Q: What do you like to do outside of work for fun?

A: When I am not working, I love to spend time making memories with family members and friends – travel, spend time outside soaking up the sunshine, hike, read, and attend concerts and theater productions.

College of the Atlantic Visits Pembroke Elementary School

From Left to Right: D.Jamieson (Principal), H. Westall and L. Fuller (students), R. Griffith (ELA 7/8), B. Renaud (ELA 5/6), and Linda Fuller (Associate Director of Curriculum, College of the Atlantic).

Submitted by Debbie Jamieson, Principal of Pembroke Elementary and Darlene Bassett, Literacy Coach and Maine DOE, School Turnaround.

On February 6, 2019, Linda Fuller, Ed.D., Associate Director of Educational Studies at the College of the Atlantic, made a long awaited visit to Pembroke Elementary School in Pembroke, Maine. Linda had contacted the school last year in response to a post on the Commissioner’s blog highlighting the student success with Richardson’s Guided Reading Model. She coordinated the visit with Chelsey Fortin-Tremble, Maine DOE Director of the ESEA Federal Programs and the School Turnaround Team, and Deborah Jamieson, Principal of the Pembroke Elementary School. Plans were made for her students – teachers in training – to visit two teachers, Rosie Griffith – Grades 7/8 ELA Teacher and Beckery Renaud – Grades 5/6 ELA Teacher and Lead Teacher for Pembroke. Both teachers have combined grade levels in their classrooms.

The visit began with a debriefing between the teachers and their visitors. Beckery and Rosie shared the profiles of their groups (anonymously) based on assessments and teacher observations. Then they provided a framework for the instruction the guests were about to observe. This session was interactive, allowing the visitors to pose questions and share opinions.

Visitors then observed Beckery Renaud in the 5/6 ELA Lesson teaching using Reading Street’s readers. As always, Beckery’s focus was comprehension.

She prompted students to make connections between themselves and the texts, reviewed the nonfiction format, and supported them while they learned strategies on how to access information using this text structure. Meanwhile, the rest of the class worked independently on their own learning for the day.

Next, the guests observed in Rosie Griffith’s room. Rosie’s classroom was organized in the same manner. Students were focused and engaged at their desks, working on individual learning, while Rosie introduced a new book, A Day No Pigs Would Die. Rosie scaffolded students as they made predictions after previewing the book. She put a heavy emphasis on each student’s metacognitive process and we observed as students made links and explained their thinking.

After the observations were completed, we re-grouped for the final debriefing.

Deb Jamieson was able to join us. We discussed many issues drawing on the insights of both teachers and administrators alike. The student visitors were well informed and eager to learn and teach! Everyone had a delightful day and learned a great deal from one another.

We would like to thank Linda Fuller and her team for taking the time to visit Pembroke. Great things are happening in Maine Schools. Many, like this implementation, require a huge commitment of time and energy to the students we serve. Young educators need to know they have the opportunity to join a dedicated cadre of teachers and administrators in the field who are looking forward to growing with you and making Maine kids’ lives as good as they can be. We welcome you on board.

Here are some pictures from the day:

Mount Vernon Math Night for Students and Families

Submitted by Janet Delmar, Principal of Mount Vernon & Wayne Elementary Schools in RSU #38.

On Monday, December 10th, the families of students who work with Deb Hatt, Mt. Vernon’s K-5 Math Interventionist, were invited to Family Math Night! We had a great turnout, with over 50 people including students, siblings, parents, and grandparents. Our special guest was Christopher Danielson, author of the math picture books, Which One Doesn’t Belong and How Many? and creator of amazing math manipulatives like 21st Century Pattern Blocks and Tiling Turtles, who joined us via video chat from Minnesota!

Students interviewed Mr. Danielson about his inventions and books, and he then led the entire group in a Which One Doesn’t Belong routine. Mrs. Hatt talked to families about ways that they can incorporate conversations about math with their children into everyday life. Each family left with a set of 21st Century Pattern Blocks and a coupon for the family-friendly version of the book Which One Doesn’t Belong? that will be released next month.

Wayne was scheduled to have their Family Math Night on February 27th.

Press Release: Nominations Now Open for Maine Volunteer Roll of Honor Awards

Volunteers are the heartbeat of Maine and it is volunteer recognition season. Nominations are currently being accepted for the Governor’s Service Awards, Maine Volunteer Roll of Honor and Young Maine Volunteer Roll of Honor.

Since 1987, the Governor’s Awards for Service and Volunteerism have celebrated and recognized the role of citizen volunteers in the success and vitality of Maine communities. At the same time, the awards seek to inspire others to be active in civic life and follow in the footsteps of those recognized.

Maine Volunteer Roll of Honor nominees must be 19 years of age or older and have volunteered at least 500 documented hours in the prior calendar year.
Young Maine Volunteer Roll of Honor nominees must be 18 years of age or younger and have volunteered at least 50 hours in the prior year.

Teachers and coaches are encouraged to submit nominations for student groups if each member of the group meets the 50-hour minimum requirement. Please note that any hours of volunteer time completed for graduation can also be counted towards the minimum obligation for this award program.

Awardees will be honored at the statewide Roll of Honor Recognition Ceremony that will be held at the Messalonskee High School in the J. Duke Albanese Performing Arts Center on Sunday, April 14, 2019.

Nomination submissions must be sent electronically by or before the deadline date of Friday, March 15, 2019. For information on how to submit nominations, visit the Volunteer Maine website.

This program is administered by the Maine Commission for Community Service, which strives to build capacity and sustainability in Maine’s volunteer and service communities by funding programs, developing managers of volunteers and service-learning practitioners, raising awareness of sector issues, and promoting service as a strategy. For more information about the Maine Commission for Community Service, visit their website.

Maine DOE Update – March 7, 2019

From the Maine Department of Education

Reporting Items

PRIORITY NOTICE: Reminder to Review and Report any District Data Errors in 2019/20 Subsidy Printouts (ED 279s) by March 15, 2019

The Maine Department of Education would like to acknowledge the hard work of school districts in ensuring that the data they submit to the Department is as accurate as possible. Each year there are a handful of data errors that districts notice after the release of the ED 279 printouts and these can have a significant impact on subsidy. | More

| Visit the DC&R Reporting Calendar |

News & Updates

PRIORITY NOTICE: Maine Department of Education’s Position on School Mascots and Logos

Because our schools must provide safe, inclusive, and respectful learning environments, and because schools teach many lessons by example, DOE urges schools to refrain from using mascots and logos that depict Native American tribes, individuals, customs, or traditions.| More

Guidance Regarding Automated Translation/Interpretation Services

As Maine districts have experienced increasing numbers of students and parents who speak languages other than English, there has also been an increase in the availability of machine or automated translation/interpretation software and apps. | More

Resources to Help Schools Eliminate Browntail Moth Nests

The Maine Department of of Agriculture, Conservation, and Forestry has put together the resources and information below to help Maine schools eliminate Browntail Moth nests | More

National Congress on School Transportation Writing Committees Seeking Input

The National Congress on School Transportation (NCST) is accepting change requests from any interested party on the National School Transportation Specifications and Procedures. | More

The Maine Association of School Nurses (MASN) is Seeking Nominations for School Nurse of the Year 2019

The purpose of this award is to recognize the contributions of Maine School Nurses by honoring one school nurse who has demonstrated leadership and excellence in the practice of school nursing. | More

Seeking Additional Maine Schools for Social Emotional Learning Pilot Program

The Tobacco and Substance Use Prevention and Control Program with the Maine Centers for Disease Control and Prevention (MECDC), in partnership with the Maine Department of Education (Maine DOE), is seeking additional schools that would like to implement the social emotional learning (SEL) program, Second Step, funded by a grant through MECDC. | More

Maine DOE Employee of the Week: Sarah Adkins

Sarah Adkins, Student Assistance Coordinator, is the Maine Department of Education’s Employee of the Week. | More

Professional Development & Training Opportunities

| Visit the Professional Development Calendar |

Month: March 2019