Dropout reporting is now for all students of compulsory age regardless of grade.On December 10, 2019 the DOE Data Governance team voted to bring Maine’s Dropout reporting into compliance with USDOEs guidance, starting with the 2019-2020 school year. As a result, our state level dropout reporting, and your review of your districts data, will include all compulsory age students that meet the dropout definition of being enrolled as of 10/01/2019 and not enrolled on 10/01/2020 and were expected to be in enrollment for the 2020-2021 school year (i.e. – did not graduate, exit to home instruction, etc.)
The dropout certification report no longer has the functionality to change exit codes of students, instead we are only asking you to verify that the report is correct and accurate. The following instructions link will guide users in locating the dropout report, as well as guide users on how to validate that the report is correct and accurate.
Users looking to complete the Dropout Certification Report will need access to the Student Data module within the NEO application. If you do not have access to this module, please have your superintendent submit a NEO access request form on your behalf.
Questions, comments, or concerns in regards to the Dropout Certification Report should be directed to the Maine Educational Data Management Systems helpdesk at:
Users looking to complete the Graduation Certification Report will need access to the Student Data module within the NEO application. If you do not have access to this module, please have your superintendent submit a NEO access request form on your behalf. NEO Access Request Form
New for 2019-2020: The is no longer a need to validate the start and exit codes of students during this report. The report will also no longer be required to be ‘Accepted’ by the Maine DOE. Please make sure that all the data is accurate prior to certifying.
Questions, comments or concerns with the Graduation Certification Report should be directed to the Maine Educational Data Management Systems Helpdesk at:
Maine DOE team member Anne-Marie Adamson is being highlighted this week as part of the Get to Know the Maine DOE Team Campaign. Learn a little more about Anne-Marie in the question and answer below.
What are your roles with DOE?
I am working on the Federal Monitoring Team in the Office for Special Services. In my role, I review district’s compliance for following special education federal and state guidelines. An important part of this process is providing technical assistance and support for special education administrators and teachers through professional development, office hours and individual meetings. I am part of a great team of colleagues for this work and really enjoy getting to know all the talented special educators around the state through our trainings. Typically, my job would entail travelling to the districts but for the time being, we are doing quite a bit remotely. We all are all looking forward to being able to get back on the road again, hopefully sooner rather than later!
How or why did you decide on this career?
Originally I chose the field of special education because I enjoy teaching to individual needs and the joy and excitement that comes when a child learns a new skill. I decided to work for the Maine DOE because I felt that supporting teachers and ultimately children through a wider lens would be more fulfilling. I truly believe that all children deserve the best possible education they can, regardless of their abilities and I believe that providing support for teachers through this process is hopefully making a difference for all children. It has been both challenging and rewarding providing this support as we switched this fall to remote and hybrid learning models.
What do you like to do outside of work for fun?
Outside of work, I enjoy spending time with my husband on our small farm raising sheep, goats, pigs and chickens. We garden vegetables and fruits and also process wool. We have six children and four grandchildren that we enjoy getting together with as much as possible. Exploring the State of Maine is something I also truly love doing whenever I can from the mountains to the coast!
The recovery of Q1’21 MaineCare Seed will occur in the January 2021 subsidy payment. In order to ensure timely payments and accurate adjustments to subsidy, Maine Department of Education(DOE) is asking School Administrative Units (SAUs)to review their reports by January 15, 2021. | More
Androscoggin, Cumberland, Oxford, and York counties continue with yellow designation, Aroostook and Penobscot counties closely monitored; all others designated green
The Mills Administration today released an update to its color-coded Health Advisory System that classifies counties’ relative risk of COVID-19 transmission to assist schools as they continue with their plans to deliver instruction and support to students safely.
The Maine Department of Health and Human Services (DHHS) and Maine Center for Disease Control and Prevention (Maine CDC) continue to review evidence that indicates lower transmission of COVID-19 in schools compared to the general population. Over the last 30 days, the rate of new cases is 33.5 per 100,000 staff and students, compared to 89.4 per 100,000 people statewide. This rate of new cases in schools is 37% lower than in the general population and is consistent with previous weeks. | More
Maine Center for Disease Control & Prevention Division of Environmental & Community Health hosted a virtual presentation on 12.22.20 called, Controlling Indoor Air Quality to Reduce COVID-19 Transmission – Guidance for Building Managers and Homeowners.| More
Each year at its annual conference, the Foreign Language Association of Maine (FLAME) recognizes those who have achieved outstanding results in teaching modern or classical languages. The FLAME Advisory Board invites you to nominate one of the many excellent language teachers who practice their profession here in Maine!| More
The Fenway Bowl has named several outstanding people in the field of education in New England, and we are proud to say that 6 Maine educators have made the list! | More
Androscoggin, Cumberland, Oxford, and York counties continue with yellow designation, Aroostook and Penobscot counties closely monitored; all others designated green
AUGUSTA — The Mills Administration today released an update to its color-coded Health Advisory System that classifies counties’ relative risk of COVID-19 transmission to assist schools as they continue with their plans to deliver instruction and support to students safely.
The Maine Department of Health and Human Services (DHHS) and Maine Center for Disease Control and Prevention (Maine CDC) continue to review evidence that indicates lower transmission of COVID-19 in schools compared to the general population. Over the last 30 days, the rate of new cases is 33.5 per 10,000 staff and students, compared to 89.4 per 10,000 people statewide. This rate of new cases in schools is 37% lower than in the general population and is consistent with previous weeks.
DHHS and Maine CDC assessed COVID-19 data and trends for all counties and released the designations a day early, due to tomorrow’s holiday.
REMAIN YELLOW: Androscoggin, Cumberland, Oxford, and York counties continue to have new case rates per 10,000 people and positivity rates that exceed the statewide average.
CLOSELY MONITOR: Aroostook and Penobscot counties remain green but their positivity rates have increased over the past 14 days, and are now above the statewide average.
All other counties remain in the green designation.
Under the “yellow” designation, which indicates an increased (moderate) level of community risk, schools may consider additional precautions, such as limiting numbers of people in school buildings at the same time, suspending extracurricular or co-curricular activities including competitions between schools, limiting interaction through cohorting, or other measures based on the unique needs of each school community.
These designations are made out of an abundance of caution and for the consideration of school administrative units in their decisions to deliver instruction.
The Health Advisory System categorizations are defined as follows:
RED: Categorization as “red” suggests that the county has a high risk of COVID-19 spread and that in-person instruction is not advisable.
YELLOW: Categorization as “yellow” suggests that that the county has an elevated risk of COVID-19 spread and that schools may consider additional precautions and/or hybrid instructional models to reduce the number of people in schools and classrooms at any one time.
GREEN: Categorization as “green” suggests that the county has a relatively low risk of COVID-19 spread and that schools may consider in-person instruction, as long as they are able to implement the required health and safety measures. Schools in a “green” county may need to use hybrid instruction models if there is insufficient capacity or other factors (facilities, staffing, geography/transportation, etc.) that may prevent full implementation of the health and safety requirements.
The county-level assessments are based on both quantitative and qualitative data, including but not limited to recent case rates, positivity rates, and syndromic data (e.g., symptoms of influenza or COVID-19). Those data are publicly posted every week on the Maine CDC website. DHHS and Maine CDC also consider qualitative factors, such as the presence of outbreaks that may potentially affect school-age children.
The Health Advisory System reflects ongoing analysis of evolving data, and serves as one piece of information that school and district leaders can use to make decisions about how to deliver education during the school year. The qualitative and quantitative considerations and data used by the CDC in determining community transmission risk levels for schools can be located here: How County Risk Levels for Maine Schools are Determined
The Health Advisory System can be found on the Maine DOE website in Part I of the Framework for Reopening Schools and Returning to In-Person Classroom Instruction: https://www.maine.gov/doe/framework/part-I.
The next update will be provided on January 15, 2021.
The recovery of Q1’21 MaineCare Seed will occur in the January 2021 subsidy payment. In order to ensure timely payments and accurate adjustments to subsidy, Maine Department of Education(DOE) is asking School Administrative Units (SAUs)to review their reports by January 15, 2021. This includes a review of student by student claims on both the public and private MaineCare reports for Q1’21.
To access the MaineCare Seed reports, please follow the instructions below.
Choose the quarterly Seed report and the report type (private/public)
Click view report button
Once the report appears on the screen, choose the export button.
You may export the reports to Excel but, please be aware that there may be multiple worksheet tabs within the workbook. Save the file to your computer.
If you have difficulty logging into NEO:
Anyone who currently has Special Education Director permissions to the Special Education module, will automatically have permissions to access MaineCare reports.
As in the past, if a new staff member needs permission to access this module, a request from the Superintendent to the Maine DOE helpdesk will be necessary. The helpdesk contact information is medms.helpdesk@maine.gov or 207-624-6896.
Dispute Process: If you disagree that a particular student or time period should be on the report, please provide a rationale along with the following to stephanie.clark@maine.gov.
Identify the type of report (public or private) and the quarter in which the claims are located.
State Student ID
Service provided dates (From and To)
Total amount of Seed being disputed
Summer services: Students must be enrolled for the time period they are receiving educational services. This means that students that are receiving extended school year services in district or extended school year services in an out of district placement must have a primary enrollment for that time period in order for the MDOE to have the most accurate enrollment data to determine SAU responsibility for MaineCare Seed.
Please contact stephanie.clark@maine.gov for more information or technical assistance related to MaineCare Seed.
The Fenway Bowl has named several outstanding people in the field of education in New England, and we are proud to say that 6 Maine educators have made the list!
In partnership with Cross Insurance, Samuel Adams, and Boston Globe Media, Fenway Bowl checked in with schools and associations across New England seeking the names and stories of educators, college professors, school administrators and staff members who are making a big impact in their community.
Congratulations to the 6 educators in Maine who were named as part of this wonderful recognition:
Michael Davis
Principal
Walton Elementary School, Auburn, ME
Melissa Guerrette
NBCT, 5th grade teacher
Oxford Elementary School
Bill Tracy
Principal
Hampden Academy
Jennifer McGee
Principal
Atwood Primary School
Dr. Flynn Ross
Chair, Teacher Education Dept.
University of Southern Maine
Alison Babb-Brott
Grade 2 teacher
St. George School
A huge THANK YOU to all of Maine’s educators, administrators, and staff members who work hard everyday to ensure that students and communities throughout Maine have support, resources, and opportunities to learn and grow. The Maine Department of Education appreciates everything that you do!
Each year at its annual conference, the Foreign Language Association of Maine (FLAME) recognizes those who have achieved outstanding results in teaching modern or classical languages. The FLAME Advisory Board invites you to nominate one of the many excellent language teachers who practice their profession here in Maine!
What are the criteria for nomination?
Nominees must have at least two years of FLAME membership.
Nominees must have a minimum of five years experience in teaching modern or classical languages.
Who may make a nomination?
A FLAME member
A teaching colleague
A school administrator
What is the procedure?
The nominator must submit a letter of nomination, including information about the nominee’s
Address, telephone number and email address
Teaching assignment
Educational background
Teaching experience
Special achievements, honors or awards
The nominator must include his or her contact information (address, telephone number and email address)
The nominator must arrange for submission of letters of recommendation from the following:
At least one colleague (not necessarily a modern or classical language teacher)
At least one supervisor (principal, head of department or superintendent)
At least one former or current student
In making its decision, the FLAME Advisory Board will consider the following kinds of evidence:
How has the nominee demonstrated best practice?
How has the nominee contributed to the teaching and learning of a modern or classical language?
What are some teaching practices and activities that the nominee uses to improve students’ language proficiency and motivation?
What kinds of professional growth activities (including travel relevant to teaching) has the nominee participated in?
How has the nominee served the students, the school or the school district?
The nominator must arrange for delivery of all documents to Christopher Gram, FLAME Awards Committee Chair, Carrabec High School, P.O. Box 220, North Anson, ME 04958. The postmarked deadline for submission is January 15, 2021.
For additional information, contact Christopher at: cagram@carrabec.org or (207) 635-2296.
Maine Center for Disease Control & Prevention Division of Environmental & Community Health hosted a virtual presentation on 12.22.20 called, Controlling Indoor Air Quality to Reduce COVID-19 Transmission – Guidance for Building Managers and Homeowners.
Below are the presentations materials and a recording of the session.
With the looming restrictions of school reopening in a pandemic this summer, Georgetown Central School created an outdoor education team and invited teachers, staff, community members and parents, to help brainstorm how Georgetown could adjust teaching practices to bring learning outdoors. A school already rich in the tradition of community, outdoor, and project-based learning, we knew that we had to make adjustments to a normal year (when students would participate in hands-on field trips such as digging for clams or studying the migration habits of crabs). In August, two teachers spent four days learning at Juniper Hill School ’s Summer Institute for Educators: Teaching with Nature. Juniper Hill School, a community school for PK-5th grade students, was founded 10 years ago on the foundation of outdoor, nature-based teaching and learning. Anne Stires, the School’s founder, offers year long coaching, professional development workshops, and summer institutes for educators.
Georgetown School began to pivot. With a lot of help from community members, parents and staff, and the guidance and vision of the teachers who attended the summer training at Juniper Hill, we were able to set up roughly twelve outdoor classroom spaces on school property and conservation land beyond the property. A musical garden was formed across from our school’s garden. Swinging reading nooks were created for younger classrooms, and rocks and roots were pulled from land to create a pathway to multiple classroom spaces.
WRITING CLASS, 1st/2nd graders, Georgetown Central School
Using CARES money and writing our title four federal funds application for outdoor education, we were able to supply classrooms with the instructional supplies and tools they needed. We purchased individual swings for students in kindergarten and grades one and two – a quiet space for students to take a break from the mandates of a pandemic education – and an opportunity to escape into the world of literature. We set up outdoor seating areas, using stumps and camp chairs, and purchased chalkboards to bring teaching outside.
As we asked ourselves the question, “How do we do this?” we knew it would be best to reach out to the experts. Anne Stires, from Juniper Hill School, brought outdoor learning professional development workshops to Georgetown Central School such as, “Stepping Outside for the First Time,” “Teaching with Nature: Curriculum,” “Teaching in Winter,” and lastly, “Safety and Risk Management.” From there, teachers have been bringing in more ideas around using the elements of nature to support learning. We have purchased a library collection of professional learning resources directly connected to outdoor education, and built classroom libraries with books that focus primarily on learning in nature and with nature.
In one class, morning meeting takes place outside; calendar and the days of the week are sung as children sit on donated tree stump seats arranged underneath a canopy of trees. An old playground slide is positioned neatly on the hillside leading to the classroom, a welcome experience for students as they make their way to a chalkboard and mud kitchen supplied with pots and pans. Imagination for students in these spaces runs wild and play-based learning has become more evident for the early childhood students. Instead of worksheets with math equations, students jump from sliced tree stump to tree stump adorned with numbers in order.
An experimental year, teachers have been learning first hand how to balance indoor and outdoor learning, especially as we approach the winter months. Simple things have allowed us to take students outside even on colder days. Each student in Georgetown has a warm pair of wool socks, a thermos to bring hot water or tea outside, a winter hat and a fleece neck gaiter (all items gathered by the community or purchased with CRF funds). Outdoor learning in the winter is all about movement. Students study tracks in the snow or other signs of animals that have quietly come and gone without notice on a walk through the playground fields or surrounding woods. An outdoor math class (counting by ones or tens), has students jumping in the snow–making tracks as they jump as far as they can to represent tens and as short as they can to represent ones.
Teachers bring out materials on their individual classroom carts or, in colder months, they will use the jet sleds purchased with CARES money to travel to outdoor classrooms. Outdoor education supplies are kept organized in a shed that is designated specifically for the outdoor classrooms. A walk further into the woods on conservation land, leads students and teachers to a beautiful open pavilion structure we are hoping to enclose, that acts as a shelter in the woods for learning. The timber frame structure was a collaborative effort between the school and school families.
Georgetown School will be continuing ongoing coaching with Anne Stires for the remainder of the year, beginning with our PK-2nd grade teachers. With model lessons, project-based integrated curriculum planning, and feedback sessions, teachers will gain even more confidence and creativity in working with their students outdoors. The ongoing pivot is exciting and rewarding and students and teachers are healthier and happier as a result!
Images taken at Juniper Hill School’s Teaching with Nature: Summer Educator Institute
This story as provided by Juniper Hill School and Georgetown Central School as part of the Maine Schools Sharing Success Campaign. To submit a story or an idea, please email it to Rachel at rachel.paling@maine.gov.
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