The Maine Department of Education (DOE) Office of Teaching and Learning, Multi-tiered Systems of Support (MTSS) team is pleased to offer office hours focused on Maine’s MTSS Framework beginning Friday, October 4th at 10am, and occurring every first Friday of the month thereafter.
The first half of each session will provide a comprehensive overview of Maine’s MTSS framework. The second half of the session will be open to questions/problems of practice brought up by attending participants. Sessions are meant to be a time for educators and administrators across the learning continuum to come together to learn about the framework, ask questions, celebrate successes, and/or work through problems of practice in MTSS implementation. These sessions are MTSS Framework-specific and are offered as a space for educators to bring their voices to the table.
Register for MTSS Framework Office Hours here. You only need to register once and you may attend as many weeks as you like! Office hours are offered as part of the Maine DOE’s MTSS Technical Assistance program and are meant for your use and discussion. You are welcome to stay for the full hour or to join for just a portion of the sessions.
For more information, contact Andrea Logan, MTSS Specialist, at andrea.logan@maine.gov or by calling (207) 592-2011.
The U.S. Department of Agriculture (USDA) recently awarded a total of $7.4 million in School Food System Innovation Grants to seven organizations in Maine through its partner Full Plates Full Potential. The grant funding is part of USDA’s $100 million Healthy Meals Incentives Initiative, which empowers schools to continue serving delicious, healthy meals through regional school food systems.
Congratulations to all the award winners! Their projects will help schools overcome barriers to purchasing Maine-based foods for their school meal programs and establish long-term solutions and best practices that can be replicated in other regions.
Maine Grant Awardees:
Auburn Public Schools, Maine – School-Based Food Hub
Five Pillars Butchery, Maine – Halal Meal Production Lab
Maine Coast Fishermen’s Association, Maine – Fisherman Feeding K-12 Mainers
Maine Food Strategy/Maine Food Convergence, Maine – Local Food Switchboard
Peak Season, Maine – Streamlining Access to Maine Grown K-12 Products
RSU 54/MSAD 54, Maine – Somerset County Farm to School Initiative
The Good Crust, Maine – Good Grains on the Go
For more information, you can read the USDA News Release. Full Plates Full Potential is a non-profit dedicated to ending childhood food insecurity in Maine. To learn more about them, visit their website – Full Plates Full Potential Website.
We can keep children safe by keeping families strong.
Please join Mariette Aborn, Special Projects Manager for the Maine Department of Health and Human Services (DHHS), as she and her colleagues from Maine Child Welfare Action Network (MCWAN) welcome you to provide input on the next version – Version 2.0 – of the Maine Child Safety and Well-Being Plan. Join them for a virtual community engagement session on Tuesday, September 17th.
Virtual community engagement sessions are one of the ways that DHHS and MCWAN gather input to inform the ongoing development and implementation of the Child Safety and Well-Being Plan. These sessions are intended for community partners, parents, caregivers, and other partners in Maine. Over the last year and a half, DHHS and MCWAN have held 17 of these sessions.
The next session will be Tuesday, September 17 from 11:30 am – 1:00 pm on Zoom. Register at this link.
Feedback from community and state partners informed Version 1.0 of the Plan, which was released in May 2023. Version 1.0 outlined the framework and opportunities for immediate action to develop a Child and Family Well-Being System in Maine. A long-term version of the Plan is in development and will build on Version 1.0’s call for the state and communities to share responsibility for child safety and family well-being.
During this session, Aborn and colleagues will:
Provide an update on the implementation of Version 1.0, including the Be There for ME campaign and website to support parents and caregivers in Maine.
Outline the ongoing process of developing the long-term version of the Child and Family Well-Being Plan.
Gather insight into local and community-based efforts that support transportation and provide concrete support to families, such as diapers, clothing, household items, and food.
The Department of Health and Human Services and the Maine Child Welfare Action Network have partnered on this plan to keep children in Maine safe by keeping families strong. This newsletter shares updates on state and community efforts to strengthen families and opportunities to inform this ongoing work. Learn more and read Version 1.0 of the plan here.
Organizations and resources included are for reference and information only, they are not an endorsement from the Maine Department of Education.
The Maine Department of Education (DOE) Learning Through Technology Team is seeking input from Maine educators, administrators, and all other support staff for the creation of Artificial Intelligence (AI) Guidance. | More
The Maine Department of Education (DOE) and The Regulated Classroom (TRC) have named co-regulators to support educators across the state to support wellbeing and create safe and welcoming classrooms. | More
The Maine Department of Education (DOE) is joining the Institute for Educational Leadership (IEL) Coalition for Community Schools to celebrate Community Schools Coordinator Appreciation Week from September 15 to 21, 2024. | More
The Maine State Board of Education is conducting conversations with the public about Rule Chapter 115: The Credentialing of Educational Personnel, from August through December. Resolve 2024, Chapter 137 directed the State Board of Education to amend Rule Chapter 115, with special attention to sections related to the State Board of Education’s report submitted to the Joint Standing Committee on Education and Cultural Affairs in 2023. | More
In a world dominated by screens, Beech Hill School took a refreshing approach this summer with their screen-free summer program, offering K-7 students a four-week immersive experience focused on hands-on learning and community building this summer. Over 30 campers attended regularly, representing 45% of the school’s student population, making it a resounding success. | More
With support from the Maine Department of Education’s (DOE) Maine Out of School Time grant, upper elementary and middle school students from North Haven Community School, located on North Haven Island, visited and explored a variety of Maine businesses this summer. | More
The Maine Department of Education (DOE) is excited to announce a new learning series on Multi-tiered Systems of Support (MTSS) for the 2024-2025 school year. Each month’s session will focus on a different MTSS tool, offering you insights into how it can be used effectively within your own framework. | More
Effective behavioral threat assessment and management (BTAM) protocols in schools are an indispensable component of maintaining the safety and well-being of students, staff, and the entire school community. Threat assessment is not only about identifying potential threats but also about preventing violence and promoting a supportive environment where individuals feel safe to report concerns. | More
The Maine Department of Education (DOE) is pleased to provide support to School Administrative Units (SAUs) in their continued implementation of Maine’s English Language Development Standards. | More
To support inclusion in Maine’s early childhood programs, the Maine Roads to Quality Professional Development Network (MRTQ PDN), in collaboration with the Maine Department of Education (DOE) and the Maine Department of Health and Human Services (DHHS) Office of Child and Family Services, is excited to share four professional growth opportunities. | More
The Maine State Board of Education is conducting conversations with the public about Rule Chapter 115: The Credentialing of Educational Personnel, from August through December. Resolve 2024, Chapter 137 directed the State Board of Education to amend Rule Chapter 115, with special attention to sections related to the State Board of Education’s report submitted to the Joint Standing Committee on Education and Cultural Affairs in 2023.
The State Board of Education intends to take the following steps with respect to review of these rules:
Begin speaking with experts in the field
Revise necessary sections of Chapter 115
Invite public feedback on the revisions
File updated rule
Engage with Legislative oversight of the rule
The State Board of Education will hold several regional meetings focused on ideas and goals related to certification regulations in a general sense. These meetings will also focus on specific sections of Chapter 115 and will provide invaluable feedback to the State Board. In addition, the State Board of Education’s Certification and Higher Education Committee will provide time within the established meeting schedule to receive public feedback on Rule Chapter 115.
Remaining dates for these meetings are as follows – for the Zoom link, please email Emily Cummins
September 25, 2024: 10:30 am – 12:00 pm
October 16, 2024; 10:30 am – 12:00 pm
November 20, 2024: 10:30 am – 12:00 pm
December 18, 2024: 10:30 am – 12:00 pm
Taking into consideration the insights gained from all of these discussions, the State Board of Education will propose updates to Rule Chapter 115 and begin the Maine Administrative Procedures Act (A.P.A.) routine technical rule process pursuant to Title 5 MRS §8052 (public notice of filing, public hearing, open public comment period). Once the proposed rule has been filed, the public will be notified of the scheduled public hearing and comment period. This will be an opportunity to provide written and oral comments regarding the proposed rules. The State Board of Education will review all comments and respond accordingly. Updates to the rules will then be submitted for review as to form and legality and legislative oversight before final adoption.
In a world dominated by screens, Beech Hill School took a refreshing approach this summer with their screen-free summer program, offering K-7 students a four-week immersive experience focused on hands-on learning and community building this summer. Over 30 campers attended regularly, representing 45% of the school’s student population, making it a resounding success.
A key factor in the success of the program was the collaborative effort of Beech Hill School’s teachers and staff. From the outset, the planning and execution of the summer activities were a team effort, with educators pooling their expertise and creativity to design a program that would both engage and educate students without the use of technology. Their commitment to fostering a nurturing and dynamic learning environment was evident in all aspects of the program, from the lesson plans to the field trips.
The program began each day with a morning meeting, a familiar tradition at Beech Hill School that has long been used to foster a sense of community and connection among students and staff. Organizers of the program were dedicated to providing engaging activities that built foundational math and reading skills, while also offering team-building, physical education, and STEAM-related enrichment, all without the use of technology.
Each week of the program revolved around a different theme. Students explored “Space & Science,” where younger campers engaged in activities like skip-counting, scaling down the solar system, and a cosmic firework science activity. Another week, themed “Maine: Vacationland,” saw students diving into local culture and nature with trips to the Oceanarium and the Golf of Maine. A special highlight was listening to a guest reader who shared stories about Robert McCloskey, the author of Blueberries for Sal.
Visual and performing arts also took center stage during one of the weeks. Activities included puppet theater, performance poetry, and theater/improv exercises led by guest instructors from Penobscot Theater, the University of Maine, and the Grand Theater. The students even visited a local theater to watch other campers rehearse for a performance of Disney’s Frozen Jr.
This year marked the first time Beech Hill School expanded its summer program to include middle school students, creating a new initiative called “Summer Scholars.” Principal Nichole Pothier worked directly with students at the end of the 2023-2024 school year, gathering their input on interests, which led to a diverse range of activities. These included explorations in poetry, photography, crocheting, sewing, fishing, hiking, drawing, painting, wood-burning, and various sports.
With the assistance of high school student mentors, teachers and staff worked closely with students, guiding them through projects that encouraged critical thinking and creativity. Students were encouraged to take the lead in certain activities, which fostered a sense of ownership and responsibility among the campers. This collaborative dynamic was particularly evident in the middle school “Summer Scholars” initiative, where students had a say in the projects they pursued. The partnership between students and educators was crucial in creating a learning environment where students felt empowered to explore new ideas and develop new skills in a meaningful and personalized way.
The program was enriched by visits from community members who shared their skills and stories. A Beech Hill School alumna and entrepreneur stopped by to give a tour of her food truck and taught students how to make homemade strawberry shortcakes. Another parent, who is also a clinical mental health counselor, introduced campers to “breath work” techniques for managing stress. Local community members also led a “Project Pajama Pants” sewing experience while Ellsworth Eagle athletes engaged students in basketball activities.
The K-7 program culminated in a “Water Olympics” event, where campers celebrated their four weeks of learning, growth, and strengthened connections with their school community. The event was a fun-filled finale that provided the perfect end to a summer filled with creativity, learning, and screen-free adventures.
Beech Hill School’s commitment to providing a meaningful, technology-free summer experience, coupled with the collaborative efforts of teachers, staff, and students, has not only helped students develop new skills but also reinforced the power of community and face-to-face interaction in an increasingly digital world. The success of the program is a testament to what can be achieved when educators and students work together in a supportive and creative environment, and it promises to positively impact the school community as the new academic year begins.
This story was submitted by Beech Hill School. To submit a good news story from your school, please fill out this good news submission form.
The Maine Department of Education (DOE) is excited to announce a new learning series for the 2024-2025 school year.
Multi-tiered Systems of Support (MTSS) is not a one-size-fits-all solution. Its strength lies in its flexibility and ability to be tailored to each school’s specific context. While the core principles of MTSS—data-based decision-making, layered support, and continuous progress monitoring—are universally applicable, the implementation strategies and tools need to be customized to fit your school’s unique challenges and goals.
The tools you choose to integrate into your MTSS framework can make a significant difference. From assessing student needs to providing targeted interventions, the right tools can streamline processes, improve outcomes, and enhance overall effectiveness. Our MTSS Toolbox Series is designed with these complexities in mind. Each month’s session will focus on a different MTSS tool, offering you insights into how it can be used effectively within your own framework. Here’s what you can expect by participating in this series:
A New Tool Each Month: Each session will explore a specific MTSS tool, providing an in-depth look at its features, benefits, and applications. Whether it is a recommended text, an intervention strategy, or a new assessment tool, we’ll explore how each tool fits into a broader MTSS system and how it can be adapted to each school’s unique needs.
Practical Applications: Each session will focus on bridging theory into practice by highlighting tools that can be implemented to solve various instruction and intervention needs. Tools will be selected based on their ability to be implemented so that educators and students can benefit from their application.
Customization and Support: Because each school’s needs are different, this series will also address how each tool can be adapted to fit various contexts, from PK through Grade 12. The goal is to help you identify which tools align best with your specific needs and how to customize their use for maximum impact.
Interactive Learning: Engage with fellow educators, share experiences, and participate in cooperative learning. These sessions are designed to be interactive, allowing you to collaborate with your peers and gain insights from their experiences.
Participating in MTSS Toolbox sessions offers several key benefits.
Enhanced Understanding: Gain a deeper understanding of Maine’s MTSS Framework and tools you can use to implement the framework
Improved Outcomes: Learn how to integrate and modify these tools into your schools’ MTSS framework
Tailored Strategies: Discover how to adapt tools to meet your school’s specific needs
Professional Growth: Stay current with best practices in MTSS implementation and continuous school improvement
Below is a breakdown of the planned topics for each month. Sessions will be held monthly at 3:30 pm. Participants can register through the Maine DOE Professional Learning Calendar found at this link. You will need to register individually for each session that you want to attend.
September 11th, 2024:MTSS around the Maine DOE: BARR, SPDG, EASE, Count Me In, A-List, MLL, School Improvement – In this Toolbox session, participants will learn about all of the MTSS initiatives happening across the Maine DOE. Registration link.
October 2nd, 2024:Instructional Support Matrix Tool and Student Intervention Progress Note Tool – In this toolbox session, participants will get a first look at two Maine DOE-created implementation support tools: Instructional support matrix tool and student intervention progress note tool.Registration Link.
November 6th, 2024:All about Evidence-Based Improvement Tools—West Ed, a research organization specializing in research-based and evidence-based practices, offers some amazing capacity-building tools for improving evidence-based implementation. In this toolbox session, we will explore a few of these tools and discuss how they can be applied to your MTSS implementation framework. Registration Link.
December 4th, 2024: Field Trip! Exploring the SWIFT Center, University of Florida MTSS Modules, NIRN (National Implementation Research Network), and the IRIS Center – In this session, we will go on a virtual field trip to explore 4 exceptional websites focused on improving your skills for MTSS implementation. Registration Link.
January 8th, 2025:Funding (MTSS)—In this toolbox session, participants will explore various funding streams and ways to fund MTSS in their school. Registration Link.
February 5th, 2025: Continuous Improvement Processes: Instructional Rounds, 4-Step Problem Solving Process—In this toolbox session, we will explore two evidence-based practices for identifying and addressing practice and intervention planning’s implementation problems. Registration Link.
March 5th 2025:Books Talk: Suggested books for schoolwide MTSS Implementation – This session will feature (4) mini-book talks as we explore the uses and benefits of 4 highly valuable books for MTSS framework building and implementation: Effective Universal Instruction, Leading Equity-based MTSS for All Students, The Road to Success with MTSS, and Demystifying MTSS. You do not have to have read these books to join the discussion, but I welcome anyone who has read any or all of these books to join and enrich the conversation. Registration Link.
April 2nd, 2025:Exploring the Hexagon Tool—In this toolbox session, we will examine the Hexagon evaluation tool. This evidence-based tool assesses your capacity for evaluating, selecting, and implementing MTSS practices. Registration Link.
May 7th, 2025:Training Planning Template—In this toolbox session, we will examine a tool designed to support the necessary adult behavior change to implement MTSS Frameworks effectively. Registration Link.
June 4th, 2025:Action Planning—In this toolbox session, we will explore various action planning tools and templates that will help schools prepare for the upcoming school year and beyond. Registration Link.
For questions or for more information, please contact Andrea Logan, MTSS Specialist, at andrea.logan@maine.gov.
The Maine Department of Education (DOE) is joining the Institute for Educational Leadership (IEL) Coalition for Community Schools to celebrate Community Schools Coordinator Appreciation Week from September 15 to 21, 2024.
Who are Community School Coordinators?
Community School Coordinators are the key to successful community schools. Coordinators create, strengthen, and maintain the bridge between the school and the community. Community School Coordinators facilitate and provide leadership for the collaborative process and development of a continuum of services for children, families and community members within a school neighborhood. A Coordinator is often the “liaison” and “connector” for many different areas. Some of these include parent and family engagement, community engagement, youth development, health, mental health, after-school programming, early childhood, and aligning partnerships with academics.
“We are going beyond our four walls,” said Amanda Clark from Mt Blue School District. “Maine schools are providing a lot of these things and they are doing amazing work. I think, for us, the community school initiative and model gave us that extra layer of support to be able to provide the things we felt like we were missing.” Clark, alongside Cape Cod Hill Community School Principal Carol Kiesman and (former) School Nurse Justine Meader, worked together to tackle the role of Community School Coordinator in the first few years of implementing the Community School Model at Cape Cod Hill.
Why is it Important to Recognize Community School Coordinators?
The Community School movement has grown across the country to include more than 5,000 schools. Community School Coordinators work diligently to create and manage the partnerships that allow students to learn and thrive, and their work is the key to successful implementation of the Community School Strategy. Community School Coordinators create a strong, purposeful bridge between schools and communities and it’s their hard work and advocacy that push this movement forward. They deserve recognition and appreciation for all the work they do.
“When you are looking at student support, you are not just looking at what the supports are that the student needs right now; you have to look bigger, at what they might need outside the school, and what their families might need, and how that affects the whole school environment and the whole community outside,” said Jennifer Goodwin, Old Town Elementary School Coordinator. Goodwin has served as the Community School Coordinator since Old Town Elementary School set in motion its plan to become a community school in 2017.
What is Community School Coordinators Appreciation Week?
Community School Coordinators Appreciation Week encourages schools and community partners to honor and celebrate their Community School Coordinators. On Monday, September 16th, Community School Coordinators from schools across the state of Maine will be recognized for their work at the Hall of Flags in Augusta at 10:00am. We encourage those who interact with Community School Coordinators at their schools to let their Coordinators know their work is seen and appreciated and to lift up the role of Coordinators.
Maine Community Schools
In Maine, the Community School model was first recognized by Maine Legislative Action of the First Regular Session of the 127th Legislature (2015-2016) in the budget bill Public Law 2015, chapter 267. At that time, the Maine Department of Education (DOE) was authorized to fund a limited number of community schools established under 20-A MRSA Chapter 333. Currently, six schools in Maine receive funding from the Maine DOE to support their community school strategies: Cape Cod Hill Community School in New Sharon, Deer Isle-Stonington High School, Gerald E. Talbot School in Portland, Old Town Elementary School, Shead High School in Eastport and South Portland Middle School. In addition, several schools in Maine are implementing First 10 Schools and Community programs, which focus on early childhood family and community supports with the help of a Family Partnership Coordinator. In addition, the Maine Indian Education schools are implementing community school strategies through the Tribal Community In Schools program.
“When I see Talbot compared to other schools I have worked in, I feel like families see us as a resource, and they see us as a partner,” said Terry Young, Principal of Gerald E. Talbot School in Portland. Young works closely with Talbot’s Community School Coordinator.
Learn more about Maine’s Community Schools:
About the Coalition for Community Schools
The Coalition for Community Schools, an initiative of the Institute for Educational Leadership, is an alliance of national, state and local organizations in education K–12, youth development, community planning and development, higher education, family support, health and human services, government, and philanthropy as well as national, state, and local community school networks. The Coalition advocates for community schools as a strategy to leverage local resources and programs, and to change the look and feel of the traditional school structure to best meet the needs of children and families in the 21st century.
Effective behavioral threat assessment and management (BTAM) protocols in schools are an indispensable component of maintaining the safety and well-being of students, staff, and the entire school community. Threat assessment is not only about identifying potential threats but also about preventing violence and promoting a supportive environment where individuals feel safe to report concerns.
The Maine Department of Education (DOE) School Safety Center offers exclusive Comprehensive School Threat Assessment Guidelines (CSTAG) Training by Navigate360 in partnership with Dr. Dewey Cornell.
This training offers:
Improved Risk Identification: Empower team members with the knowledge and skills to identify and assess early warning signs and risk factors associated with threatening behavior, enabling timely intervention and prevention efforts.
Expanded Expertise: Build expertise within the team by providing specialized training on threat assessment principles, protocols, and nationally recognized practices, empowering members to effectively fulfill their responsibilities with fairness and fidelity.
Proactive Prevention and Intervention Strategies: Equip team members with proactive prevention and intervention strategies, enabling them to identify and address potential threats before they escalate into harm.
Effective CSTAG relies on well-trained multi-disciplinary teams and is compatible with Restorative Practices, positive behavior interventions and supports (PBIS), and multi-tiered system of supports (MTSS). Administrators, social workers, nurses, teachers, special education teams, transportation & facilities professionals, as well as psychologists and behavioral specialists are encouraged to attend.
CSTAG Level 1 training is available at any time to be completed online, individually, in about 3 hours. The 4-hour CSTAG Level 2 training is completed as a team and will be offered monthly via zoom or in-person.
A follow-up CSTAG Level 3 training is available for trained teams who would like a 2-3 hour refresher.
Shorter 60-90 minute modules are available for staff and law enforcement who will not serve on a BTA team but would benefit from understanding the process.
For questions about BTAM in schools, please contact Dr. Karen Barnes (karen.a.barnes@maine.gov). To enroll a multi-disciplinary team for training, Superintendents or designated proxies can contact Rebekah Sousa (Rebekah.Sousa@maine.gov).
The Maine Department of Education (DOE) and The Regulated Classroom (TRC) have named co-regulators to support educators across the state to support wellbeing and create safe and welcoming classrooms.
The first phase of the partnership included two-day training workshops specifically designed to enable educators to support staff in decreasing educator and student stress in the classroom through the application of the TRC™ framework. When phase 1 wraps up in September 2024, approximately 1,200 Maine educators will have attended Train-the-Trainer events hosted across the state.
Phase 2 introduces the sustainability of the TRC™ framework by providing additional training to a group of educators who completed Phase 1. These educators, the Lead Co-Regulators, will provide regional support to educators in implementing the TRC framework. The first TRC™ Lead Co-Regulators Workshop was held during the Maine DOE’s Annual Educator Summit.
The response to TRC™ training sessions from Maine educators was overwhelmingly positive, but many trainers found they needed more support. The success of the first phase of the partnership is evidenced in participants’ expressions of renewed faith that they can be successful in the classroom. The challenges educators face on a daily basis have been compounded in the wake of the pandemic. The right tools, resources, and supports have made a positive difference for educators.
The sustainability project establishes nine regional cohorts of educators who will, together, participate in a Community of Practice (CoP), providing in-person opportunities to share successes and brainstorm strategies to meet the challenges of practice. The intention of the CoP is to provide a continued framework of support for the new Lead Co-Regulators (LCR) working internally to support and train their colleagues throughout the schools of Maine in the TRC™ framework. Lead Co-Regulators were chosen through an application process occurring in late July. The intent was for each Superintendent Region to have two co-leaders from the region; however, due to the short turnaround of the application process and mandatory attendance at the August 8th training, some co-leads will be traveling to alternate regions, providing support for all nine regions.
All previously trained educators are invited to participate in three regional in-person CoPs. Lead Co-Regulators and the Maine DOE Events Calendar will notify them of those sessions.
Maine DOE Newsroom 