Throughout the 2018- 2019 school year, the Maine Department of Education, State Fire Marshal’s Office, Department of Health and Human Services, Maine State Police, Maine Sheriffs Association, Maine Chiefs of Police Association, and the Maine Emergency Management Agency will provide tips and resource information to Maine schools to help provide some guidance for identifying signs and preventing school violence.
Administrative Letter: #25 Policy Code: BGE To: Public School Administrators, Teachers From: Pender Makin, Commissioner Date: 11 June 2019 Subject: Amendments to Title 20-A, Chapter 508, Educator Effectiveness
On April 11, 2019, Governor Mills signed a law that makes important changes to Performance Evaluation and Professional Growth (PEPG) systems. The new law will go into effect 90 days after the current legislative session ends. Chapter 27, An Act to Amend Educator Evaluation Requirements, includes a number of changes.
Under the new law, school administrative units may choose to identify and include student learning and growth measures that they deem valuable in summative effectiveness ratings, but they are no longer required to do so.
SAUs must ensure or reconfigure their steering committee membership, such that a majority are teachers who are chosen by a representative of the applicable collective bargaining unit.
The law states that, “revisions to the performance evaluation and professional growth system made by the steering committee must be reached by consensus.”
The steering committee composition required in Chapter 27 will go into effect 90 days after the current legislative session comes to an end, likely near the start of the 2019-2020 school year.
The Department of Education is committed to a transparent and inclusive rule-making process for Chapter 180 that will begin in early fall of 2019, in preparation for the submission of the draft rules for consideration to the Committee for Education and Cultural Affairs in January, 2020.
Current law requires that student learning and growth measures must be a factor in a summative effectiveness rating until September 1, 2021. PEPG steering committees are encouraged to review their current PEPG systems, and the vision, mission, and goals of the district, to determine the measures of effectiveness they will implement beginning with the 2021-2022 school year. In addition, the committee should develop reasonable transition plans and timelines for any changes to the PEPG system, as determined by the steering committee, taking into consideration the existing evaluation cycle, and when summative evaluations will be completed.
Maine Department of Education is proud to share that our certification team continues to process a number of new certificates for those joining the education profession or who are seeking new endorsements. In addition, they have processed and issued renewed certificates to 48% of those whose certification is set to expire July 1, 2019. While their turnaround time is currently, and amazingly, around three weeks, we are concerned that there are still 2,869 certificate holders who have not yet submitted the required documentation and payment, and whose certification will lapse July 1! Please note that anyone renewing certification MUST fill out an online form and provide payment. Information on how to create an account or for instructions on how to submit the renewal application is provided here for your convenience.
FMI or for any questions, please contact our Certification Team at email@example.com.
The recovery of Q3’19 MaineCare Seed will occur in the July 2019 subsidy payment, and the Maine Department of Education is asking SAUs to review their reports by July 8, 2019 to ensure accurate adjustments to subsidy. SAU staff must review student by student claims on both the public and private MaineCare reports for Q3’19 by July 8, 2019.
To access the MaineCare Seed reports, please follow the instructions below.
Log into NEO using the link, https://neo.maine.gov/DOE/neo/Dashboard Anyone who currently has Special Education Director permissions to the Special Education module will automatically have permissions to access MaineCare reports. For security purposes, 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 firstname.lastname@example.org or 207-624-6896.
Click on the Student Data tab
Click on the Student Report tab
Select MaineCare in the Reporting Area drop-down
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 disagree that a particular student or time period should be on the report, please provide the reason that you disagree along with the following to Denise.email@example.com.
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.
(Pictured: Kindergarten teacher Heidi Sturgeon, pre-k teacher Olesia Pazdro, and Curriculum Director Suzanne Day from MSAD 55- Sacopee Valley, talk to the audience about their goals for their Birth – Third Grade Action Plan.)
The Maine Department of Education hosted a closing event of the 4-year Preschool Expansion Grant (PEG) that was awarded to Maine DOE in December 2014 by the US Department of Education. Eighteen states were awarded grants to support local school districts in the development of new preschool classrooms, and to expand access to high-quality, full-day pre-k programs for children whose families were at or below 200% Federal Poverty Level.
Maine used the grant to launch and expand pre-k programs for 13 districts in Maine, 8 of which used the opportunity to partner with local Head Start programs. The districts included RSU 12, RSU 13, MSAD 17, RSU 23, SAD 37, SAD 44, RSU 55, RSU 74, Cornville Regional Charter School, Cherryfield, Lewiston (Longley Elementary), Millinocket, Vassalboro. The 13 districts were chosen for their percentage of students with an economic disadvantage and willingness and availability to embark on the effort.
The grant allowed these districts to add or expand their pre-k classroom spaces and resources, hire and train needed teachers in using evidence based curricula and instructional practices, align appropriate assessment of pre-k students with kindergarten assessments, develop a plan for kindergarten transition, and form a community literacy team, all as part of a long-term “Birth to Third Grade plan” that aligns with the districts’ strategic goals. The grant implementation was supported by grant coordinators at each of the participating districts, and trained coaches, all of whom were former Maine educators.
A cross-section of state employees from Maine DOE, Department of Health and Human Services (DHHS) and Child Development Services (CDS) worked collaboratively on this project, with facilitation provided by the Education Development Center (EDC).
Three years into the 4-year grant, tremendous improvements in child outcomes were celebrated, including:
76%-86% of children moved out of the high-risk identification in all developmental domains
76%-96% of children moved out of high-risk identification in literacy skills (predictive of kindergarten success)
53% of children moved out of high-risk identification in the Peabody Picture Vocabulary Test, which assesses receptive language and is a predictor of later reading success
The end of the year event was an opportunity for each of the participating districts to present their Birth to Third plans to their peers and to reflect on their successes, lessons learned, and plans moving forward.
The gathering included presentations by each participating district, who all began by sharing varied and often-times unique community challenges. For example, while some experienced a lack of licensed child care providers to connect with and engage families early on, another had migrant families with students in and out of school frequently. There were many other unique community characteristics shared, yet all of the districts had the common challenge of a high percentage of families facing economic disadvantage.
The common areas of focus for each Birth to Third Grade action plan included a focus on quality, shared teaching and learning practices, family engagement starting before children enter pre-k, a focus on positive transitions from pre-k to kindergarten, social emotional learning and trauma informed teaching.
The closing event was a successful day of presenting, idea sharing, and collaboration by early childhood educators from across the state who will now be able to continue their research based, and collaborative birth to third grade plans for district-wide success and beyond.