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.
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.
(Pictured: Display from Turner Primary for Read to Ride)
Summer vacation is a welcome break from the daily school routine for children and parents alike, but the summer months can be detrimental to students’ learning if young minds do not remain active. Summer learning loss is a well-documented phenomenon, particularly with respect to reading achievement. Students can lose up to three months of reading progress during the summer if they don’t keep reading. When combined across a child’s PK-8 school career, this can result in 1-2 years of lost reading progress.
Fortunately, the summer slide can be prevented or greatly reduced when students continue to read on a regular basis. By encouraging children to read for enjoyment from a variety of resources and to explore topics of interest, they continue to practice applying the skills they have learned, build their vocabulary, and widen their knowledge of the world. For students who are not yet reading independently, or just beginning to read, reading to and with parents is equally beneficial.
Once again this year, the Maine Department of Education is collaborating with the Freemasons of Maine to sponsor the Read to Ride Summer Reading Challenge for students in grades PK-8. The Maine Freemasons have generously donated 48 bikes with helmets as prizes for the Read to Ride Summer Reading Challenge. During the first three years of this initiative, thousands of Maine children completed the challenge of reading 500 minutes during the summer vacation. Maine DOE hopes to see this number grow even higher during the summer of 2019.
Any school with students in the PK-8 grade span may register to participate. Participating schools will collect documentation from students who have completed the challenge. They will hold school level drawings to select two students (one boy and one girl) whose names will be entered into the state level drawing to be held on September 25, 2019. Schools are encouraged to participate in this challenge, to coordinate it with any other summer reading challenges/programs they offer, and to consider soliciting their own local level prizes for students who complete the challenge. Find details and the link to register your school at the Read to Ride Challenge website.
The Educational Plant Maintenance Association (EPMA) of Maine is pleased to announce that they are seeking nominations for the A. Burleigh Oxton Award for Excellence.Nominations will be accepteduntil June 14, 2019.
We are looking for a custodial/maintenance employee who is recognized for exemplary job performance; is passionate about maintaining and operating your school building to ensure clean, safe and healthy learning and working environments; and serves as a role model for students. Your nominee will obviously be a dedicated employee who is known for going the extra mile to help students, staff and visitors to the facility.
Nominations will be accepted from school administration, school staff, parents, or school groups. There is no limit on how many nominations can be submitted.
All nominees and the potential recipients of the A. Burleigh Oxton Award for Excellence for 2019 will be notified by June 14th of their status. The selected nominee (award winner) and the three finalists will be invited to attend the 51st Annual Custodial and Maintenance Conference as our special guest. Our conference will be held on June 26 – 27, 2019 at Waterville High School in Waterville, Maine.
The 2019 recipient and all the finalists will be recognized at an awards ceremony during our closing luncheon on Thursday, June 27th.
The A. Burleigh Oxton Award for Excellence recipient will receive a plaque and a $300.00 college scholarship that will be awarded in their name to a deserving graduate in their district.
All Candidates must work in a custodial or maintenance position.
Nominations Must Include The Following.
Name and address of candidate
SAU name and address
Supervisor’s name and address
Name and contact information of person nominating
Explanation of why this candidate was chosen and what outstanding performance(s) led to the nomination.
Any community contribution or activities this person is involved in
Three references: name, address and phone number
Send nominations to: Mr. Andrew R Madura, Director of Facilities SAD #61-Lake Region Schools 900 Portland Road Bridgton, ME 04009 Email nominations accepted at: firstname.lastname@example.org