Orono Middle School Teachers use Federal Funding for Summer Program Focused on Social Emotional Student Needs

A new summer program was created at Orono Middle School that focuses more on the social emotional needs of our students while integrating academics into fun and engaging opportunities for learning. The program was open free of charge to any student that wished to participate. The program had a profound impact on students and teachers alike modeling, establishing, and strengthening relationships, and setting foundations for the critical learning that awaits as we start a new school year.

The program began during the summer of 2021. Orono Middle School teachers and staff developed and coordinated a unique summer program at Orono Middle School. That year, COVID funding definitely played a key role in launching the program which included the purchase of materials for a wide variety of activities, as well as the creation of a new school-community garden. The program allowed students to select from a variety of activities offered each day in a heterogeneous group format and each day, students were given a healthy bagged lunch free of charge.

Due to the success of the program and remaining funds, we were fortunate to keep the same program this summer. Though we had minimal funding for supplies, we were able to use supplies from last summer and/or supplies from our classroom. With one year under our belts, this summer proved to be even more successful with nearly 30 participants each week! We know that funding for summer programs is typically allocated to students with identified needs in their IEP, however, this program was developed to have an impact on ALL–and that impact was significant! The program met the social, emotional, mental, and physical needs of the students as well as applying academic skills and helped to support many students to become more confident and prepared for the academic school year.

The Program was flexible allowing students to attend when it best fit their schedule. Many students attended every day; some made it for 2 weeks and, for others, just a few days. Regardless of when they attended, joining was seamless and students were able to be with different peers in activities they chose to explore. Organizers also made the program Intentional with Purposeful Learning Experiences. The activities were organized and well planned to provide a positive learning experience for each student. The daily choices (3-5 per 3 separate sessions) were organized to include a wide array of activities and skill level entry points to make the experience equitable for all students.

Activities offered during the 5-week program included: fishing, nature walks and hikes, cooperative games, cooking, gardening, 3-D printing, tabletop games, weight lifting, design + make buttons, hike in Bangor City Forest, coding, art projects, engineering challenges, construct + paint bird houses, dissect owl pellet, theater games/activities/performances. pressed flower projects, design + make comics, reading + discussing comics, intramurals, volunteering at The Bangor Humane Society, and design + paint stepping stone for school garden.

Parents were very grateful for the program’s flexibility, structure and daily activity options. Here are some of their comments:

“He seems to look forward to going to school in summer, which is not his usual attitude about it! Thank you for your planning and working with these kids, I think this enrichment is excellent.”

“Student” had a really good time. So good, in fact, that we’re talking about shifting our plans around this summer to try to get her more time there, although we haven’t figured out how possible that is yet. But regardless, I hope it speaks highly of what an excellent experience you all crafted there this past week!” (She was able to make it back for the last 1.5 weeks).

“The main benefit for my child was to meet some of the teachers and students in the Orono school system. She is transferring from Old Town this fall. I think she enjoyed the art and cooking activities the most. The biggest benefit was to build her confidence going into the upcoming school year.”

“As a result of strengthening her friendships with her peers at the summer program, she gained the self-confidence to walk around town by herself and with her friends.”

“She got to do lots of fun activities while getting her reading instruction”

“I can’t say enough good things about this experience for my daughter. She is excited and confident about attending middle school now. She found a new activity that she is excited about (weightlifting!) . . .This is probably the most positive and important experience that we’ve ever participated in at RSU 26. I can’t stress enough how much we loved this program. She actually skipped a week at a basketball camp that we had already paid for to attend this, and I decided that was okay because she was having such a great experience!”

Middle school students are striving for independence and they want to have a say in what they do. They thrive in a place where they feel they belong and have a purpose. The grade-level lines are blurred in the summer program. They are just kids who have similar interests and/or who are eager to try new things. Groups are almost always multi-grade. The sessions were designed to foster independence with students completing their own weekly schedule and becoming strong self-advocates when they needed help. Students gained confidence by taking risks and trying new activities. They broke away from their typical peers having the confidence and feeling safe to try new things on their own. Students applied problem-solving skills in each session whether it was adjusting a recipe or figuring out an engineering challenge. Students worked with each other to build structures, complete physical tasks, prepare original productions, and collaborative problem-solving. One thing’s for sure, “summer school” at Orono Middle School definitely doesn’t mean what it used to!

Special thanks to Jessica Archer (science teacher) who was the program coordinator and to the teachers leading the various activities including Deb White (social studies teacher) Julie Anthony (art) Chris Gray (science and social studies) Tracy Deschaine (math) and education technicians Rob Saintard and Teena Thibodeau. Thank you for all you do!

SpiritSeries Maine ARP Grant Opportunity to Support Academic and Social Emotional Learning Loss

We are excited to kick off the Maine Department of Education – SPIRIT SERIES partnership with SpiritCorps, their three week, project-based, writing and self-discovery program designed for students from 7th to 10th grade.

“I’ve been having wonderful conversations with teachers and administrators around the state about SpiritCorps and its power to support, engage and inspire students while bringing joy back to teaching. It is a great vehicle to help address both academic and social-emotional learning loss and build 21st century skills, such as critical thinking, creativity and collaboration.” – Christina O’Neal, Director of Program Partnerships for SPIRIT SERIES

The personal stories of Courage, Conscience and Compassion that students craft, record on video and share with their classmates can be a profound experience, building confidence, strengthening connection and fostering community. Our 2022-23 calendar is filling up fast, but plenty of slots remain available. Participating schools are given a 100% scholarship in the first year, thanks to DOE partnership and a federally funded DOE grant. SPIRIT SERIES has successfully delivered programming in Maine since 2014, serving over 6,000 students in more than 20 partner schools. We now look forward to bringing our interdisciplinary storytelling program to schools across the state. “I would absolutely recommend Spiritcorps to any educator. It was easy to use. It was fun for the students. It was great! I think that the process is so well organized…It was so easy from an educator’s perspective to integrate this curriculum into my classroom and have it feel organic.” – Scott Arritt, Gr. 7/8, Durham Community School

To learn more about the program, take a look at this short video Introduction to SpiritCorps. For further information and/or to schedule an engagement at your school, make an appointment with us on our calendar (scroll below video) or email Christina directly at coneal@spiritseries.org.

WEBINAR: The Role of Public Health Officials in Supporting School Safety Efforts

The U.S. Department of Education, Office of Elementary and Secondary Education, Office of Safe and Supportive Schools and its Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center will host a Webinar on Tuesday, September 6, 2022, from 12:00 p.m. to 1:00 p.m. ET. This Webinar will highlight the role of public health officials in supporting school safety efforts at the local level.

The objectives of this 60-minute Webinar are to

Demonstrate the importance of developing a collaborative planning team to support emergency operations plan (EOP) development, as outlined in Step 1 of the six-step planning process detailed in the Guide for Developing High-Quality School Emergency Operations Plans.
Discuss the role that public health officials in the local community play in implementing the National Preparedness System mission areas — prevention, protection, mitigation, response, and recovery — at K-12 schools as well as their role in the before, during, and after phases of a potential emergency at a school or an emergency that involves a school.
Share resources to support education agencies in preparing for all hazards and all threats during National Preparedness Month and beyond.

Register on the REMS TA Center Website to participate in the Webinar!

Presenters:

Centers for Disease Control and Prevention: Lisa Barrios, Senior Advisor for School Preparedness

REMS TA Center: Janelle Hughes, Project Director

Web Chat: You are invited to participate in a Web chat, immediately following the Webinar, on the REMS TA Center’s Community of Practice (CoP) where presenters will continue to answer your questions. Create a CoP account now, and tune in at 1:00 p.m. ET on September 6.

Questions About the Event? Contact the REMS TA Center Help Desk at 1-855-781-REMS [7367] or info@remstacenter.org from 9:00 a.m. to 5:00 p.m. ET, Monday through Friday.

Can’t make the live event? This Webinar will be archived on the REMS TA Center Website within 7 business days.

WEBINAR: Preparing for a Safe School Year – Back-to-School Safety for K-12 Schools

Please join the Federal School Safety Clearinghouse on August 30 at 2:00 PM EDT for an informational webinar on back-to-school safety featuring guidance, best practices, and resources for kindergarten through grade 12 (K-12) schools.

The session will be held in coordination with the U.S. Department of Education and the Center to Improve Social and Emotional Learning and School Safety.

The webinar will provide an overview of various topics that school personnel should consider when welcoming students back to school while looking to support the safety, security, and wellbeing of all students.

The discussion will feature additional school safety-related resources available through SchoolSafety.gov, as well as a Q&A session.

When: August 30, 2022, 2:00 PM to 3:00 PM EDT
Where: Webex (access link to be provided one day in advance of the event)
For: K-12 School Superintendents and Principals; School and District Administrators; Teachers and School Staff; School Counselors and School Psychologists; Emergency Managers; Parents
Registration: https://FSSCbacktoschoolwebinar.eventbrite.com

If you have any questions, please contact the School Safety team at SchoolSafety@hq.dhs.gov.

U.S. DOE Opens Applications for $6 Million Project Prevent Grant Program Grant to Support School Safety

The U.S. Department of Education (U.S. DOE or Department) has posted a Notice Inviting Applications for the Project Prevent Grant Program, which will award more than $6 million to local educational agencies (LEAs) – this includes Maine school administrative units (SAUs) – impacted by community violence. As part of the Biden-Harris administration’s broader commitment to school safety and addressing youth mental health the Department will provide schools the necessary resources to combat community violence and ensure a safe learning environment for students, families, and educators. Following the signing of the Bipartisan Safer Communities Act, the Department will be announcing additional resources for schools in the weeks ahead.

Project Prevent grants will expand the capacity of LEAs to implement community- and school-based strategies to help prevent community violence and mitigate the impacts of exposure to community violence. With these funds, LEAs can increase their capacity to identify, assess, and serve students exposed to community violence, helping LEAs to (1) increase student access to mental health services; (2) support conflict management programs; and (3) implement other community- and school-based strategies to help prevent community violence and to mitigate the impacts of exposure to community violence. As the Department works to address opportunity and achievement gaps, Project Prevent will deliver more resources for communities in need.

“When our students are exposed to community violence and experience trauma, their learning, their mental health, and their overall wellbeing are affected. We must do everything in our power to prevent and address community violence and wrap our children in the supports and services that can help them overcome any barriers to their success,” said U.S. Secretary of Education Miguel Cardona. “The availability of these new federal dollars will be transformative for our children and our communities. Together, we can give every student—especially students who need the greatest supports—what they need to learn, grow, heal, and thrive.”

Research has demonstrated that community violence is a risk factor for facing an adverse childhood experience (ACE), such as abuse, neglect, witnessing violence, or having a family member who is incarcerated, and has an impact on future violence and victimization in a community. ACEs can increase risk among children and youth to experience depression, anxiety, and post-traumatic disorders; have difficulty in, or disconnect from, school and the workforce; and engage in delinquency or violent acts, potentially perpetuating the conditions that contribute to a cycle of community violence.

Community violence is a significant public health, public safety, and community infrastructure concern nationwide and is a leading cause of death, injury, and intergenerational trauma for people in the United States. Community violence imposes enormous human, social, and economic costs, including disruption to employment and hindering a community’s social and economic development.

The FY22 Project Prevent Grant Program has a focus on partnerships with community-based organizations to mitigate the impact of community violence on students and families implementing community and school-based strategies. Local educational agencies, or consortia of local educational agencies are eligible to apply for these grants. The Department is especially interested in programs that support children and youth from low-income backgrounds. With the right investments and supports, the impact of these experiences can be mitigated in ways that help our children and youth thrive.

The Notice Inviting Applications is available here. For further information/questions contact ProjectPrevent@ed.gov.

NMRC/PAE Education Academy Program Accepting Applications

A new Education Academy offered at Portland Adult Education is now accepting applications. The Education Academy prepares people who were teachers in their home country to be teachers or educational technicians here in Maine.

The Portland Public Schools launched the Education Academy as part of the Teach Portland initiative in January 2022 to build and diversify its educator workforce. This new intensive program, targeted specifically at foreign-trained teachers, will be offered by the New Mainers Resource Center (NMRC) at Portland Adult Education starting Jan. 7. It is designed to build on the skills and experience that these teachers bring with them from their home countries.

The Education Academy will combine coursework with intensive English and a student classroom experience. It will prepare students in the program to work as educational technicians and substitute teachers. It will also provide the guidance and support they need to ultimately apply for and pursue teacher certification. Students may be eligible for scholarships and other supportive services that will help them with the costs of any college courses they may need for teacher certification.

Education Academy which is now accepting applications for classes that start this September.

This program prepares people who were teachers in their home country to be Teachers or Educational Technicians here in Maine
It is also a good program for people with other backgrounds and degrees who are interested in entering the teaching profession
It provides an overview of education in the US including: classroom management, teaching methods, becoming a Maine educator, and teaching exceptional students
The program includes a practicum, or practical experience in a classroom, and also advice and assistance applying for teacher certification and jobs

Here is a link to more information about the program and its requirements: Education Academy Slideshow.

Here is a link to the Education Academy Application.

For more information about the Education Academy, go to the New Mainers Resource Center website at: www.nmrcmaine.org or call Portland Adult Education at: 207-874-8155

Bangor High School Teacher Named Maine’s 2022 State History Teacher of the Year

The Gilder Lehrman Institute recently announced the 2022 State History Teachers of the Year from elementary, middle, and high schools across the nation, including Geoffrey Wingard of Bangor High School who was named Maine’s 2022 State History Teacher of the Year.

Wingard has been teaching in public schools for 21 years – all of which have been at Bangor High School where he currently serves as the History Department Head. “Finding my role as a high school teacher was a gift,” said Wingard. “I really enjoy the content that I get to teach, and I love helping my students become better citizens and scholars.”

The History Teacher of the Year Award highlights the crucial importance of history education by honoring exceptional American history teachers from elementary school through high school. The award honors one K–12 teacher from each state, the District of Columbia, Department of Defense schools, and US Territories. In fall 2022, ten finalists for the National History Teacher of the Year will be announced.

“I think the thing I most enjoy about teaching history, and really teaching in general, is the collaboration I’m able to engage in with both colleagues and students,” said Wingard. “A story I use to illustrate the power of this approach has to do with a student who was enrolled as a ninth grader in my required World Geography class. He also took other social studies classes when he was not enrolled with me. I saw him again as a tenth grader in US History and again as a Senior in my AP Human Geography course. At the end of his high school career, he shared with me that the reason he had taken so many classes from our department was that every teacher he met, whether he was enrolled in their class or not, was willing to help him learn. He had found a community that supported him. I’m grateful to have been part of that community.”

Wingard shared that while the recognition as a Gilder Lehrman HTOY is a wonderful honor, it has also made him a more self-reflective and thorough teacher. Going through the process of articulating teaching philosophy and sharing lesson and unit plans has made him a better teacher and has created a space to become more thoughtful and a more intentional teacher of history.

“We are teaching in a particularly challenging time, a time when many of our foundational beliefs about teaching as a profession and beliefs about our history are being challenged. It is a powerful gift to be able to guide young people in their development as critical thinkers at this time and I hope teachers have a sense of pride and commitment regarding their role in shaping the next generation,” added Wingard.

In order to be considered for the History Teacher of the Year award, eligible teachers must first be nominated by a colleague, parent, or student. After receiving a nomination, teachers must submit a resume, teaching materials, and a letter of recommendation to be considered for the state award. History Teacher of the Year winners are selected by a committee of educators and education professionals in their state. For more information on the award process, visit the Gilder Lehrman Institute website.

eWorkshop: Virtual Professional Learning Community for Administrators

The Maine Department of Education (DOE) welcomes all school and SAU-level administrators to participate in an eight-part virtual professional learning community (VPLC) this fall. The VPLC will center on the WIDA asynchronous eWorkshop “School Improvement Planning for the Equitable Education of Multilingual Learners.” This eWorkshop will introduce school leaders to leadership principles and practices to provide equitable educational opportunities for multilingual learners, based on a distributive leadership model.

Participants will complete the eWorkshop independently and then come together with their colleagues and facilitator Robin Fleck, ESOL Consultant, to reflect and discuss what they have learned. The eWorkshop includes eight modules that take about 45 minutes each to complete.

During the eWorkshop, participants will have an opportunity to explore effective leadership practices that aim to:

create and maintain an inclusive, school-wide learning environment focused on multilingual learners;
promote effective instructional practices for multilingual learners;
leverage multiple resources and build capacity for staff to meet the needs of multilingual learners; and
collaborate with families and the local community to enact school improvement solutions.

Videos, readings, and opportunities for reflection, as well as suggestions and resources for team planning activities are included. At the end of the eWorkshop, participants will be introduced to the WIDA SIS, an online- school improvement assessment tool that can be utilized in the school improvement process to prioritize learning opportunities for multilingual learners.

If you’re interested in participating in this VPLC, submit your contact information and scheduling preferences here. Recognizing the challenges of an administrator’s calendar, we will schedule the sessions between mid-September and mid-November, according to the availability of everyone who would like to participate.

There must be a minimum of eight registrants in order for the VPLC to be held. If you have any questions, contact Robin Fleck at robin.fleck@maine.gov.

New Student Member Appointed by Governor Mills to the Maine State Board of Education

The Maine Department of Education (DOE) and the Maine State Board of Education announced the newest student member of the Board and newly elected officers.

The Board consists of nine members appointed by the Governor along with two nonvoting student members appointed by the Governor. Board members serve staggered, five-year terms and nonvoting student members serve staggered, two-year terms.

New Maine State Board of Education Student Member:

State Board Student Member

Ryan Hafener

Ryan Hafener of Hampden was appointed to the State Board of Education as a student member in May 2022. He will fill seat 10 in the second congressional district. Mr. Hafener is currently a Junior at Hampden Academy where he is an honors and AP student. He is an active member of his school community and is a member of many extracurricular activities including Hampden Academy Student Council, the Tennis Team, Key Club, Spanish Club, Jazz Band and the Beekeeping Club. Mr. Hafener is also a natural leader having been involved in organizations such as the Boy Scouts of America, Key Club International and was a volunteer at the Bangor Challenger Learning Center, which is a nonprofit organization that focuses on teaching elementary and middle school-aged children the importance of STEM, and as Ryan notes, “an endeavor he is very passionate about”. Ryan’s excellent academic profile, civic-engagement and community leadership will lend a positive prospective to the State Board of Education.

Committee appointments: Student Voices Committee

New Officers Elected to the Maine State Board of Education

At the June 15, 2022 State Board of Education Meeting, the Board re-elected Fern M.Y. Desjardins to serve as Chair of the Board and elected Paulette Bonneau to serve as Vice Chair of the Board for a one-year term beginning July 1, 2022 to June 30, 2023.

Fern Desjardins of St. Agatha was appointed to the State Board of Education in April 2018. She has served on the School Construction Committee (currently Chair), Certification & Higher Education Committee, Legislative Action Committee, Maine Charter School Commission and a number of other committees of the State Board. She represents the State Board on the Maine Education Policy Research Institute Steering Committee and on other education committees. Desjardins was elected to the Board of Directors of the National Association of State Boards of Education in June 2019 and has served on a number of their committees, including being chair of their Public Education Positions Committee. She was elected secretary-treasurer of the organization in October 2021 for a two-year term. Desjardins worked for 43 years in RSU 33/MSAD 33 as a teacher, elementary school principal, and superintendent of schools before retiring in 2017. She has taught graduate level courses for UMaine as an adjunct faculty member, worked as a facilitator for school systems, and served on various committees and special projects of the Maine DOE where she proudly continues to serve on the Multilingual Learner Advisory Council. She holds a Doctoral Degree in Educational Leadership and a Master’s Degree in Language Arts from UMaine, a Certificate of Advanced Studies in Educational Leadership from USM, and a Bachelor of Science in Elementary Education from UMFK. “It is an honor and true privilege for me to continue serving as Chair of the State Board for a second year. I am humbled by this outstanding opportunity to lead a board of very dedicated individuals committed to providing policy leadership and support for effective schools so all students are prepared to succeed in school, work, and life,” stated Desjardins.

Paulette Bonneau of Biddeford was appointed to the State Board of Education in June of 2021. She serves seat 7 in the first congressional district. Ms. Bonneau attended Stonehill College and received her bachelor’s degree in Psychology. Upon graduating, Ms. Bonneau became a Licensed Clinical Social Worker focusing on Mental Health and Substance abuse. At the same time, Ms. Bonneau also worked as a School Social Worker at the John F. Kennedy School supporting students and their families from grades 3-5. In 2004, Ms. Bonneau was awarded her master’s in Social Work from the University of Michigan and in 2006 received a Graduate Certificate of Advanced Studies in Educational Leadership/Administration from the University of Southern Maine. Shortly before getting her Graduate Certificate, Ms. Bonneau transitioned into the position of Assistant Principal at the John F Kennedy School and the Biddeford Intermediate School. Once again, she transitioned in 2007 into the role of Principal at the John F Kennedy School and remained in this role until 2015. From the John F. Kennedy School, Ms. Bonneau moved to her current position as the Director of the Biddeford Regional Center of Technology. Outside of her work, Ms. Bonneau is a member of the Biddeford Workforce Development Committee, the Maine Association of Adult Education, the Coalition on Adult Education, the York County United Way Early Child Development Committee and the CTE-EPS formula work group.
Committee appointments: Career & Technical Education Committee, Board Effectiveness Ad Hoc Committee (chair), and Legislative Action Committee.

Lewiston Uses ARP ESSER III Funds to Support Students Experiencing Housing Instability

Amelia Lyons, DOE McKinney-Vento State Coordinator, had the opportunity to visit Lewiston Public Schools with their district McKinney-Vento liaison, Dan Sansoucy to support in their programming for students experiencing housing instability.

McKinney-Vento is a federal program for all students in public schools in the country, Pre-K through graduation, who might not have a stable place to live, including families who are staying with others due to a loss of housing, staying in hotels, motels, campgrounds, shelters, cars, public spaces, or substandard housing. McKinney-Vento can provide support with transportation, meals, school supplies, referrals, and other support. If you think you know a family who may qualify, connect with your school and ask for the local liaison. If you would like to learn more, call Amelia Lyons at 207-557-1787 or amelia.lyons@maine.gov

The Lewiston School Department is dedicated to providing educational equity and excellence for all students experiencing homelessness. They have a partnership with the Store Next Door, which provides supplemental services to help eliminate barriers to education for youth and families experiencing high mobility and homelessness, living within Lewiston, by addressing students’ basic needs. The Store Next Door Project provides tangible items such as new and gently used clean clothing and footwear, winter coats and boots, backpacks and school supplies, underwear and socks, toiletries and hygiene products, household goods and cleaning supplies, laundry facilities, showers, gas cards and bus/cab vouchers, food, Lewiston High School logo items and sports team gear. Lewiston has used ARP ESSER III funds to refurbish space at the Longley building to offer student support services- currently the home base for the Store Next Door. This space will provide a much needed opportunity for students to access resources including academic support services, counseling, food services, clothing assistance, community resource information, and more.

The Lewiston School Department also hosted outreach events to connect with families during the summer months, using ESSER funds. Canvas and event outreach has offered opportunities for school staff to check in on and stay connected with our identified homeless youth and their families as well as promote summer student support services and academic opportunities.