Maine Career Development Association Hosts Art & Poetry Contest for Maine Students

In celebration of National Career Development Month in November, the Maine Career Development Association is sponsoring a statewide Poetry & Art contest, that is open to students and adults state-wide.

The Contest is held annually on a national level in celebration of the importance of life-long career development and the personal empowerment of all people. Events and activities in celebration of National Career Month help examine lives, careers, and the alternatives available to increase everyone’s personal success and happiness.

Contest Eligibility

Adults and students enrolled in public, private schools in Maine, and students who are homeschooled in Maine are eligible to participate.

Contest division areas include:

Primary Grades: K – 2
Intermediate Grades 3 – 5
Middle Grades 6 – 8
Senior Grades 9 – 12
Adult Student 18 and older enrolled in school
Open Adult 18 and older (teachers, parents, professionals, etc.)

Each entry should celebrate and inspire career development with a positive tone while emphasizing the national theme.

For further information on how to participate in the contest including eligibility requirements for both poetry and art submissions and how make submissions, please view the Maine Career Development Association’s Art & Poetry Contest Flyer and Entry Form.

Winners in each category will be posted to the MCDA website (https://www.mainecda.org/) as well as included in the MCDA newsletter! Winners will then be sent on to the NCDA to be judged nationally. National winning entries will be recognized on the NCDA website, as well as on display at the annual conference in Atlanta in 2021. The school coordinator of each state winner will receive a free year’s membership to the Maine Career Development Association!

DEADLINE: All submissions must include the official entry form, be postmarked by November 23rd, and mailed to Tara Kierstead, MCDA K-12 Representative, at the address on the entry form.

Please email Tara Kierstead at tkierstead@kidsrsu.org with any questions.

Get to Know the Maine DOE Team: Meet Emily Doughty

Maine DOE Team member Emily Doughty is being highlighted this week as part of the Get to Know the Maine DOE Team. Learn a little more about Emily in the brief question and answer below.

What are your roles with DOE?

As the Educator Effectiveness Coordinator, I work closely the Higher Education and Educator Support Services Team on initiatives related to educator recruitment, retention, and recognition. This includes overseeing Rule Chapter 180, collaborating with Higher Education partners, fostering opportunities for leadership development, strengthening mentor programs, and acting as a Department liaison for a variety of educator recognition programs (Maine Teacher of the Year, Milken Educator Award, RISE Award, and Educator Talent Pool).

What do you like best about your job?

While there are many aspects of my work that I love, my favorite has been the opportunity to meet so many educators and educational advocates over the past few years. It has been an absolute pleasure learning from colleagues, teachers, support staff, school leaders, higher education faculty, and community partners. I firmly believe that education should not happen in a silo and that the best outcomes for students come when everyone is working toward a common goal. I have a deep appreciation for the work that those in the field do each day to support Maine students.

What do you like to do outside of work for fun?

In a normal year, I would spend my spare time being a tourist in my own state. As someone who moved to Maine from “away”, I still have so much of the state that I have yet to see!

While I have remained closer to home this year, I enjoy spending time with my husband, tending to our garden, hiking new trails, frequenting farmer’s markets, playing backyard volleyball, and visiting my grandparents on Damariscotta Lake.

Resources for Celebrating Indigenous People in Schools

In recognition of Indigenous People and the upcoming Indigenous Peoples’ Day holiday, the Maine Department of Education (DOE) is sharing resources and information that educators and schools can use to integrate Native American history and culture into classrooms and school activities to celebrate Indigenous Peoples’ Day and to teach and honor our native culture year round.

Indigenous Peoples’ Day is celebrated across the United States on the second Monday in October, this year the holiday will be celebrated on October 12th.

The Maine DOE has continued to expand a collection of Maine Native American Resources that are available on its website including robust historical and cultural information that honor Native Americans, as well as resources that will help guide discussions about Indigenous Peoples and Native American Culture, including how to celebrate Indigenous Peoples’ Day in and outside of the classroom.

MEDIA RELEASE: Mills Administration Updates COVID-19 School Health Advisory System

Oxford and York counties remain yellow, all other counties remain green

AUGUSTA — The Mills Administration today released a special update to its color-coded Health Advisory System that classifies counties’ relative risk of COVID-19 transmission by color, and is provided to assist schools as they continue with their plans to deliver instruction and support students safely this fall.

As previously announced, the Maine Department of Health and Human Services (DHHS) and Center for Disease Control and Prevention (CDC) reassessed York, Oxford and Androscoggin counties one week early due to recent, concerning trends. Based on this assessment, York and Oxford counties remain yellow, and Androscoggin County remains green. All sixteen counties will be reassessed in one week.

While still elevated compared to other counties, both the two-week positivity rates and case rates in York and Oxford counties were slightly lower this week, compared to last week.

Androscoggin County will continue to be monitored closely. Cases continue to rise but the county’s positivity rate is relatively low at 0.9%.

Maine’s other 13 counties remain green.

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.

It is essential that school districts across the State of Maine continue to implement plans that adhere to the six requirements for returning to in-person instruction, regardless of their county’s red, yellow, or green designation:

Symptom Screening at Home Before Coming to School (for all Staff and Students) – Students (parents/caregivers) and staff members must conduct self-checks for symptoms prior to boarding buses or entering school buildings each day. Schools should provide information to families in their primary language to support them in conducting this check. Any person showing symptoms must report their symptoms and not be present at school. Schools must provide clear and accessible directions to parents/caregivers and students for reporting symptoms and absences.

Physical Distancing and Facilities – Adults must maintain 6 feet of distance from others to the extent possible. Maintaining 3 feet of distance is acceptable between and among students when combined with the other measures outlined in this list of safety requirements. 6 feet of physical distancing is required for students while eating breakfast and lunch, as students will be unable to wear masks at that time. A “medical isolation space” (separate from the nurse’s office) must be designated for students/staff who exhibit COVID-19 symptoms during the school day. Adequate ventilation is required for classrooms, with schools having flexibility in implementation such as using properly working ventilation systems or outdoor air exchange using fans in open windows or doors. Groups in any one area, room, or classroom must not exceed the Governor’s gathering size limits.

Masks/Face Coverings – Adults, including educators and staff, are required to wear a mask/face covering. Students age five and above are required to wear a mask/face covering that covers their nose and mouth. Masks are recommended for children ages two to four, when developmentally appropriate. Masks/face coverings must be worn by all students on the bus. Face shields may be an alternative for those students with documented medical or behavioral challenges who are unable to wear masks/face coverings. (Updated 8/12/20). The same applies to staff with medical or other health reasons for being unable to wear face coverings. Face shields worn in place of a face covering must extend below the chin and back to the ears. An exception for wearing a mask or face shield applies only to an individual participating in voluntary school sports during vigorous physical exercise. (Updated 09/09/20). Nothing in this framework’s mask/face covering requirements should be interpreted as preventing a school from making accommodations on an individualized basis as required by state or federal disabilities laws.(Updated 9/15/20)

Hand Hygiene – All students and staff in a school must receive training in proper hand hygiene. All students and staff must wash hands or use sanitizing gel upon entering the school, before and after eating, before and after donning or removing a face mask, after using the restroom, before and after use of playgrounds and shared equipment, and before and after riding school transportation.

Personal Protective Equipment – Additional safety precautions are required for school nurses and/or any staff supporting students in close proximity, when distance is not possible, or when student require physical assistance. These precautions must at a minimum include eye protection (e.g., face shield or goggles) and a mask/face covering. Classrooms and/or areas that have been used by an individual diagnosed with Covid-19 must be closed off until thorough cleaning and sanitization takes place.

Return to School after Illness – Sick staff members and students must use home isolation until they meet criteria for returning to school.

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 as a way 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 this fall. 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 is scheduled for Friday, October 9, 2020.

Friday, October 23

There is more to building trades than construction. In this workshop, you will learn about several factors that go into a build project – from engineering principles to electrical wiring, project management and so much more!

9:00 – 10:30 AM REGISTER HERE

4:00 – 5:30 PM REGISTER HERE

FMI contact Suzanne at 768-9635 or senechal@maine.edu OR visit our website. We are also on Facebook and Instagram @totallytrades.

Thank you to our Major Sponsors:

Maine Department of Transportation
Maine Department of Education

Get to Know the Maine DOE Team: Meet Emily Poland

Maine DOE team member Emily Poland is being highlighted this week as part of the Get to Know the Maine DOE Team Campaign. Learn a little more about Emily in this brief question and answer.

What are your roles with DOE?

Officially my role as School Nurse Consultant is to provide state-level leadership and professional development to school nurses. I also liaison with organizations that are involved with Comprehensive School Health and Nursing, and inform the public of rules and statutes related to school health services.

What do you like best about your job?

What I love most about my job is working directly with nurses from all over the state. School nurses can sometimes feel pretty isolated as they are frequently the only healthcare professional in a school. Being able to connect with them and connect them to each other is very rewarding as they support all of our Maine students.

How or why did you decide on this career?

I started working in a hospital setting as an RN many years ago and gave school nursing a try because I wanted a change. School nursing is such a unique profession and I haven’t looked back since. Having the opportunity to work at the state level to promote best practices, plan professional development, advocate for safe and competent care for all students has been an amazing challenge.

What do you like to do outside of work for fun?

I enjoy time with my family, knitting, reading, gardening, and spending outside in our beautiful state.

How Ashland District School has Adapted to Make Music Education a Priority

By Jonathan Simonoff, Visual and Performing Arts Chair for Ashland Community School

The Ashland District School (MSAD 32) music program tried really hard to keep a positive outlook during these difficult times. Instead of thinking “It’s too bad we can’t do this,” we tried to frame it as, “How great is it that we get to do this now?” We looked at our goals for each part of our Pre-K – 12 curriculum and tried to identify ways to still reach these goals in a safe but engaging environment. For some classes those changes were minimal but other parts of the program had a drastic overhaul.

For example, the youngest elementary grades have not changed much but some parts of instruction are being recorded so that vocal and instrumental songs can still be shown to the students. Those classes are also being taught in each grade’s homeroom now.

In the past, 4th grade students would use recorders as part of pre-band lessons. This year we are using ukuleles to try to hit upon these concepts. Each student has a ukulele they get to use in class that is sanitized after.

Our beginning band students have also seen a significant change. Since we are not starting any students on traditional band instruments, we have made use of keyboards and drum pads. The class has been put into groups and each student in 5th grade gets a weekly small group lesson on keyboards for note reading skills and drum pads for extra rhythm reinforcement. We are in week 3 of these lessons and so far, every kid is reading and playing very well. I do remind them that they will get a chance to try the band instrument they want but these skills will help them later.

Last year our middle school students usually would have the option of signing up for middle school guitar class or middle school band. This year the guitar class is still an option and the other class they can sign up for is middle school percussion, which focuses on reading and playing rhythms on a variety of traditional and non-traditional percussion instruments.

Perhaps the groups that have changed the most this year are my high school classes. Normally high school students would have the option of taking guitar class or high school band. The guitar class is still running as normal but high school band has changed significantly.

My ed. tech and I have developed an alternating multi-course option for my high school students. We rotate courses every other day and students were able to sign up for one course each day. The courses offered as follows – Piano Class, Percussion Class, Strings Class, Rock Band, Independent Study, or 1 study hall. For example, a student could take piano one day and strings the other day and they follow that schedule for at least a semester before potentially changing their courses.

The classes are pretty self-explanatory. Piano class (a very popular choice) is like a group piano lab. Percussion class has students spending time practicing rhythms and working on drum set techniques. Strings class is teaching students violin. Rock band (another popular choice) has students working with guitar, bass guitar, piano, and drum set to play modern music and independent study allows students to set up and achieve their own musical goals with check-ins with me to track their progress and give advice. For example, I have a few students working on playing the ukulele and using online guides to help them. I also have some students working on creating their own compositions. Study hall is a chance for students catch up on their other academics.

This set up comes with the understanding that students need to be self-motivated and disciplined since some of the time in class they are expected to work independently while myself or my ed. tech are working with other students. It has been very rewarding both for students and teachers to see progress being made and finding new ways to connect with and learn about music.

It also has been a lot of work to set up in terms of making sure we have enough keyboards and violins. We also are writing some of the music out by ear for students (particularly the Rock Band) to perform. But now that we are a month into school, things seem to be moving along nicely and I am very happy with how this year is shaping up!

This story was submitted by Jonathan Simonoff, Visual and Performing Arts Chair for Ashland Community School in collaboration with Jason Anderson, Visual and Performing Arts Specialist for the Maine DOE as part of the Maine Schools Sharing Success Campaign. To submit a story or an idea email it to Rachel at rachel.paling@maine.gov.

Webinar to Assist with October Student Data Submission

To assist those who are responsible for the important task of reporting October student data to the Department of Education, the DOE Data Team will be holding a webinar on Tuesday, October 6th from 1 pm to 2 pm.

This webinar will focus on how to complete, validate, and certify the October Student Data Reports. If you are tasked with editing, validating or certifying the any of the following October Student Data Reports for your School Administrative Unit (SAU) or school, you are encouraged to attend.

October 1st Student Enrollment Count (formerly titled EPS Enrollment)
Special Education Child Count EF S 05 Part 1
CTE October Student Count

All of these reports and their subsequent counts are used to allocate and distribute state and federal funding to school districts. It is vital that these counts are correct, and the reports are submitted accurately and on time.

Please click here to register.

If you have any questions, comments or concerns in regards to this webinar, please do not hesitate to contact us at the MEDMS helpdesk at MEDMS.Helpdesk@Maine.gov or (207) 624-6896.

Fulbright Forum Celebrating Global Education: Focus on K-12 Teachers, Higher Education, and Teacher Exchanges

October 24, 2020 is the 75th anniversary of the founding of the United Nations, and 2021 will also be the 75th anniversary of the Fulbright Program! What a perfect opportunity to focus on a segment of our alumni and friends who have been recipients of awards that target support of global education, distinguished achievement in the realm of teaching, and international teacher exchange, such as Distinguished Awards in Teaching (DA T), Teachers for Global Classrooms, and English Teaching Assistant (ETA ).

The Oct. 24 virtual event will feature an informational session and overview provided by Outreach & Recruitment of the Institute of International Education (IIE) and the International Research and Exchanges Board (IREX), Washington, DC, of the types of Fulbright awards that are available to U.S. teachers of early, secondary, and higher education. A panel of recently returned alumni will address the value and impact of their awards. Additionally, a panel of representatives from area colleges will discuss global teacher exchange programs at their respective institutions.

Saturday, October 24, 2020 • 9:30-11:30 a.m. • On Zoom

9:30 a.m. • Music Introduction with Fulbright Alumni Timothy Burris & Lauren Crosby
10:00-11:30 a.m. • Speakers and Panelists
Introduction by Elaine Potoker, President, Maine Fulbright Chapter
Kirsten Brewer, Panel Moderator, Chair of Marketing Committee

Speakers:

Emily Dudley, Deputy Project Director for Fulbright Teacher Exchange Programs at IREX
Lee Rivers, Outreach and Recruitment Specialist at the Institute of International Education

Panelists:

Lillian Eckstein, English Teaching Assistant, Spain 2018-19
Guy Hamlin, Fulbright Teachers for Global Classrooms, Indonesia 2018
Miranda Richman, English Teaching Assistant, South Korea 2019-20
Erin Towns, Fulbright Teachers for Global Classrooms, Kazakhstan 2012-13
Dr. Linda Beck, Fulbright Hays Scholar, Senegal 1992
Dr. William Lindblad, Husson University
Dr. Joanne Williams, University of Southern Maine

Reserve Your Seat Online. This event is free and open to the public.

The Maine Chapter of the Fulbright Association gratefully acknowledges the support of Bangor Savings Bank in sponsoring this event. This event is also brought to you in part by the Bureau of Educational and Cultural Affairs of the U.S. Dept. of State.

For more information, contact the Maine Fulbright Association, maine@fulbright.org.

Priority Notice: Maine DOE seeks public comment on waiving requirement that 21st CCLC programs operate only during non-school hours

In response to the unprecedented obstacles schools, teachers, students, and their families are facing amid the COVID-19 pandemic, the U.S. Department of Education (USDOE) has offered an additional waiver to state education agencies, pursuant to section 4201(b)(1)(A) of the Elementary and Secondary Education Act of 1965 (ESEA). Under Title IV, Part B of the ESEA, section 4201(b)(1)(A) requiring that 21^st Century Community Learning Centers (21^st CCLC) programs operate only during non-school hours or periods when school is not in session. If granted, this waiver would allow 21^st CCLC program providers in Maine to temporarily operate with greater flexibilities to better meet the needs to students and families during the 2020-2021 school year.

This waiver would grant the Maine Department of Education (DOE) temporary authority to permit its 21^st CCLC programs to provide supplemental services when school is in session, but students are not receiving in-person instruction. For example, it would be permitted that a teacher provides additional 21^st CCLC-funded academic supports for a group of students during a remote learning day when those students are not otherwise engaged in facilitated instruction with their classroom teacher.

The Maine DOE continues to work diligently to support Maine’s schools and educational communities as the 2020-2021 school year begins. Given the hybrid instructional approaches many schools have adopted this year, students may benefit from dedicated staff and enhanced resources to help with remote lessons, independent work, and other enrichment opportunities during the portion of the week when remote lessons learning is occurring. It is for reasons such as these that the Maine DOE has chosen to pursue this waiver.

As part of the statutory requirements for seeking this waiver, the Maine DOE must solicit and respond to public comment on its waiver request as well as provide evidence of the available comment period. This 15-day public comment period shall begin on September 29, 2020 and conclude on October 14, 2020.

Comments may be submitted to: travis.w.doughty@maine.gov