Upcoming Data Webinars August 2024

The Maine Department of Education (DOE) Data Team has many data management and reporting webinars scheduled in preparation for fall data collection. The Maine DOE Events Calendar lists all Data Team webinars for Synergy and NEO. Filter to the area of focus, “Data.”

Webinars this week and next week for State Reporting in Synergy and NEO:

NEO Home Instruction Module Updates Webinar:
August 20th at 12pm – Register Here

Synergy State Student ID and Enrollment Uploads Webinar
August 22nd at 12pm – Register Here

NEO Transportation Webinar
August 27th at 12pm – Register Here

Synergy Personal Upload Webinar:
August 29th at 12pm – Register Here

Please contact Alexandra.Cookson@maine.gov if you have any questions about upcoming webinars.

Pre-K for ME, K for ME, and 1st Grade for ME Professional Learning Communities Offered

The Maine Department of Education (DOE) and teacher leaders from across the state are teaming up to offer monthly professional learning communities (PLCs) for educators implementing Pre-K for ME, K for ME, and 1st Grade for ME in their classrooms.

These PLCs are provided to promote understanding of program design and to support successful program implementation. Program components will be explored in greater depth, and teachers will be encouraged to share practice and student work examples. Teachers, ed techs, instructional coaches, and any other staff implementing the programs are strongly encouraged to attend, whether you are new to using the programs or have been using them for a while.

This year’s PLC opportunities will be held virtually from 3:30 – 4:30 pm on the first Tuesday of the month:

October 1
November 5
December 3
January 7
February 4
March 4
April 1

Although it is highly encouraged, teachers and ed techs do not have to commit to attending every session. Details about how to access the sessions will be provided after registration is completed. Registrations for the PLCs should be received by September 20, 2024.

Register here for Pre-K for ME

Register here for K for ME and 1st Grade for ME

For additional information contact Nicole.Madore@maine.gov, or Marcy.R.Whitcomb@maine.gov.

Maine Outdoor Learning Initiative Helps Students Learn to White Water Kayak

Six students, ranging from grades 8th to 12th, participated in an Introduction to Whitewater Kayaking Camp offered by the Main Street Skowhegan Organization. Thanks to the Maine Outdoor Learning Initiative, these students could participate in the experience at no cost to them.

Of the students attending the Whitewater Kayaking Camp, half had participated last year, and half were entirely new to whitewater paddling. The camp was led by expert Ben Koehler, who serves as the program coordinator and has ten years of river guiding and kayak instruction experience. Wasting no time, the students took straight to the water, spending most of their trip in the river. A typical day of camp consisted of driving to the Kennebec River, putting on gear, getting into boats, and riding the currents as they developed their new skills. They would run ‘good rapids’ for practice only, then hike back upriver to repeat them.

On the first day, all students were in duckies, which are inflatable sit-on-top kayaks with good stability and maneuverability. On the second day, after repeating the skills learned the prior day in duckies, students graduated to whitewater kayaks, in which the kayaker sits inside the boat with a skirt (material that covers the inside of the boat).

“One student was apprehensive to get into a kayak, so the staff helped her by letting her use a funded pack raft, which is an inflated boat that one sits in without a skirt. The funded pack raft was a good bridge between a duckie and a kayak. Practicing on the inflatable raft helped build the student’s confidence in paddling and being on the water. Another student in the camp mastered the ability to roll a kayak in whitewater, which is a big step towards becoming an expert at whitewater kayaking,” said Koehler.

At the end of the week, all six students could successfully kayak the lower-class III section of the Kennebec River, which is remarkable considering that three of them were brand new to the activity.

Ducky

Main Street Skowhegan, an organization dedicated to revitalizing historic Skowhegan, hosted the camp. The organization has an impressive collection of outdoor gear that Somerset County residents can rent at no cost. Their partnership with the Maine Outdoor Learning Initiative allowed them to expand their gear and provide cost-free programs, like their white water rafting camp. Main Street Skowhegan will continue to offer white water camps and clinics throughout the summer. More information can be found on their website.

Register for Main Street Skowhegan’s White Water Camps

The Maine Outdoor Learning Initiative was created with Federal Emergency Relief Funding and is a part of Maine’s Whole Student Pandemic Response. Please visit the Maine DOE Website to learn more about Whole Student Pandemic Response and the many other programs that make it up.

Carrabec Students Trek the Northern Forest Canoe Trail Thanks to Maine Outdoor Learning Initiative

In June, Seven Carrabec High School students joined a Teens to Trails intern and registered Maine Guide Tammy Long on a 30-mile canoe trip along the Northern Forest Canoe Trail on Flagstaff Lake. On this three-day trip, participants navigated the waters via canoe, camped on remote islands, and prepared food over a campfire. Thanks to the Maine Outdoor Learning Initiative, the trip and necessary gear were free for all participants.

The Maine Outdoor Learning Initiative is a program created by the Maine Department of Education (DOE) to engage Maine students with outdoor learning and make outdoor experiences more accessible. The Initiative was inspired by a promise made in Governor Mills’ 2022 State of the State Address to provide students with more opportunities like Carrabec’s canoe trip. The students on the trip were from Long’s Outdoor Leadership Class, taught at Carrabec High School.Long is a registered Maine guide and is extremely enthusiastic about sharing her expertise with students. She is also thankful that she has the skills and knowledge to help them stay safe on trips in remote areas. While Long noted that some of the students had prior canoe experience or had been on a trip with her before, none of them had ever embarked on a three-day, 30-mile paddling trip.

Before embarking on the trip, students were taught extended canoeing skills in an Outdoor Leadership class with Guide Tammy Long. Even for those who did have prior canoeing experience, this trip was challenging.

However, the students accepted the challenge and grew more confident in their canoeing abilities while enjoying the beauty of Flagstaff Lake.

“The highlight for me was when the students stopped holding their phones over their heads ‘looking’ for service and simply relented to the fact that they were unconnected,” remarked Long. “After three days, they couldn’t stop talking about how good it felt.”

Long said she also hopes students will continue to cherish outdoor experiences in our unique state and that they spend more time away from screens.

“I hope to continue being able to take students on extensive canoe trips like this one, and I am very thankful for the grant money provided by the Maine Outdoor Learning Initiative, said Long.

Graduation Reporting for SY 2023-2024 Due Soon

The Graduation Report in NEO Student Data allows school administrative units (SAUs) to validate graduation counts for the school year. Students still working toward finishing their graduation requirements have until August 15th to complete them for this reporting cycle. Students who finish their requirements over the summer can be exited from State Synergy on the date of the graduation ceremony. The graduation date must be prior to 6/30. If graduation exit codes need to be updated for graduated students after State Synergy rolls over to 2024-2025 on August 15th, please contact MEDMS.Helpdesk@maine.gov or call 207-624-6896

Graduation Reporting Webinar Recorded 8/6/2024

Open Date: 7/1
Due Date: 8/30
Resources: Graduation Certification Report Instructions

Three Western Maine Administrators Share How Maine DOE Transformational Leaders’ Network Has Improved Their Leadership Practice

By Ann Dooling, Maine DOE Transformational Leaders’ Network Facilitator and Maine educator/administrator with 34 years of experience working in Maine schools.

As a principals’ facilitator for the Maine Department of Education’s (DOE) Transformational Leaders’ Network (TLN) in the Western Maine Region, I was recently asked why three dedicated, very busy, hard-working Western Maine principals have made it a priority to participate in the Transformational Leaders’ Network this year, as well as why they always make time to attend the small regional meetings.

The Transformational Leaders’ Network regional meetings are an offshoot of the larger Network. Three principals and I have met at a mutually determined location three times over the course of this school year.

First, let’s explain TLN. The Transformational Leaders’ Network (TLN) is a Maine DOE sponsored statewide community of principals who are engaged in learning about themselves and their leadership. The TLN meets once a month either in person, on Zoom, or in small regional meetings, and is led by a group of facilitators who are all current or former school administrators with backgrounds in Maine’s public education.

I asked Jodi Ellis, Principal of Meroby Elementary and Rumford Elementary in RSU 10; Tabitha Emery, Principal of Stratton Elementary School at Eustis School Department; and Leanne Condon Principal and Superintendent of Andover School Department what keeps them coming back month after month to the TLN meetings.

Leanne Condon

Tabitha Emery

Jodi Ellis

In their own words they shared:

The TLN offers me time to meet with other people who know what it is to be a building leader. It provides an atmosphere in which you feel much less isolated in your job as a school leader and know you have people who can empathize with you and who care about you!

The whole group TLN sessions are set up for the participants in terms of the activities, reading and discussion, along with the fact the books and articles are relevant and timely. Personally, I’ve used several of the checklists and rubrics from our books over this school year to make sure I’m on track with staff relationships and decision making. I’ve also successfully used the protocols, video clips, and articles from our TLN sessions with my staff.

The TLN facilitators are consummate teachers who know how to keep our time together focused, important and fun, which is really helpful as a new principal.

Finally, if you are looking for a supportive network of others who are facing similar struggles, this is the place for you!

I also asked these same three principals why they take the time to always attend our small regional meetings. Again, in their own words:

Honestly, self-care. The time we meet is worth its weight in gold! We talk, collaborate, share ideas, laugh, commiserate, be real, enjoy each other’s company, and feel good overall. During this time, you find yourself sitting at a table with a group of kind, compassionate educators who truly understand what you are talking about and that just feels good.

When we discuss common issues, we each have something to contribute. It is a time for deep conversations and relaxation with fellow educators who understand one another. Our TLN facilitator is as friendly and relaxed as we are, but she is always ready to ask in-depth questions to probe our thinking.

I look forward to these meetings every single time! These women have become a resource for me in my role as a school principal, they offer support, reassurance, and kudos to keep going.

We dream together about what education can be and walk out the door refreshed and ready to take on the next day.

If you are a school principal in the State of Maine, and in this role, believe you could benefit from the educational learning, self-discovery, and the comradery that the TLN offers, please consider joining the Transformational Leaders’ Network this coming 2024-25 school year!

To learn more, visit the Maine DOE Website or reach out to Christina O’Neal, Maine DOE Educator Excellence Coordinator at christina.l.oneal@maine.gov.

Third Annual Supporting Adult Multilingual Learners Institute Strengthens Adult Education Profession

This summer, the Maine Department of Education’s (DOE) Adult Education Team hosted its third annual Supporting Adult Multilingual Learners Institute at Sugarloaf Mountain. Adult Education teachers, curriculum designers, and administrators had the opportunity to learn from speakers, engage with different breakout sessions, and have meaningful discussions with their peers. Additionally, many fun activities, such as trail walks and yoga, were offered for participants to enjoy the nature of the Carrabassett Valley region.

Maine has become home to many refugees and asylum seekers. Over half of Maine’s Adult Education learners are multilingual and come from 115 different countries– five of the most enrolled are Somalia, Angola, D.R. Congo, Afghanistan, and Syria. The Supporting Adult Multilingual Learners Institute aims to prepare educators to best support those of other cultures and help them overcome teaching obstacles.

There were two group-wide workshops at the conference. In these workshops, talented speakers presented on themes regarding adult education, particularly as it relates to culture, and allowed for group-wide discussion. One workshop, Deepening Our Cultural Competence and Cultural Humility, was led by Suheir Alaskari (Associate Director of Student Employment Services at Colby College), and the other, Opportunities and Challenges of Cross-Cultural Communication with Adults, was led by Abbie Yamamoto (Director of Portland Adult Education).

The workshops aimed to educate professionals on issues that can present barriers for multilingual and multicultural learners. One important theme was the consciousness of social cues and language uses. Idioms and pop culture references are examples of high-context culture, as they feel natural to U.S.-born citizens, but can be highly confusing to outsiders. Not only is high-context culture confusing, but it also creates a barrier of exclusion. Conversely, low-context culture creates an inclusive space where people of varying backgrounds can learn from each other and bond. Another imperative theme was how taking the time to learn and understand the culture of adult students creates a more-relevant learning environment for them and validates their cultural identities.

A man and a woman sit at a table. The man is speaking, illustrating his point with a hand held in the air. — Educators had a chance to connect and share stories from the field.

Educators should also reflect on their own American culture and use it to find common ground with their students’ cultures to help connect further with them. Mike Emery (Director of Lake Region and Fryeburg Area Adult Education) remarks: “One of the things that has been really great in the past couple of years is we’ve shifted the focus from just being on instruction to a broader purpose. For someone who’s a director or doing other aspects of programming, it’s been really helpful to think about how to start new workforce partnerships in programs like that. There are some things around credentialing that are very different working with a foreign-born professional as someone born and raised in the US.” Focusing on consciousness and supporting students will not only enhance adult students’ learning but will also help them feel more accepted in America.

Some participants also led breakout sessions. There were four breakout sessions total and educators had six options to choose from per session. Some breakout topics included: Using EnGen for IET, Stuff I Wish My Teacher Knew, Using Data to Inform Multilingual Programming, The Immigrant Identity in the Classroom and Beyond, and Fostering Diversity in the Workforce: Building Partnerships and Pathways for Multilingual Learners, Paradigms of Belonging. Breakout sessions allowed for participants to focus on themes of interest and engage in more intimate discussions.

Educators appreciated having new frameworks to work within and gaining new skills in cultural competency. Many Adult Educators remark that their favorite part of their job is getting to see their students succeed: “It’s a bonus when you have students coming to you every day saying ‘Teacher, thank you so much. I learned so much today; this is incredible.’ They’re so appreciative, it’s amazing.” Remarks Melanie North (Teacher at Lewiston Adult Education and part of the Supporting Adult Multilingual Learners Institute planning committee). As influxes of migrants continue to increase, it is imperative that educators are equipped to best teach and support them.

Joy and enthusiasm were in the air at Sugarloaf, and educators hope to keep the annual institute running and improving for many more years to come. “I really have seen that this institute over the past three years has grown and continues to grow. You can feel it in the field. I’ve worked in multiple programs in Kennebec County and I feel that because of this institute and the push to have culturally relevant professional development we’re seeing culturally-relevant adult education programs.” stated Tekia Cox (Academic Program Coordinator at Mid-Maine Regional Adult Community Education).

Portland Public Schools Become Winners of a Digital Citizenship Award

Portland Public Schools has been recognized as a Common Sense District for its work educating students on safe and healthy ways of using technology and integrating technology into the curriculum as a learning tool.

It is no secret that technology has become an integral part of students’ lives and their education. Curriculum makers and educators have been figuring out how to integrate technology innovatively. Maine has been a leader in this integration, with many technology-related initiatives and grants.

“We’re honored to be recognized as a Common Sense District,” said Superintendent Ryan Scallon. “Explicitly teaching students media balance and wellbeing and how to be safe online is a step we are taking to support our ‘Whole Student’ goal in our Strategic Plan.”

The Portland Public Schools have been utilizing Common Sense Education’s research-based digital citizenship resources, working to foster a positive technology culture in the whole community. These resources teach students, educators, and families about internet safety, protecting online reputations, personal privacy, media balance, media literacy, and online relationships. There are lessons for all grade levels, K-12.

Courtney Graffius, District Technology Integration Coordinator, has credited the hard work of librarians and digital literacy as an imperative part of this recognition.

“Our librarians at the elementary level have been the leaders and teachers of these lessons,” Graffius said. “At middle school, it’s been a combination of digital literacy teachers and librarians, and at the high school level, it’s been the librarians taking the lead. This will be a part of the SEL (social-emotional learning) priority for middle school next year and will continue to be part of the work of the librarians at both our elementary and secondary levels. These educators are committed to teaching students essential digital citizenship skills!”

The librarians, digital literacy teachers, other educators, and community of Portland Public Schools are grateful for the support of the Maine Learning and Technology Initiative Ambassadors for helping them become a Common Sense District.

“The Portland Public Schools has demonstrated its commitment to taking a whole-community approach to preparing its students to use the immense power of digital media to explore, create, connect, and learn, while limiting the perils that exist in the online realm, such as plagiarism, loss of privacy, and cyberbullying,” according to Common Sense Education. “The recognition acknowledges the district’s commitment to creating a culture where the whole community is invested in helping kids thrive as digital learners and citizens.” The Portland Public School District received the Digital Citizenship Award on June 14^th, 2024, being the second in the state (following Lewiston School District) to receive this recognition. Maine’s devotion to technology integration, including resources to national training programs and handbooks, will hopefully help more students and families navigate the challenging process of using media for good.

Common Sense Education, a national non-profit devoted to educating students and families on technology and its uses, awards school districts as Common Sense Districts when they show commitment to using technology in a safe way that helps enhance students’ education.

Approval of Tydings Amendment Waiver of FY23 ESEA funds and FY24 Carryover of Excess Title I, Part A

The Maine Department of Education (DOE) is pleased to announce that we have been granted a Tydings Amendment Waiver of FY23 ESEA funds and FY24 Carryover of Excess Title I, Part A Funds. Pursuant to the authority granted under section 8401(b) of the federal Elementary and Secondary Education Act (ESEA), the Maine DOE received approval for these waivers from the U.S. Department of Education (USDOE).

The requirements from which Maine will be waived include:

A Tydings amendment waiver from Section 421(b) of the General Provisions Act to the U.S. Department of Education (USDOE). The Tydings amendment waiver extends the availability of Federal Fiscal Year 2022/State Fiscal Year 2023 Elementary and Secondary Education funds. Programs affected by this waiver:
- Title I, Part A of the ESEA (Improving Basic Programs Operated by Local educational agencies (LEAs), S010A220019)
- Title I, Part C of the ESEA (Education of Migratory Children, S011A220019)
- Title I, Part D, Subpart 1 of the ESEA (Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At Risk, S013A220019)
- Title II, Part A of the ESEA (Supporting Effective Instruction, S367A220018)
- Title III, Part A of the ESEA (English Language Acquisition, Language Enhancement, and Academic Achievement, S365A220019)
- Title IV, Part A of the ESEA (Student Support and Academic Enrichment Grants, S424A220020)
- Title IV, Part B of the ESEA (21st Century Community Learning Centers, S287C220019)
- Title V, Part B, Subpart 2 of the ESEA (Rural and Low-Income School Program, S358B220019)
A carryover limitation waiver from Section 1127(a) of the Elementary & Secondary Education Act of 1965, as amended for Federal Fiscal Year 2023/State Fiscal Year 2024 Title I, Part A funds s (i.e., the Title I, Part A funds that will become carryover funds on October 1, 2024. The carryover limitation waiver waives the requirement that limits the Maine DOE’s ability to grant to its local educational agencies (LEAs) a waiver of the 15 percent Title I, Part A carryover limitation of more than once every three years.

The Maine DOE profoundly appreciates the work of educators, administrators, support staff, and stakeholders with their dedication to supporting students and schools across Maine. If you have any questions about this waiver, please contact your ESEA Regional Program Manager. Contact information can be found here: ESEA Federal Programs | Department of Education (maine.gov)

2023/24 Maine DOE Student Cabinet Closes Out Another Successful Year

The Maine Department of Education’s 2023/2024 Student Cabinet hosted their final meeting in the Spring, a culmination of the students’ work throughout the school year.

Co-chaired by student representatives from the Maine State Board of Education, the Student Cabinet provides a forum for Maine students’ voices to be heard. This is the fourth year the Maine DOE has appointed students to a Student Cabinet to integrate student voices into decision-making on education issues that impact their journey through Maine’s education system. This year’s Co-chairs were Ryan Hafener, a recent Hampden Academy graduate, and Phat Thai, a rising Senior at Deering High School.

Throughout the year, students had many opportunities to provide feedback to Maine state government leaders, including the Maine Department of Education and Governor Mills, starting with their first meeting in Augusta in the winter. They also met virtually monthly to talk more about education and brainstorm ideas for improving students’ needs at school. A 2023/24 Cabinet subgroup also convened outside of regular meetings to formulate a Student Cabinet vision statement and agreements.

“It is our hope that future Student Cabinets will adopt and update the vision statement and agreements for years to come,” said Phat Thai, Maine DOE Student Cabinet co-chair. Thai led the sub-group of students who worked on the vision statement and set of agreements this year, a student-initiated project.

The final meeting of the 2023/24 Student Cabinet consisted of a listening panel, during which students shared more details on their thoughts and ideas about the mental health needs of students, issues of social justice at school, and school safety with state leaders from the Maine DOE and many other state agencies, as well as Maine education stakeholders and administrators from Maine schools.

The students also had the opportunity to meet with Commissioner Pender Makin and other leaders from the Maine DOE to brainstorm ideas about what makes schools great and what they want and need from them to thrive.

The 2023/2024 Student Cabinet was concluded at the end of the spring meeting. The Maine Department of Education will open applications for vacant seats in the fall of 2024, after which the 2024/2025 will be announced, and meetings will resume. The 2024/2025 Student Cabinet will be co-chair Phat Thai will be joined by the newly appointed State Board Student Representative Cedar Worster, a rising Junior at Oxford Hills Comprehensive High School in South Paris.

For more information about the Maine DOE Student Cabinet, visit the Maine DOE website or contact Rachel Paling, Maine DOE Communications and Outreach Manager, at rachel.paling@maine.gov.