Maine DOE ConCEPT Pilot Spotlight: A Successful Intersection of Curiosity and Learning

(Pictured: Students from MSAD 54.)

The Maine Department of Education’s innovative ConCEPT Pilot program has yielded remarkable outcomes, as schools across the state have explored new ways to engage students through questioning protocols and scaffolding conceptual understandings into lessons.

Maine DOE ConCEPT Pilot Spotlight: A Successful Intersection of Curiosity and Learning — MSAD 54 Teachers

The ConCEPT pilot encouraged schools to view student growth as an ongoing process rather than just a final product. This recognition allowed educators to emphasize the importance of the journey itself, valuing the development of critical thinking, inquiry skills, and curiosity. One standout example of this success is MSAD 54, where Margaret Chase Smith School (MCSS) fifth-grade students’ inquiries about space culminated in a captivating interactive exhibition done by Skowhegan High School students.

At Skowhegan, the project began with a simple yet profound step: listening to the questions of fifth-grade students. These young learners’ curiosity about what lies beyond the horizon led to a series of inquiries that were meticulously explored and answered by high school students. The outcome of this project was a dynamic exhibition where Skowhegan High schoolers conducted mini-demonstrations addressing the MCSS fifth graders’ questions.

Ellie Quinn, a junior at Skowhegan High School, shared her thoughts on the initiative: “This type of learning addresses students’ curiosities and increases both high school and elementary students’ engagement.” Quinn’s sentiment highlights a key success factor of the pilot: fostering a learning environment where students’ natural curiosity drives their educational journey.

Another Skowhegan junior, Aiden McKinna, reflected on the depth of understanding gained through the project. “I picked black holes to learn about as a result of students’ questions. By learning about black holes and presenting it to students, I have a deeper understanding of the material.” McKinna’s experience underscores the dual benefit of the program, enhancing both the knowledge of high school students and the engagement of elementary students.

Kaitlin Dixon, a fifth-grade educator whose students participated in the project, emphasized the authenticity of the learning experience: “By having my fifth graders generate and prioritize the inquiry questions, when the final product came about, students had an authentic interest in learning the answers to their questions.”

This approach ensured that the learning process was driven by genuine curiosity, leading to higher levels of engagement and a more meaningful educational experience.

Bailey Green, MSAD 54 high school science teacher, expressed: “I enjoyed the ConCEPT program because it allowed me the opportunity and flexibility to access my students’ learning in ways that fit their learning modalities. It also encouraged my students to be creative and think critically in their learning!”

The high levels of engagement observed among both the elementary students and the high schoolers who served as their expert guides are evidence of the ConCEPT’s pilot success.

To learn more about ConCEPT and other professional learning opportunities available to Maine educators, visit the Interdisciplinary Instruction page.

Maine DOE ConCEPT Pilot Spotlight: A Transformative Professional Learning Journey

This year has been transformative for Leslie Denton, the seventh-grade English Language Arts (ELA) teacher at Mt. View Middle School in Thorndike. Leslie’s professional learning journey, marked by a commitment to the principles of Universal Design for Learning (UDL), was significantly influenced by her attendance at a ConCEPT Professional Development conference hosted by the Maine Department of Education. The conference, featuring renowned educator Katie Novak, equipped Leslie with valuable skills and strategies that she diligently implemented.

“My professional learning journey this year has centered on embracing and implementing UDL principles to create a more inclusive, engaging, and effective learning environment for my seventh-grade ELA students,” she shared.

The journey has brought several significant takeaways, notably the communication of clear learning targets. By breaking down these targets into student-friendly terms and clearly defining expectations, students gain a concrete understanding of each lesson’s objectives. This clarity fosters student focus and motivation, allowing for improved self-assessment and reflection. Additionally, incorporating goal setting into teaching practices has encouraged students to take ownership of their learning.

“I have begun to integrate regular self-assessment and peer feedback sessions, fostering a growth mindset and a culture of continuous improvement,” Leslie noted.

By diversifying assessments and allowing students to choose their preferred method of demonstrating understanding, Leslie has successfully catered to the diverse needs of their students, creating a more inclusive learning environment.

Managing the time commitment involved careful scheduling and maintaining motivation through clear, achievable goals. Leslie set aside regular, manageable blocks of time dedicated to professional development, ensuring consistency without becoming overwhelmed. By maintaining a well-organized schedule, she was able to balance lesson planning, grading, and other responsibilities efficiently. This approach allowed for professional growth without sacrificing the quality of day-to-day teaching. Additionally, setting clear goals for both professional development and classroom instruction provided a sense of purpose and direction. Celebrating small victories and reflecting on progress helped sustain momentum and reinforced the value of ongoing learning and growth.

This journey underscores the importance of continuous professional development in staying current with best practices and evolving student needs. “It is imperative as teachers that we continue to learn and grow in this profession. By embracing continuous learning, we not only enhance our own teaching effectiveness but also ensure that we are providing the best possible education for our students.”

ConCEPT is a professional learning opportunity designed by the Interdisciplinary Instruction team. To learn more about the professional learning opportunities available to Maine educators, visit the Interdisciplinary Instruction page.

Eight Maine Students Awarded Martin Mackey Memorial Scholarship

The Alternative Education Association of Maine has selected eight students to receive this year’s Martin Mackey Memorial Scholarship.

The Martin Mackey Memorial Scholarship was established by the Alternative Education Association (AEA) of Maine in 2022 after the passing of Martin Mackey, beloved education colleague and champion. The scholarship recognizes Mackey’s dedication to education as a career and his passion for working with students on Alternative Education pathways. Each year, AEA aims to award as many funds as possible to support students.

Each student will be awarded $500 when they graduate. Each graduate’s inspirational story and passion for their education makes them more than deserving of this award.

Aidan Conley
Endeavor Program, Freeport High School

Aidan moved into the Endeavor Program at Freeport High School in the middle of 10th grade, after he was struggling with traditional high school classes. Endeavor gave him the confidence he needed to pursue further education. He has demonstrated immense growth over the course of the rest of his high school career. Aidan is currently a volunteer firefighter in Pownal and will be attending Southern Maine Community College to pursue Fire Science. The alternative education pathway changed his high school experience completely; he and his family are both very grateful. Congratulations to Aidan!

Alexis Foss
Machias Memorial High School Alternative Education Program

Alexis struggled with the traditional high school setting, but Machias Memorial High School offered her the chance to move to an alternative education program, where she made slow and steady improvements in attendance and academics. With these changes she consistently demonstrated a strong interest in art and in the field of Health/human services. She has recently been accepted to Southern Maine Community College to pursue a degree in liberal studies with a concentration in art. Alexis has worked through significant challenges to achieve her high school diploma. She is a kind, warm and thoughtful young woman who truly wants to succeed in her academics and make the world a better place.

Gavin Howie
Windham High School Katahdin Program

Gavin Howie is an alternative learner who, in just one year at the Windham High School’s Katahdin Program, has blossomed into a motivated leader with future aspirations. He has grown tremendously and developed his voice as a learner.  Gavin also shares Martin’s Mackey’s love of “human-powered transportation,” and can often be found on a bike, skateboard, pair of skis, or with a backpack on climbing up a mountain. He intends on enrolling at Kennebec Valley Community College to pursue licensure as an Electrical Line worker. Congratulations to Gavin!

Riley Tibbetts
Marti Stevens Learning Center, MSAD 54

Riley Tibbetts joined the alternative education program, Marti Stevens Learning Center in MSAD 54 halfway through her freshman year and has since grown into an amazing beekeeper and an extraordinary student. She has even earned a principal award through her former high school due to her welcoming nature, acceptance, and civic work.  She is not only the first in her family to graduate from high school, but she is also graduating with honors and has already completed three college courses.  Aside from challenging coursework, she works 25 hours a week at Dunkin. This fall, Riley will be living on campus at Southern Maine Community College and is working toward a career as a special education teacher. Congratulations to Riley!

Kai Voye, Brewer
Nu Program, Brewer School Department

Kai Voye is a part of the Nu program at Brewer. Kai is a driven student who has succeeded in 6 advanced placement courses, taken online. This year, Kai’s shined best as classroom volunteer, playing a vital role in building a middle school alternative education program. Kai is consistent, kind, knowledgeable, and students adore him. When the program grew from 9 to 24 students, Kai’s presence was a huge reason that the students continued to thrive and came to school excited to learn. Kai hopes to take college classes in the fall and pursue a career in a science field. Congratulations to Kai!

Ann Prickett
Waterville Alternative High School Program

Ann Prickett is a part of and a strong advocate for the Waterville Alternative High School Program. She is a passionate art student and has used her work to connect with the community and draw awareness to important issues. Ann has used the healing power of art to help her process trauma from her past. She has engaged in many extracurricular art programs and is respected by many outside her peer group in the local Central Maine Art Community. Ann’s dedication to her community is evident in her advocacy and volunteer work, as she would sell her art to raise funds for local families in need. She also was invited to speak at public events to support the Waterville Alternative High School Program. Ann has been accepted to the Maine College of Art B.A. program, where she will continue to share her talent with her community and advocate for alternative education. Congratulations to Ann!

Ayla Gayton
Gray-New Gloucester High School’s ExCEL Alternative Education Program

Ayla Gayton pursued an alternative education at Gray-New Gloucester High School’s ExCEL alternative education program during her sophomore year. She came into the program very low on credits, self-esteem, and was at a high risk of dropping out of high school. In this program, she quickly bonded with her peers, which allowed her to show her knowledge and feel successful. Ayla has an incredible work ethic and has had a job since she was able to get a job permit. She has worked very hard to balance home life and work life with her coursework and was able to earn 7.5 credits. This progress helped her get accepted into the Early Childcare program at Portland Arts & Technology High School (PATHS) for her junior & senior years. She has earned several accolades from PATHS: student of the month, admission to a summer program at the University of New England, and the completion of certifications and courses for a Behavior Health Professional (BHP). Ayla will be attending Central Maine Community College as part of the Liberal Studies program and hopes to become an early child educator. Congratulations to Ayla!

Kamdynn Hardgrove
Pathways Alternative Education Program, Presque Isle

Kamdynn Hardgrove has faced extreme adversity while trying to navigate his education. Despite these burdens, Kam has always had a passion for helping others especially since becoming part of the Pathways Alternative Education program in Presque Isle. He helps the community with many events, such as the Balloon Festival, food deliveries for those in need, and the Chamber of Commerce for the Holiday Light Parade. In 9th grade, he walked three miles to help build the Santa float in five-degree weather. Kam has also been an active member of Presque Isle High Band for four years. He will be attending Northern Maine Community College for Welding in the fall. Congratulations to Kamdynn!

To learn more about the Alternative Education Association of Maine visit their website or reach out to Alternative Education Association of Maine President Lenny Holmes at lholmes@bonnyeagle.org.

TeachWithTech Grant Allows for Enthusiastic, Independent Learning with Lego Sets at Chelsea Elementary School

(Pictured: Students in the Maker Space with Lego SPIKE kits and iPads, which were purchased through the Maine Department of Education’s TeachWithTech grant)

Students at Chelsea Elementary School were overjoyed at the sight of twenty new Lego sets as they walked into the classroom this year.

Through the Maine Department of Education’s TeachWithTech grant, Chelsea Elementary School was able to receive twenty Lego SPIKE Essentials Kits. These Lego sets were accompanied by iPads, which were preloaded with the SPIKE app.

#TeachWithTech provides additional supplemental technology to schools that are part of Maine Learning Technology Initiative (MLTI), to support the initiative to teach and learn with technology. The grant encourages school districts to think of how to create transformative learning experiences for students with technology.

Rosie Del Tejo Williamson (Learning Commons Teacher) and Helen Wright (Learning Commons Education Tech) hoped that students would be able to work independently but were available for assistance.

As soon as the students walked into the MakerSpace room, their excitement was palpable as soon as they and noticed the Lego and iPad setup. They immediately dove into exploration. Despite having no prior experience with the SPIKE app or Lego Spike Essentials, students confidently used coding to bring their Lego creations to life. When difficulties occurred, many students were adept at experimentation and troubleshooting, and many helped their peers. Williamson and Wright were impressed by the students’ confidence in this new situation, as well as their enthusiasm for learning in action.

6th grade students have the opportunity for leadership

6th grade and Pre-K students collaborate

Williamson and Wright are grateful that TeachWithTech allowed their students to have this transformative learning experience and hope to continue to use technology for engaging learning.

The #TeachWithTech grant is available to any school district that is a part of the Maine Learning Technology Initiative. Priority is given to applicants who focus on greatest student impact, serve socioeconomically disadvantaged districts, prioritize student populations traditionally underrepresented in technology, and demonstrate a commitment to pursuing high-quality teaching and learning through technology.

The next grant window will open in the Fall of 2024. Check TeachWithTech | Department of Education (maine.gov) for updates.

Seeking Applicants for Maine DOE Mobile Learning Program Director

The Maine Department of Education (DOE) seeks a passionate Educator and Curriculum Developer to join our dedicated educational team in the Office of Teaching and Learning. This one-year contracted position will be instrumental in advancing the state’s commitment to fostering an inclusive, well-rounded educational experience that supports every student’s academic, social, emotional, and physical development. This position will lead the Maine DOE’s mobile learning program that will work with teams within the Maine DOE and Maine educators to develop career-focused, interdisciplinary, project-based, and experiential learning experiences to share with classroom teachers.

Ideal candidates will be educators from any content background with a strong understanding of how to design real-world, interest- and career-focused learning experiences to teach the STEAM learning concepts.

Key Responsibilities:

Design and Develop STEAM Lessons: Create innovative, hands-on STEAM lessons and activities that align with Maine’s educational standards, play-based pedagogy, and the whole child framework. These lessons should be career-focused and interdisciplinary, integrating science, technology, engineering, arts, and mathematics concepts.
Collaborate with Educators: Work closely with classroom educators to co-facilitate STEAM lessons, ensuring they are tailored to meet the diverse needs of all students. Provide professional development and training for teachers to implement STEAM activities in their classrooms effectively.
Develop Assessment Tools: Create and utilize assessment tools and strategies to measure student engagement, understanding, and growth. Collect and analyze data to evaluate the effectiveness of STEAM lessons and programs.
Foster a Collaborative Environment: Encourage a collaborative atmosphere that promotes exploration, experimentation, and problem-solving among teachers and students. Implement instructional practices that enhance critical thinking, creativity, communication, and innovation.
Support Whole Child Development: Support students’ social-emotional development by creating a safe and inclusive learning environment. Encourage student participation and curiosity in STEAM subjects through hands-on, experiential learning.
Engage with Community: Engage with parents, guardians, and the broader community to promote the importance of STEAM education and the whole child framework. Organize and participate in events, workshops, and presentations to showcase student projects and achievements.
Stay Current with Trends: Stay abreast of the latest research and trends in STEAM education and the whole child approach to integrate best practices into the curriculum.

Qualifications:

Educational Background: Bachelor’s degree in Education, a STEAM-related field, or a related discipline (Master’s degree preferred). Teaching certification or relevant professional experience in STEAM education.
Understanding of Whole Student Framework: Strong understanding of the whole student framework and its application in educational settings. Experience in curriculum development and instructional design, particularly in STEAM subjects.
Skills: Excellent communication, collaboration, and facilitation skills. Ability to inspire and engage students and educators in hands-on, experiential learning. Proficiency in using technology, multimedia, and digital tools to enhance and share learning experiences.

This is a unique opportunity to join the Maine Department of Education and contribute to a transformative educational initiative that prepares students for a dynamic future. If you are passionate about STEAM education and committed to the holistic development of every child, we encourage you to apply.

Salary: $120,000 from July 1, 2024 through June 30, 2025. This position is eligible for remote work.

Access the application here. (Application deadline: June 27^th, 2024)

Please contact Chief Teaching and Learning Officer, Beth Lambert, at beth.lambert@maine.gov with questions.

Child Nutrition Programs Continue to Feed Children Beyond School Year with the Hot Lunch Summer Food Service Program and SUN Bucks

With the assistance of the U.S. Department of Agriculture, Maine public schools have long offered a nutritious breakfast and lunch meal program to thousands of children in Maine during the school year. In Maine, students have access to meals during the school day at no cost to them or their families. With summer around the corner, students can still access the meals they need through the Summer Food Service Program. This U.S. Department of Agriculture program operates at hundreds of sites across Maine.

To find nearby summer meal sites, please visit Hot Lunch Summer | Department of Education (maine.gov), or text “Summer Meals” to (914) 342-7744. Information will be available mid-June.

“Hot Lunch Summer and SUN Bucks ensure that Maine children can continue to access the healthy and nutritious meals they rely on during the school year,” said Maine Education Commissioner Pender Makin. “No child should worry about going hungry when the school year ends, and we thank the schools and organizations that have stepped up to make the distribution of these meals possible.”

Hot Lunch Summer, Maine’s Summer Food Service Program is offered statewide in areas or at sites where more than 50 percent of the children are eligible for free or reduced meal benefits under the National School Lunch Program or where census track data supports the need. Free meals are provided to children 18 and younger at open meal sites. Eligible sponsoring organizations include schools, nonprofit residential summer camps, government agencies, and tax-exempt organizations including faith-based organizations. This year, rural meal sponsors may offer free meals to go to further assist in reaching children who are unable to access congregate meal programs.

Maine also launched SUN Bucks this summer, which provides families $120.00 for each eligible school aged child to buy groceries when school is out in the summer. Most families will receive this money at the end of June, but some later in the summer months. Families that did not receive the first benefit may submit an application after June 1, 2024, at https://www.maine.gov/dhhs/ofi/applications-forms.

To find nearby Summer Meal sites, please visit Hot Lunch Summer | Department of Education (maine.gov), or text “Summer Meals” to (914) 342-7744. Information will be available mid-June.

For more information about the Maine DOE’s Summer Food Service Program, contact kaitlin.fayle@maine.gov, call 592-4198 or visit https://www.maine.gov/doe/schools/nutrition/programs/sfsp.

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In accordance with federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, this institution is prohibited from discriminating on the basis of race, color, national origin, sex (including gender identity and sexual orientation), disability, age, or reprisal or retaliation for prior civil rights activity.

Program information may be made available in languages other than English.  Persons with disabilities who require alternative means of communication to obtain program information (e.g., Braille, large print, audiotape, American Sign Language), should contact the responsible State or local Agency that administers the program or USDA’s TARGET Center at (202) 720-2600 (voice and TTY) or contact USDA through the Federal Relay Service at (800) 877-8339.

To file a program discrimination complaint, a Complainant should complete a Form AD-3027, USDA Program Discrimination Complaint Form which can be obtained online at: https://www.usda.gov/sites/default/files/documents/USDA-OASCR%20P-Complaint-Form-0508-0002-508-11-28-17Fax2Mail.pdf, from any USDA office, by calling (866) 632-9992, or by writing a letter addressed to USDA. The letter must contain the complainant’s name, address, telephone number, and a written description of the alleged discriminatory action in sufficient detail to inform the Assistant Secretary for Civil Rights (ASCR) about the nature and date of an alleged civil rights violation. The completed AD-3027 form or letter must be submitted to USDA by:

(1)       mail:

            U.S. Department of Agriculture
            Office of the Assistant Secretary for Civil Rights
            1400 Independence Avenue, SW
            Washington, D.C. 20250-9410; or

(2)       fax:

            (833) 256-1665 or (202) 690-7442; or

(3)       email:
            program.intake@usda.gov

This institution is an equal opportunity provider.

The Maine Human Rights Act prohibits discrimination because of race, color, sex, sexual orientation, age, physical or mental disability, genetic information, religion, ancestry or national origin.

Complaints of discrimination must be filed at the office of the Maine Human Rights Commission, 51 State House Station, Augusta, Maine 04333-0051. If you wish to file a discrimination complaint electronically, visit the Human Rights Commission website at https://www.maine.gov/mhrc/file/instructions and complete an intake questionnaire. Maine is an equal opportunity provider and employer.

Professional Development Conference For Rural Maine Educators

Island Readers & Writers (IRW) will host the Dear Teacher Conference in Bangor on October 10 and 11, 2024, for educators and librarians working with students in grades Pre–K through 8.

Registration is open for the Island Readers & Writers for the Dear Teacher 2024 professional development conference, which will be held at the Cross Insurance Center in Bangor on October 10 and 11, 2024.

This year’s keynote speaker is Anna Crowley Redding, a children’s book author and Emmy-award-winning journalist. The conference will span two full days and allow participants to register for intensive (three-hour) workshops. Workshop content focuses on three major themes: writing and narrative, arts and humanities, and rural, place-based education.

This conference is designed for educators, principals, support staff, and school librarians working with students in grades pre–K through 8 in rural Maine schools, tiny schools, geographically isolated schools, and schools with multigrade classrooms.

Last year’s debut Dear Teacher conference, held at the Collins Center for the Arts in Orono, ME, was hugely successful, with more than 100 attendees from Maine, New Hampshire, Vermont, New York, and New Brunswick, despite initially being displaced by the closure of the Hutchinson Center in Belfast, its original planned venue.

“The Dear Teacher conference is an opportunity to uplift and celebrate educators and librarians in rural communities. We are delighted to bring them together to listen and learn.” —Jan Coates, Island Readers & Writers Executive Director

The Dear Teacher conference is supported by the Maine Humanities Council and others.

Maine DOE Highlights Expanding Health Resource Access to Multilingual Families in Maine

In alignment with supporting a culture of innovation and continuous improvement, new tools have been created for school nurses. This newest project directly reflects the advocacy and care our Maine school nurses possess, further strengthening our public health infrastructure.

A sample welcome letter from the health office for any new family in a school community was created, which contains an annual health form and medication authorization form, as well as interview forms for asthma, diabetes, and seizures. These tools have been translated into Maine’s top nine languages and are now available on the Maine Department of Education (DOE) Coordinated School Health webpage entitled Sample Forms.

School nurses are part of welcoming new families into our schools and communities; therefore, this spring, the Maine DOE school nurse regional liaison Lori Huot, BSN, RN, Nationally Certified School Nurse (NCSN) extended a warm invitation to the nurses she serves in Cumberland and York County to attend the monthly office hours hosted by the Maine DOE English to Speakers of Other Languages (ESOL) Specialist Jane Armstrong. This multidisciplinary collaboration uncovered the need for more health-centered, culturally responsive, readily available, and translated tools to provide equity through language access, resulting in these updated resources.

The Maine DOE extends a special thank you to the Maine school nurses who participated in this collaboration.

Maine DOE’s Office of Innovation and the Office of School and Student Support collaborate to host monthly ESOL (English to Speakers of Other Languages) office hours. These sessions are open to all school personnel and aim to provide optimal support for ESOL educators and guidance on assisting multilingual learners and their families.

Maine continues to embrace and enroll multilingual students and families statewide, witnessing a 15% increase in student count from 2023 to 2024. Jane Armstrong, State ESOL Specialist, highlights that roughly 63% of Maine’s 206 school administrative units have enrolled multilingual learners.

For the latest data, please visit the Multilingual Learner Data Dashboard. The final ESOL office hours for School Year 2023-24 will be held on June 17, 2024, from 3:30-4:30pm and registration can be found here.

The Office of School and Student Supports has many resources for school staff to improve school services. Guidelines and Resources for School Health Services center on providing culturally responsive, evidence-based care that improves overall health.

Contact DOESchoolandStudentSupports@Maine.gov with any questions, comments, or needs.

Be a Part of Family Math Community of Practice

The Maine Department of Education (DOE) is seeking a total of 24 Elementary School educators to participate in a Family Math Community of Practice. This opportunity will provide valuable information and resources to bolster educators’ participation in the growing movement known as Family Math.

The National Association for Family, School and Community Engagement’s Center for Family Math, Erikson Institute’s Early Math Collaborative, and the Mid-Atlantic Equity Consortium’s Consortium for Engaging Families Across Maine are excited to partner together to offer the Family Math Community of Practice for K-5 teachers and other elementary school practitioners. The opportunity is based on the emerging movement to promote math activities within the context of family relationships and everyday life. The practices inherent in family math are designed to help children strengthen their math skills and develop a sense of confidence and enthusiasm in their math abilities. The movement empowers parents, organizations, and educators with knowledge, tools, and resources that help them feel excited about introducing and exploring mathematical concepts.

This Family Math Community of Practice is being offered at no cost to participants, has limited space, and is available for school-level educators, including K-5th grade classroom teachers, curriculum specialists, coaches, and school administrators. Learners must commit to participate in four 90-minute virtual sessions. The learning outcomes associated with this professional development opportunity include:

Gaining an understanding of Family Math – what it is, why it is important, and what it looks like;
Acquiring core competencies for engaging families in children’s math learning;
Adopting and sharing Family Math promising practices in K-5 classrooms and schools.

The Family Math Community of Practice will consist of two cohorts, and sessions will be held on the following dates in 2024 from 3:30 pm – 5:00 pm ET:

	Cohort 1	Cohort 2
Session 1	Tuesday, August 20	Thursday, August 22
Session 2	Tuesday, August 27	Thursday, August 29
Session 3	Tuesday, September 10	Thursday, September 12
Session 4	Tuesday, September 17	Thursday, September 19

Participating in a Family Math Community of Practice will qualify for 8 Contact hours through the Maine Department of Education (DOE).

Please share this registration link and encourage K-5th grade educators to register for the FMCOP by August 3, 2024. By August 10, 2024, participants will receive an email confirming whether they have been selected, along with a Zoom link and calendar invite.

Feel free to reach out with any questions to Holly Kreider, Ed.D, Director, NAFSCE Center for Family Math kreiderh@nafsce.org or Melanie Junkins, Maine DOE Family Engagement and Cultural Responsiveness Specialist (melanie.junkins@maine.gov)

This exciting opportunity is being provided at NO COST with the support of the Consortium for Engaging Families Across Maine, funded by the U.S. Department of Education.

Leveling Up Literacy in Maine: Free Self-Paced Modules for Maine Educators this Summer

*Limited Time – Educator Stipends Available for Modules Completed Prior to August 23, 2024.

Are you a Maine educator seeking to better understand evidence-based literacy practices and how science can inform your ability to teach children to read and write?
Are you interested in engaging professional learning to build your expertise and support recertification requirements?
Does earning a stipend for completing professional learning appeal to you?
Would you like to engage in professional learning on your own time from the comfort of your home?

If you answered yes to any of these questions, the Maine Department of Education’s (DOE) Literacy Module Opportunity may be a perfect fit. The Maine DOE is pleased to announce a free professional development opportunity for Maine educators working in Kindergarten–Grade 5 regular and special education settings. These self-paced, asynchronous, evidence-based literacy modules will be available to educators from June 12, 2024 to June 11, 2025.

The Maine DOE has contracted with AIM Institute© for Learning & Research to offer free access to AIM Steps to Literacy Modules at no cost to Maine Educators. AIM Steps to Literacy modules, which can be taken individually or in course bundles, are fully asynchronous online courses focused on a variety of evidence-based literacy topics. Each Steps to Literacy module provides teachers with engaging learning opportunities organized in a “learn, practice, apply” introductory cycle, and contains teaching techniques, videos, and printable resources to develop participants’ knowledge and their transfer of new techniques into classroom practice. The available modules include:

Module 1: Overview of the Science of Reading (9 contact hours)
Module 2: Phonological Awareness (7 contact hours)
Module 3: Decoding & Spelling (7 contact hours)
Module 4: Vocabulary (4 contact hours)
Module 5: Language Comprehension & Written Expression (11 contact hours)
Module 6: Demystifying Dyslexia (3 contact hours)
Module 7: Growing Proficient Readers: Dr. Ehri’s Phases of Development (4 contact hours)
Module 8: Specialized Reading Knowledge Bundle: English Learners (10 contact hours)

Eligible educators must be employed in a Maine school and have a school email address. Participants may complete multiple modules, however it is only possible to sign up for one module at a time. Access to additional modules is not available until verified completion of the prior module. Educators wishing to bundle modules to earn micro-credentials from the AIM Institute© for Learning & Research and Credentials Unlimited will be required to pay any additional fees.

Maine educators who complete modules by midnight on August 23, 2024 will be eligible to receive a stipend of $25/hour per the number of contact hours awarded for each completed module.

There will be an informational session on June 11, 2024 from 4:00-5:00 to provide an overview of module content, form and function, registration, and the stipend process. Please register at this link.

For additional information and access to the module registration form, please visit the Maine DOE AIM Literacy Module landing page. If you have additional questions please contact Inclusive Education Literacy Specialist & Dyslexia Coordinator, Dee Saucier, danielle.m.saucier@maine.gov.

This opportunity was created with Federal Emergency Relief Funding and is a part of Maine’s Whole Student Pandemic Response. Please visit the Maine Department of Education website to learn more about Maine’s Whole Student Pandemic Response.