Maine DOE to Host Virtual ‘For ME Instructional Programming’ Professional Learning Communities for Pre-K through Grade 2 During 2026-2027 School Year

The Maine Department of Education (DOE), in collaboration with teacher leaders from across the state, is once again offering professional learning communities (PLCs) for educators and caregivers implementing the For Me Instructional Programming, which include Pre-K for ME, K for ME, 1st Grade for ME, and 2nd Grade for ME.

These monthly virtual PLCs are designed to deepen participants’ understanding of program design and implementation. Participants will explore units and program components in greater depth through real-world examples, shared practices, open discussion, and student work. Whether you are new to a program or have been using it for several years, these PLCs offer valuable support for teachers, educational technicians, instructional coaches, and other staff.

Pre-K for ME PLCs 2026-2027
Participants may choose from two meeting times: 3:30-4:30 p.m. or 6:00-7:00 p.m., on the first Monday of each month. The same content will be offered during both sessions.

October 5, 2026
November 2, 2026
December 7, 2026
January 4, 2027
February 1, 2027
March 1, 2027
April 5, 2027
May 3, 2027

K for ME, 1st Grade for ME, and 2nd Grade for ME PLCs 2026-2027
Sessions will be held virtually from 3:30-4:30 p.m. on the second Tuesday of each month:

October 13, 2026
November 10, 2026
December 8, 2026
January 12, 2027
February 9, 2027
March 9, 2027
April 13, 2027

Registration

While regular attendance is encouraged, participants do not need to commit to every session. Access details will be provided after registration.

Please register by Friday, September 25, 2026. You may do so using the following links:

Questions?

For Pre-K for ME PLCs, contact Marcy Whitcomb, Maine DOE Public Pre-K Consultant, at marcy.r.whitcomb@maine.gov.
For K for ME, 1st Grade for ME, and 2nd Grade for ME PLCs, contact Nicole Madore, Maine DOE Early Childhood Specialist, at nicole.madore@maine.gov, or Maine DOE Director of Early Learning Lee Anne Larsen at leeann.larsen@maine.gov

From Trees to Table: RSU 74 Alternative Education Students Turn a Sugaring Project into a Lesson in Grit and Teamwork

For students in RSU 74’s Alternative Education program, learning this spring started in the forest and ended with maple syrup on ice cream.

A month-long maple sugaring project gave students an opportunity to experience the full process of making maple syrup while building skills in observation, data collection, problem-solving, teamwork, and perseverance.

Serving students from Anson, Embden, New Portland, and Solon, RSU 74’s Alternative Education program began the project on March 6 by heading outdoors to identify maple trees using the Forest Trees of Maine book. Once they identified the right trees, students drilled the trees, installed spiles, and connected the tubing to the collection buckets.

From there, the students took responsibility for monitoring their sugarbush each day. They collected sap, recorded the quantity gathered, and documented the day’s temperature and weather conditions. They also developed a plan for storing the sap until they had collected enough to begin boiling.

Their goal was to collect 40 gallons of sap and turn it into approximately one gallon of maple syrup.

They surpassed that goal.

By the time they began boiling on March 30, students had collected 53 gallons and 5 ounces of sap. After several days of boiling, they finished on April 3 with approximately 1½ gallons of maple syrup.

The process wasn’t always easy.

The students faced cold, wind, rain, and snow throughout the project. At one point, strong winds blew away about half of their buckets, requiring them to work together to find a solution. During the boiling process, students used tarps to help preserve heat when temperatures dropped.

Rather than letting the challenges stop them, students adapted and kept going.

“The weather was not on our side sometimes, but we made it, and that’s what matters,” one student reflected.

The boiling process itself became another lesson in patience and perseverance. Students spent a total of 25 hours and 53 minutes working through the process, learning that making maple syrup requires much more time, labor, and fuel than they might have expected.

They learned vocabulary associated with maple sugaring, tracked data, and observed how weather conditions affected the process. They also gained a firsthand understanding of the resources required to turn a natural product into something ready for the table.

“The whole process took us 25 hours and 53 minutes,” one student reflected. “This was a fun experiment. I would like to do this again.”

Another student recalled tasting the sap for the first time: “It tasted like water with a hint of a sugary taste.”

As the syrup production progressed, students began thinking creatively about how they could use what they had made. Ideas included maple syrup on ice cream and ployes, as well as candied nuts and snack cakes. The school’s culinary class also joined in, baking a traditional Tarte su sirop d’érable—a maple syrup pie—for the Alternative Education students.

The project culminated in a celebration where students enjoyed their maple syrup on ice cream and with ployes. Each student was also able to take a container of the syrup home.

For the students, however, the biggest takeaway may not have been the syrup itself.

“It was a long process, but I enjoyed it even if it was freezing outside,” one student said. “Working outside was good.”

The project gave students an opportunity to see how persistence, teamwork and problem-solving can turn a challenging process into something tangible they could be proud of. From identifying trees and collecting data to troubleshooting equipment and enduring unpredictable spring weather, students were engaged in learning that connected the classroom to the land and to their own community.

RSU 74 also extends a special thank-you to Moscow Maple for its generous donation of buckets and lids, spiles, tubing, and a drill bit. The equipment and supplies helped make the hands-on learning experience possible.

In the end, the students didn’t just make maple syrup. They experienced patience, teamwork, and the grit it takes to make something from start to finish—and got a sweet reward for their efforts.

This story was written in collaboration with RSU 74’s Alternative Education program. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Launching Dirigo Schools of Distinction Framework in 2026-2027 School Year

We are excited to share the Dirigo Schools of Distinction (DSD) framework as a resource for Maine schools. DSD is intended to celebrate Maine schools that are making a meaningful difference for students, staff, and communities. DSD also offers a clear, supportive roadmap for schools and school administrative units (SAUs), as they consider where to focus time, energy, and resources to strengthen student outcomes.

Through extensive conversations and data collection across the state, the Measure What Matters initiative identified the conditions, practices, and outcomes that Mainers consistently value and have deemed the most important in their public schools. From this data, a report was published and used to create a framework called “Dirigo Schools of Distinction.” That framework is organized into seven pillars, each with a set of indicators that reflect the priorities voiced by Mainers. Across all pillars, DSD emphasizes a set of critical life skills identified through the Measure What Matters initiative and aligned closely with Maine’s Guiding Principles.

The framework will be a living document, informed by the DSD Advisory Committee (including DOE team members and experts from the field) who will make recommendations for updates and additions each spring. You can find more about this initiative along with a pdf version of the framework and a webform application here.

The DSD framework features seven pillars of excellence:

Excellence in Academics and Instructional Practices
Excellence in Community and Family Engagement
Excellence in Health and Wellness
Excellence in Culture and Climate
Excellence in Innovation and Innovative Practices
Excellence in School Leadership, Educators, and Staff
Excellence in Student Engagement

Each year, beginning in the 2026-2027 school year, schools may apply to be recognized for excellence in one of these DSD pillars. Those who opt to participate will complete an online application that contains the rubric for the pillar for which they are applying. The DSD Advisory Committee will review application submissions and select awardees.

To be eligible to apply for a DSD pillar of excellence, a school must first complete the Outcomes and Continuous Growth section of the DSD rubric. Many of the listed Measures are data points that are already collected for state reporting each year and those can be pre-filled to support ease of application. A school may choose to mark Outcomes if it has achieved the indicated Measure. If a school has not achieved the indicated Measure but has seen significant improvement in that area, it may choose to mark Continuous Growth and provide a brief supporting narrative. Elementary schools must achieve three Outcomes/Continuous Growth Measures to be eligible for a DSD recognition. Middle/high schools must achieve five.

For those seeking a DSD recognition, scoring will work as follows:

Each indicator within a pillar has an “evidence of practice” measure, based on the extent to which an indicator is in place. The applicant school self-assesses to determine this score, explaining the rationale in a brief narrative.

= emerging/partly in place/a practice or quality in some classrooms or teams
= mostly in place/a practice or quality across the school
= fully in place/a practice or quality that is generalized throughout the school

A “Priority Multiplier” is pre-filled in the rubric for each indicator to recognize that some indicators are more important or more complex, requiring more commitment and effort than others.
The evidence of practice measures are multiplied by their priority multipliers, generating a total for the pillar.

DSD Advisory Committee members will provide peer review of self-scoring through a collaborative process with applicant schools, and additional evidence may be included during this process.

To be recognized for a DSD pillar, a school must achieve at least 90% of the total possible score indicated on the rubric. (The total possible score for each pillar may vary slightly for elementary).

If you are interested in participating in the inaugural year of the DSD initiative, please complete this online application by January 30, 2027. Schools that are ultimately recognized for a DSD pillar will earn a DSD Badge of Excellence for that school year and be celebrated during a statewide event in the spring.

With questions or for more information, please contact Page Nichols, Maine DOE Chief Innovation Officer, at page.nichols@maine.gov.

We look forward to celebrating excellence in your schools!

Maine DOE Update – September 4, 2026

From the Maine Department of Education

News & Updates

2027 Maine Teacher of the Year State Finalists Announced

Four Maine educators have been announced as state finalists for 2027 Maine Teacher of the Year. Abby McCoy, a Chemistry and Forensic Science Teacher at Lewiston High School; Adrianne Shetenhelm, an English and Alternative Education Teacher at Windham High School; Gretchen Livingston, a Spanish Teacher at Cony Middle and High School; and Gina Welch, a Pre-K Teacher at Crescent Park Elementary School, were selected from the 2026 Maine County Teachers of the Year cohort to move forward in the Teacher of the Year process. | More

Joint Maine DOE and DHHS Guidance on IEPs and MaineCare Sections 28 and 65 Services – Repeat and Expanded Virtual Session

The Maine Department of Education (DOE), in collaboration with the Maine Department of Health and Human Services (DHHS), will provide an additional training on September 11, 2026, repeating and building upon the virtual training that was held on August 26, 2026. This training will cover the recently issued joint guidance related to Individualized Education Programs (IEPs) and updates and clarifications to MaineCare Sections 28 and 65 services, which include behavioral and developmental services. | More

Maine DOE Launches Wabanaki Studies Indigenous Literature Grant Program

The Maine Department of Education (DOE) is pleased to announce the Wabanaki Studies Indigenous Literature Grant Program, a funding opportunity designed to expand and strengthen the teaching of Wabanaki Studies. School entities, including school administrative units (SAUs), private schools approved for public tuition purposes, Indian Education Schools, and Education in Unorganized Territories (EUT) schools are eligible to receive up to $500 to purchase books that support Wabanaki Studies. | More

Maine Engagement and Attendance Center Continues Bringing Statewide Partners Together to Strengthen Student Attendance

On June 17, educators from the Maine Department of Education (DOE) and partners from across Maine gathered for a meeting of the Maine Engagement and Attendance Center (MEAC), a statewide collaboration working to strengthen student engagement and attendance and to address chronic absenteeism in Maine schools. | More

National Grant Opportunity for Public School Districts

The national program Public School Districts’ Opioid Recovery Trust (PSDORT) has announced that applications are open for a grant opportunity to help public school districts in recovering from the opioid epidemic by supporting students harmed by the opioid epidemic. The funds target students who were born with neonatal opioid withdrawal syndrome or students who have suffered traumatic family loss and educational interruptions because of the opioid epidemic. | More

Reminder: Recognize Your Outstanding School Staff: RISE Award Now Accepting Nominations

The Maine Department of Education (DOE) invites students, friends, families, community members, educational organizations or associations, co-workers, and supervisors to nominate school employees for the RISE Award. Anyone can nominate! | More

Maine Schools Sharing Success Stories

Submit good news to the Maine Department of Education here.

Professional Learning/Training Opportunities

FBI Boston and Maine School Safety Center to Offer Training on Bomb Threats and Swatting Hoaxes

The United States Federal Bureau of Investigation (FBI) Boston Field Office, in collaboration with the Maine Department of Education, Maine School Safety Center, will offer a 90-minute virtual training on September 17, 2026, from 9:00 a.m. and 1:00 p.m. | More

Maine Department of Education to Offer Professional Learning Webinar Series on Multi-Tiered System of Supports

The Maine Department of Education (DOE) will offer a virtual professional learning series focused on school-level implementation of a Multi-Tiered System of Supports (MTSS) beginning September 29, 2026. The series will provide school teams with opportunities to deepen their understanding, reflect on their current implementation, consider how to begin, and/or identify action steps to strengthen their system. | More

Registration Open for 16th Annual PBIS Conference

Maine’s Positive Behavioral Interventions and Supports (Maine PBIS) program, a collaboration between the Maine Department of Education (DOE) and the University of Maine System (UMS), will host its annual conference on November 19, 2026, from 8:30 a.m. to 4 p.m. at the Augusta Civic Center. | More

Maine DOE Launches Democracy Lab to Bring Civic Learning to Life

In recognition of Constitution Day on September 17, the Maine Department of Education is pleased to announce Democracy Lab, a new facilitator’s guide designed to support educators and students in exploring the nation’s founding ideals. This interactive resource examines principles expressed in the Declaration of Independence, including natural, unalienable rights, equity, the consent of the governed, and the belief that governmental authority rests with the people. While Constitution Day commemorates the signing of the U.S. Constitution, the Democracy Lab helps participants explore the ideas that influenced the nation’s system of government. | More

Maine Educators have FREE Access to Family Math Academy Professional Learning Series

The Center for Family Math at the National Association for Family, School and Community Engagement (NAFSCE) and the Consortium for Engaging Families Across Maine (CEFAM) are hosting a free professional learning opportunity for Maine educators to support student learning and family engagement across Maine. | More

View the Maine Department of Education’s Events Calendar here.

Career/Project Opportunities:

Find education-related jobs in Maine.

Joint Maine DOE and DHHS Guidance on IEPs and MaineCare Sections 28 and 65 Services – Repeat and Expanded Virtual Session

Maine DOE and DHHS are offering this additional session to provide further explanation and support consistent implementation across the state in response to the significant level of participation and questions received following the initial training. Representatives from Maine DOE and the Office of MaineCare Services (OMS) will review changes to eligibility for Sections 28 and 65 services, discuss implications for IEP development and service provision, and revisit key questions raised during the initial session.

The training will support school administrative units (SAUs), providers, and other stakeholders in understanding and implementing the updated guidance. Focus will be on the intersection of IEP requirements and MaineCare-covered services, compliance with applicable federal and state requirements, and clarification of how MaineCare funding may be accessed for eligible services.

Date: September 11, 2026
Time: 12:00–2:00 p.m.

Register in advance for this meeting:

Meeting Registration – Zoom

Individuals who are unable to attend the live training will be able to access shared materials and a recording of the session following the event.

For further information, please contact Erin Frazier at erin.frazier@maine.gov, Maine Department of Education, or Trista Collins at trista.collins@maine.gov, Maine DHHS, Office of MaineCare Services.

Maine Educators have FREE Access to Family Math Academy Professional Learning Series

The Family Math Academy is a free, limited-space professional learning opportunity designed for family coordinators (any personnel who support connections between home and school) and educators working across learning environments. The Academy involves participation in two live online sessions taking place in September 2026 and three asynchronous video modules that each take approximately 1 hour to complete.

Live Session 1: September 9, 2026, from 4 – 5:00 p.m.
Live Session 2: September 23, 2026, from 4 – 5:00 p.m.

What is included? The 10 self-paced learning modules feature the following:

Videos of family math in action, with real families
Exclusive interviews with family math experts
Messages from parent leaders across the country
“Try it today!” activities to help participants apply ideas in their own contexts
Resources to support educators and families to engage in family math
Connection to other family-facing professionals through an online learning community

Ways Maine educators will strengthen their skill set:

What is family math? Understand what family math is and why it is important.
Core Competencies – Learn to reflect, to connect, to collaborate and to lead alongside families.
Family Math Outcomes – Build persistence, capability, confidence and motivation in math.
Overcome barriers – Address societal, psychological and structural barriers to family math.
Learn more about the Family Math Academy here.

Click here to register.

CEFAM is a five-year Statewide Family Engagement Center grant through MAEC that functions as a partnership among MAEC’s technical assistance providers, the Maine Department of Education (DOE), NAFSCE, the National Network of Partnership Schools, ParentPowered, Maine Parent Federation, and MeCAP. CEFAM provides services and training to parents and caregivers; strengthens communication among families, the Maine DOE, and local and national family engagement organizations; and conducts efforts to learn about and to respond to the needs and experiences of Maine families.

MAEC receives funds from the U.S. Department of Education (ED) to support the implementation of this project, which is federally funded and directly attributed to project implementation. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement by, ED or the U.S. government.

Maine Department of Education to Offer Professional Learning Webinar Series on Multi-Tiered System of Supports

The learning series will center on the Maine Multi-Tiered System of Supports Fidelity of Implementation Rubric (MTSS-FIR), which will be piloted during the 2026–2027 school year through this series and other Maine DOE professional learning opportunities. The MTSS-FIR is designed to support MTSS Leadership Teams in assessing school-level implementation, establishing goals, and engaging in continuous improvement. The series will begin with a focus on Tier 1 and later transition to considerations for Tier 2 and Tier 3 implementation.

Sessions will emphasize practical application, providing participants with opportunities to deepen their understanding of effective MTSS implementation, reflect on their learning, and apply it within their school contexts.

MTSS Professional Learning Webinar Series

The MTSS Professional Learning Webinar Series will be held from 3:30–5 p.m. on the fourth Monday of each month, with exceptions in September, December, and May:

Tuesday, September 29, 2026*
Monday, October 26, 2026
Monday, November 23, 2026
Monday, December 21, 2026*
Monday, January 25, 2027
Monday, February 22, 2027
Monday, March 22, 2027
Monday, April 26, 2027
Monday, May 17, 2027*

*September 29 is the fifth Tuesday; December 21 and May 17 are the third Monday of their respective months.

Registration is required, and participation as a school team is encouraged. Teams may include administrators and educators from both general and special education. MTSS Leadership Team composition will be addressed early in the series, including guidance on whom to invite to participate.

To get the most from the series, each participating school team should include at least one administrator and at least one educator who plan to participate in every session. Participants will receive 1.5 contact hours for each session they attend for which they complete an exit survey.

Why Participate in This Series?

Implementing MTSS provides schools with a coherent framework for organizing and optimizing resources to support all learners. By aligning high-quality instruction, differentiated supports, data-based decision making, and collaboration within one connected system, schools can move from separate or disconnected efforts toward a more coordinated approach to meeting student needs.

Effective MTSS implementation strengthens universal foundations for belonging and learning. Through ongoing use of implementation and outcome data, schools can identify strengths, address areas for growth, and make informed decisions about how to use their resources. The result is a more equitable and inclusive continuum of support, and a stronger, more responsive system for helping every student succeed.

MTSS Office Hours

Maine DOE will also offer two types of virtual MTSS office hours beginning in September. These sessions will provide participants with additional opportunities to ask questions, seek support, and engage in conversation about MTSS implementation.

Walk-In Office Hours: Beginning Wednesday, September 23 from 3–4 p.m., participants may bring questions or topics for discussion. Please see the Maine DOE Event Calendar for more information, including additional dates, times, and registration links for MTSS Walk-In Office Hours.

Topic-Based Office Hours: Beginning Wednesday, September 16 from 2–3 p.m., each session will include 20–30 minutes of focused professional learning on a specific MTSS topic, followed by an opportunity for discussion. Please see the Maine DOE Event Calendar for more information, including additional dates, times, and registration links for MTSS Topic-Based Office Hours.

For more information, please contact Bryan Lescord, Maine DOE MTSS Specialist, at Bryan.Lescord@maine.gov.

Maine Engagement and Attendance Center Continues Bringing Statewide Partners Together to Strengthen Student Attendance

Back left to right – Ayesha Hall, Bryan Lescord, Julie Smyth, Marcy Whitcomb, Courtney Angelosante, Sue Gallant, Alexandra Cookson, Monique Sullivan, and Tamara Ranger. Front left to right – Shelley Chasse-Johndro, Intern Piper Hallen, Jennifer Belanger, Ann Hanna, and Sarah Nelson (arriving after the photo – Jess Anderson)

MEAC Responds to Attendance in Maine

Established by the Maine DOE in 2024, MEAC brings together Maine DOE teams with partners, including Count ME In! and Maine Positive Behavioral Interventions and Supports (PBIS). The collaborative was created in response to the persistent challenge of chronic absenteeism and, through technical assistance and guidance, is designed to help schools move from responding to attendance problems after they occur toward proactive, evidence-based strategies that address the root causes of absenteeism.

MEAC’s strength is the breadth of expertise within the collaborative. Maine DOE teams and partners connect work across attendance, family engagement, multi-tiered systems of support, early learning, school climate, health, data, and community-based supports. Working across these areas helps to align efforts, identify gaps, and provides schools with more coordinated resources and strategies.

Engagement Specialist Sarah Nelson, MTSS Specialist Bryan Lescord; Director of Strategic Partnerships Ayesha Hall; ESEA Federal Programs Director Shelly Chasse-Johndro; and Continuous School Improvement Coordinator Monique Sullivan

Engagement Specialist Sarah Nelson and Director of Office of School and Student Supports Julie Smyth share exit slip data from last year’s MEAC Office Hours. MTSS Specialist Bryan Lescord; Director of Strategic Partnerships Ayesha Hall; ESEA Federal Programs Director Shelly Chasse-Johndro; and Continuous School Improvement Coordinator Monique Sullivan listen in on the reflection.

In Maine, chronic absenteeism is defined as missing 10 percent or more of enrolled school days for any reason, including excused, unexcused, or disciplinary absences. As the 2026-2027 school year begins, attendance remains an important focus for schools across the state, as nearly 1 in 4 Maine students miss at least 3 weeks of school each year.

The June gathering offered an opportunity to review Maine’s attendance data, reflect on the past year’s work, and begin planning resources and professional learning for the 2026–27 school year.

The data-driven dialogue focused on Maine’s current attendance data, including grade level, county, and student demographics.

The conversation emphasized that attendance challenges can look different depending on students’ age and circumstances.

For elementary students, where approximately 1 in 5 students are chronically absent, MEAC is focusing on family engagement and removing barriers to attendance.
At the middle school level, where approximately 1 in 4 students are chronically absent, the focus is on developing a sense of belonging.
For high school students, where approximately 1 in 3 students are chronically absent, MEAC emphasizes the importance of creating a sense of relevance and helping students see why school matters.

MEAC’s work has focused on weaving together Maine DOE initiatives to coordinate practical tools and opportunities for educators to learn from one another. The Maine DOE MEAC webpage features a growing collection of resources focused on data use, family engagement, school leadership, progress monitoring, and Tier 1 attendance strategies, including the Maine Attendance Toolkit. MEAC recorded a four-part series highlighting aspects of the Attendance Toolkit, which can be accessed on the MEAC webpage. The toolkit serves as a foundational springboard for building strong attendance systems across Maine schools.

Attendance Is Everyone’s Work

MEAC’s work reflects the understanding that regular attendance is connected to students’ ability to fully benefit from the learning opportunities, relationships, and supports their schools provide. The resources highlighted above emphasize that addressing attendance means looking beyond unexcused absences to consider the range of health, family, school climate, and other factors that can affect students’ ability to attend school consistently.

For MEAC, the work continues beyond any single meeting. As Maine schools prepare for another school year, the collaborative continues to develop resources, professional learning, and shared strategies to help more students attend school regularly and remain connected to their learning communities.

For further information and questions about MEAC, please visit the Maine DOE MEAC webpage or reach out to Sarah Nelson, Maine DOE Attendance and Engagement Specialist at Sarah.Nelson@maine.gov.

National Grant Opportunity for Public School Districts

Funding targets classroom services, school-based behavioral and mental health supports, instructional innovations, or other district and school-based supports that directly affect students harmed by the opioid epidemic. The grants will be awarded to public school districts who demonstrate a clear need for opioid recovery and support services and a plan to integrate these services into their existing support frameworks. Proposals focusing on students with disabilities born with neonatal opioid withdrawal syndrome receive priority consideration.

Interested school administrative units (SAUs) are encouraged to register their intent to apply (Intent to Apply Registration) so that PSDORT can contact them and share information during the application process and beyond. SAU partners can join the distribution list by emailing info@SchoolDistrictOpioidRecoveryGrants.com and registering their interest.

To learn more about the PSDORT Award Application and Selection process, please visit the Award Selection Documents or the Award Selection FAQs pages. The application portal is now open (Application Portal).

Applications will be due on November 15, 2026. Winning proposals will be announced by April 18, 2027.

For more information about the types of grants – District Improvement Grants, Model Programs and Best Practices Grants, or Innovation Grants, please refer to the Phase 2 Request for Proposals Link (RFP) and the Phase 2 FAQs Link (FAQs).

Maine DOE Launches Wabanaki Studies Indigenous Literature Grant Program

The Maine Department of Education (DOE) is pleased to announce the Wabanaki Studies Indigenous Literature Grant Program, a funding opportunity designed to expand and strengthen the teaching of Wabanaki Studies. School entities, including school administrative units (SAUs), private schools approved for public tuition purposes, Indian Education Schools, and Education in Unorganized Territories (EUT) schools are eligible to receive up to $500 to purchase books that support Wabanaki Studies. Eligible books must align with the Maine DOE Wabanaki Studies resources and be written by an Indigenous author. This initiative supports the implementation of L.D. 1474, An Act to Strengthen the Teaching of Wabanaki Studies in Maine Schools, by expanding access to relevant instructional resources.

Frequently Asked Questions

Who can submit for reimbursement?

Maine school entities, including SAUs, private schools approved for public tuition purposes, Indian Education schools, and EUT schools, may submit for reimbursement.

Do I need to buy from a specified vendor?

School entities may choose where to purchase the books.

Where can I find Wabanaki Studies resources that meet the criteria?

The Maine DOE has created guides, lesson plans, and activities available on the Maine DOE Wabanaki Studies webpage: https://www.maine.gov/doe/innovation/wabanakistudies/resources

What is the first step for reimbursement?

After purchasing the books, you will be eligible to receive the first half of the reimbursement. To receive the second half, complete the following requirements:

Share your project in two of the following ways:

Present to your school board.
Present at a Maine education conference.
Create a synchronous or asynchronous professional learning video or lesson for the Maine DOE to use or share.
Submit a model lesson for the Maine DOE to share with other educators.
Create a “good news” story for the Maine DOE to share.
Host a professional learning group.

Participants will be required to submit evidence of completion of the two selected activities. Once completed, send the evidence to Brianne Lolar, Maine DOE Wabanaki Studies Specialist, at brianne.lolar@maine.gov.

How do I get reimbursed?

After submitting your evidence to the Wabanaki Studies Specialist, email your receipts to Haley Neal, Maine DOE Office Specialist, at haley.neal@maine.gov. Use “Wabanaki Studies Indigenous Literature Grant Program” as the subject line.

When will payments be sent out?

Payments will be issued to school entities quarterly after they demonstrate completion of the deliverables. Target quarterly submission deadlines are September 30, December 31, and March 31. Submissions received by these deadlines will be processed and reimbursed accordingly. Submissions received outside these windows will be reviewed on a rolling basis, and reimbursement will be processed upon approval.

With questions, contact Maine DOE Wabanaki Studies Specialist, Brianne Lolar, at brianne.lolar@maine.gov.