The Maine Department of Education is pleased to announce that Maine is joining the U.S. Department of Education Green Ribbon Schools initiative to inspire and promote effective school sustainability and collaboration. The award highlights sustainability practices undertaken at the school, district, or post-secondary institution level that are cost-saving and health promoting.
The U.S. Department of Education developed three Pillars of a green school:
Reducing environmental impacts, e.g. waste, energy, transportation, etc.
Improving health and wellness of schools, students and staff through consideration of school food, air quality, physical activity, etc.
Offering environmental and sustainability education that is authentic, civically engaging and green career preparing.
The Maine Department of Education is pleased to share a year-long professional learning opportunity for Maine schools, designed to help school leadership teams develop and implement Multi-Tiered System of Support (MTSS) frameworks in their schools.
What is MTSS?
Multi-tiered Systems of Support (MTSS) are comprehensive frameworks designed to address the academic, behavioral, and social-emotional needs of each student in the most inclusive and equitable learning environment. The MTSS framework is driven by strong leadership, policies and practices, family and community engagement, staff collaboration, and data-informed decision-making. Through the implementation of a MTSS framework, districts and schools increase attendance, elevate student engagement, lessen concern about behavior, improve school climate, and boost academic performance.
OBJECTIVE OF MTSS SERIES:
The professional development sessions in this series will provide educators a common understanding of an integrated MTSS Framework to support both academics and behavior. This series builds on the success of several Maine schools, and offers ongoing statewide technical assistance. With the support of the presenters, participating school teams will:
Become familiar with the essential components of the MTSS framework;
Be guided through developing their own MTSS framework;
Be provided tools to use within their own school for professional development; and
Have a plan to implement their MTSS framework in the 2020-2021 school year.
The school leadership teams attending this series will work between sessions with their school faculty. This will ensure that school faculty is informed and has a voice in the creation of this framework. The facilitators will also be checking in with the team between sessions to lend support and to be a resource for the continued development of their MTSS framework.
OVERVIEW OF SESSIONS
Session 1: October 22nd and October 23rd at Jeff’s Catering in Brewer Maine.
Day One: LEADERSHIP
– Overview of MTSS
– Roles of Shared Leadership and Shared Responsibility
– Exploring the Why
– Equity and Cultural Shifts
– Role of Data
– Layered Continued Support
– Presentation by Garret Schenck Leadership Team
Day Two: FOUNDATIONAL SUPPORTS for Academic and Behavior – Tier 1: Core Curriculum – Universal Screener
– Progress Monitoring
– Assessment Reasoning
– Equity for all
Session 2: Regional Groups- November 2019
DATA, LITERACY AND SUPPORTS
– Data Literacy by Shelly Simpson
– Tier 2 and Tier 3
– Introduction to Individual Learning Plans
– Equity and Data
Session 3: Regional Groups February 2020
EVIDENCE BASED PRACTICES
– What and When
– Individual Learning Plan update
– Supports in creating a master schedule
– Examination of Professional Development
– Equity and Progress Monitoring
– Assessment Reasoning
– Equity and Time
SESSION 4: March 2020
– Engagement Strategies
– Creating the process
– Equity within the Framework
SESSION 5: May 2020 SHARING FRAMEWORK
– Schools share their MTSS Framework
The Maine DOE is committed to working with all Maine schools who wish to improve teaching and learning. As such, DOE will cover costs for the actual MTSS sessions, texts, and materials that will be used throughout the year. Schools or districts are responsible for travel costs and a fee of $125 per person to help defray expenses for refreshments and lunches for all sessions. For recertification purposes, contact hours will be awarded to MTSS participants.
If interested in joining other schools in creating a Multi-Tiered System of Supports for your school or district, please submit your application by October 15, 2019.
We are very excited to announce that the Maine Teacher Leadership Committee (Teach to Lead® Maine), in collaboration with the Maine Department of Education, United States Department of Education, and the University of Maine Farmington, will be hosting the second annual Powered By Teach to Lead® Summit on August 16, 2019. This event encourages teams of teachers and administrators to identify a problem of practice or area of need in their school/district and develop a concrete plan to solve the identified problem/issue at their school. Each team will be paired with a critical friend who will serve as a facilitator throughout the day. All active Maine educators are welcome to submit ideas as individuals, but we strongly encourage schools/districts to bring a team of stakeholders to make the best progress at the Powered By Teach to Lead® Summit. Examples of problems of practice that teams identified for the 2018 summit included: trauma-informed schools, development of a makerspace, teacher-led professional development, arts education, and more!
Please consider joining us for this FREE event on August 16th, 2019 at University of Maine Farmington. As space is limited for this event, idea submissions will be reviewed by a team of education professionals, and invitations for participation, with registration details, will be emailed to those accepted.
Teach to Lead® Maine is a statewide effort, uniting educators, policy-makers, and the greater community around the common vision that every Maine student will benefit from the purposeful involvement of teacher leaders who collaborate in guiding the continuous improvement of schools and the teaching profession. For more information about teacher leadership, please visit the Maine Department of Education’s website.
The Maine Department of Education (DOE) is seeking 30 days of public comment from May 22 – June 20, 2019, on a Tydings amendment waiver application (waiver from §421(b) of the General Provisions Act) to the U.S. Department of Education (USDOE). The Tydings amendment waiver seeks an extension to the availability of Elementary and Secondary Education Act (ESEA) §1003(a) funds awarded during Federal fiscal year (FY) 2017.
Maine DOE Leadership participated in a call with USDOE program staff on Friday, May 10, 2019. During this call, the USDOE outlined next steps regarding Maine’s submission of an amendment to the Maine ESSA State Plan. The Maine DOE is working to provide the necessary information as expeditiously as possible. During this time of pause, the Maine DOE is unable to utilize 1003(a) funds. USDOE approval of the Tydings amendment waiver would allow the Maine DOE to make available 1003(a) funds to Maine schools identified for tiered supports, once the pause is lifted.
The U.S. Department of Education requires state educational agencies, when seeking waivers from statutory or regulatory requirements, solicit public comment on the application, respond to public comments, and provide evidence of the available comment period. The Maine Department is requesting the period of availability for $2,578,500.00 of 1003(a) funds be extended from September 30, 2019 to September 30, 2020.
A copy of the letter seeking waiver from §421(b) of the General Provisions Act can be downloadedwith key elements of the request included below.
Federal program affected by the requested waiver
Maine’s Model of Support for eligible Tier III (Comprehensive Supports and Intervention or CSI) and Tier I (Additional Targeted Supports and Intervention or ATSI) support under section 1003(a) of ESEA, as amended by the ESSA of 2015, is immediately impacted by the Department’s waiver request. This request is seeking to extend the availability of $2,578,500.00 to support eligible Maine schools. The funding will assist schools in engaging in whole-school reform by meeting school and student needs.
Impact to Student Achievement
Waiving §421(b) of the General Provisions Act (Tydings waiver) will directly impact student achievement by allowing the Maine Department of Education to provide increased support for school and classroom leaders during the 2019-2020 school year. Maine is committed to providing a differentiated method of support to struggling schools. Maine’s Model of Support includes coaching and mentoring for school leaders, evidence-based professional learning for educators, and content-specific instructional coaching in classrooms. This process requires all eligible Tier III schools to annually partner with educators, families, and community members to complete a comprehensive needs assessment (CNA). During this process each school team analyzes local academic and non-academic data, identifies promising practices and concerning trends, determines root cause,and creates meaningful goals and a plan for continuous improvement.
The Department will continue to work with schools eligible to receive Tier III (CSI) and Tier I (ATSI) support to ensure funds are utilized in a manner that is reasonable, necessary and allowable under the ESEA, as amended by the ESSA of 2015. The Maine Department of Education will continue to ensure proposed uses of funds align with the school’s completed CNA. Schools eligible to receive Tier III (CSI) supports will continue to document all school improvement related work within DirigoStar (Indistar), the Department’s online project management tool. Each school is also supported and monitored by an assigned school leadership coach. Maine DOE leadership and instructional coaches visit each Tier III eligible school several times throughout the school year.
Continuity of Services to Students
Schools will continue to utilize their completed CNAs to direct and implement the work without negative impact to specific student populations. The extension to the period of availability of funds will ensure schools will have an increased opportunity to access funds to further target supports and meet the needs and goals of the schools, students, and educators as determined in the CNA. Schools will continue to share and engage with communities and families in ways they have found beneficial, and which meet the needs of schools and their communities.
The following checklist is designed to assist districts with publicly funded students in completing required end of year reports. The dates listed after each report are when the report is open for entry and due for certification, if required.
Synergy: The following items are available in the Synergy Student Information System. Please visit the Synergy Instructions Helpdesk Page for Synergy codes to be used for the items below.
Update Attendance – All students with an enrollment must have attendance entered.
Update Truancy – All students who have met the threshold for truancy must have a truancy incident entered.
Special Education – exit any students who have left special education: Special Education will not need to be ended unless the student is exiting the special education program. Special Education services will need to be uploaded each year.
Update Behavior – Note: all enrollments exited with an expulsion must have an expulsion incident in the Behavior module.
Update/End ALL Enrollments (done last):
DOE will NOT be automatically ending enrollments
Concurrent enrollment MUST be ended before the primary enrollment can be ended
All students will need to be exited on their actual last day of school. This may be verified using “Attending Student Report”
June 30 should not be automatically populated for the last day of school.
Future exit dates that are more than 7 days out are not permitted in the system.
Ending a student’s enrollment will end Economic Status and Truancy – to avoid this, update Truancy records prior to ending enrollments
Ending enrollments will prevent you from manually updating Attendance Data. Once an enrollment has been ended, attendance data can only be modified by uploading the data.
New enrollments will need to be uploaded/entered as well as special education information each school year.
Annual End of Year Reports and Certifications:
The following items are Annual Reports for the 2018/2019 school year. Instructions for these reports can be found here: