End of School Year 18’-19’Checklist for Completing Reports

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:

https://www.maine.gov/doe/data-reporting/collection/helpdesk/resources/data-reporting-instructions

The report listed below is linked directly to its corresponding certification report in NEO

Graduation Phase I : April 1 – May 15

Graduation Phase 1 Instructions

Maine Schools and School Approval – Verified and certified by Superintendent by May 3 – June 14th

Instructions for Maine Schools

Accountability– Verified and certified by Superintendent. May 13 – June 21

Accountability Report Instructions

Attendance – Verified and certified by Superintendent. June 4 – June 29

Attendance Reporting Instructions

Behavior – Verified and certified by Superintendent. June 4 – June 29

Behavior Reporting Instructions

Special Education Exit Report – Verified and certified by Special Ed Director or Superintendent. June 3 – June 30.

Special Education Exit Reporting Instructions

Truancy – Verified and certified by Superintendent. June 4 – June 29

Truancy Reporting Instructions

Bullying reporting –  Verified and certified by Superintendent. June 15 -June 29.

Bullying Reporting Instructions

Report of Adult Education for Subsidy Purposes–  June 1-July 15.

EF-M-39 Report of Adult Education Instructions

School Health Annual Report.  May 25 – July 31.

School Health Annual Report Instructions

Restraint and Seclusion Report – Verified and certified by Superintendent. June 15 – August 1.

Restraint and Seclusion Reporting Instructions

Graduation Phase II: July 1 – August 30

Graduation Phase II Instructions

Q4 Actual Balance Sheet July 1 – August 23

Actual Balance Sheet Instructions

Q4 Actual Expenditure July 1 – August 23

Actual Expenditure Instructions

Q4 Actual Revenue July 1 – August 23

Actual Revenue Instructions

Q1 Budget Expenditure – Due by 8/2/2019 or 30 days after the budget passes, whichever is later

Budget Expenditure Instructions

Q1 Budget Revenue (coming soon) – Due by 8/2/2019 or 30 days after the budget passes, whichever is later.

Budget Revenue Instructions

Contacts and Questions:  If you have questions about these reports, (i.e. what should be entered) please contact the specialist listed below:

Attendance: Trevor Burns 624-6678 Trevor.R.Burns@Maine.gov

Maine Schools: Katherine Warren 624-6716 Katherine.Warren@Maine.gov

Special Education: Brandi Giguere 624-6648 Brandi.A.Giguere@Maine.gov

Financial Reports: Tyler Backus 624-6635 Tyler.Backus@Maine.gov

Truancy: Gayle Erdheim 624-6637 Gayle.Erdheim@Maine.gov

School Approvals: Pam Ford-Taylor 624-6617 Pamela.Ford-Taylor@Maine.gov

Behavior/Bullying/Restraint and Seclusion: Sarah Adkins 624-6685 Sarah.Adkins@Maine.gov

Accountability: Katherine Warren 624-6855 Katherine.Warren@Maine.gov

School Nurse Report: Emily Poland 624-6688 Emily.Poland@Maine.gov

If you have questions about accessing the reports, please call or email the helpdesk, 624-6896 or MEDMS.helpdesk@maine.gov

If you do not have credentials for Synergy or NEO, the district superintendent may grant access using the appropriate webform on the Helpdesk Page:

Synergy Access Request

NEO Access Request

Building School Capacity Through Community Collaboration

On June 12, the Maine Department of Education (Maine DOE) is joining the Maine Resilience Building Network (MRBN) to provide a free, full-day opportunity for school and community prevention partners to learn and think about ways to collaborate to address challenging topics such as mental health, substance use, and student health.

Participants will learn about resources and funding that is available to develop, implement and evaluate comprehensive activities and programs that are focused on supporting safe and healthy students.

All school personnel who are familiar with their school district’s Comprehensive Needs Assessment (CNA) and are knowledgeable of their school’s goals to provide students with access to a well-rounded education and to improve school conditions for student learning are encouraged to participate.

All community prevention partners who have the tools and resources to address safe, healthy, supportive and drug-free environments and are wanting to work with schools to address problems that relate to mental health and substance use are encouraged to participate.

In addition, pediatrician Dr. Ken Ginsburg, via Zoom from Philadelphia, will engage with participants to discuss strength based approaches to reaching teens through school and community engagement efforts.

The day’s agenda will also include: school and community prevention partners’ success stories; a panel presentation with representation from Maine DOE, programs within Maine DHHS, MRBN, and the CAN (Child Abuse and Neglect) Council; an overview of Dr. Ginsburg’s Building Blocks of Resilience (the 7Cs); and facilitated discussion.

This learning opportunity will be held in the Bangor Savings Bank in Augusta on June 12, 2019, beginning at 8:30am and ending by 4:00pm.  Lunch will be provided.

Registration and an agenda for the day can be found here.  Registration closes June 4, 2019

For more information or to ask questions, please contact Sarah Adkins, Student Assistance Coordinator at the Maine DOE at sarah.adkins@maine.gov, 624-6685, or Kini-Ana Tinkham, Interim Executive Director, Maine Resilience Building Network at kini.tinkham@gmail.com.

PRIORITY NOTICE: Updates Regarding ESEA Dashboard, Data Correction, and Federal Accountability under ESSA

This notice provides an update to the original timeline released in the DOE newsroom on March 11, 2019 regarding School Year (SY) 2018/19 data correction requests, the timeline for the release of the ESEA Dashboard, and the implementation of the federal accountability model under ESSA.

Data requests submitted to the Maine DOE by the February 8, 2019 deadline were reviewed, amended if necessary with the updated data sets, and uploaded to the ESEA Dashboard. The original timeline indicated the Data Dashboards would be provided to Superintendents for review on Monday, April 15, 2019.  The Department is currently in the process of conducting Quality Assurance (QA), ensuring the accuracy of presented data sets, and therefore the Dashboards were not available for District and School review on April 15, 2019. Once the QA process has concluded, district and school leaders will be notified and provided two (2) weeks to review the information provided. The ESEA Dashboard will become available prior to the conclusion of SY 2018-19.

As a result of a Maine DOE leadership phone conversation with the US Department of Education (USDE) on December 12, 2018, a subsequent phone call on March 8, 2019, and written feedback provided to the Maine DOE on March 15, 2019 related to Maine’s ESSA amendment, the Maine DOE was directed to resubmit clarifying information on April 8, 2019 to the USDE for review.  USDE has verified receipt of the clarifying information, and the Maine DOE awaits their feedback so that the process can proceed.

During this time of pause, the Maine DOE has secured state funding to support the provision of virtual coaching to schools that the Maine DOE anticipates will be eligible to receive additional support when amendments to Maine’s ESSA State plan are approved.  Participation in the virtual coaching is currently optional, with many eligible schools taking advantage of this support.

Maine DOE has requested an extension, until August 31, 2019, to officially make school identifications, and has requested the period of availability of 1003(a) funds be extended until September 30, 2020. These extensions will allow the Maine DOE to ensure the Department is able to align available federal funds to the identification timeline, therefore ensuring the availability of financial supports to schools.

Please know that the Maine DOE continues to do everything conceivable to ensure Maine has an equitable federal accountability model that honors stakeholder feedback and Maine’s small, rural context.

 

 

 

ESSA & Accountability: Why does accountability matter? #success4ME

Every element of our education system, including our expectations for students, how we understand if students are meeting those expectations, and how we are working with and supporting teachers and leaders, work toward the goal of ensuring all students are prepared for success after high school. Accountability is one piece of that system.

Accountability systems are intended to help us focus on what matters most, give us a better understanding of what is working well, and determine where we need to make improvements so we can help all students succeed. Just as state standards and assessments set expectations for what students should know and be able to do, state accountability systems set expectations for school performance helping schools determine next steps in accessing available supports from the state.

Statewide accountability systems set goals for achievement and growth for all schools regardless of race, income and zip code, and provide an opportunity for all stakeholders to understand school and district profile, and performance information.

Maine’s accountability system is now known as Maine’s Model of School Support. Through the implementation of the model,  Maine will identify schools eligible to receive additional supports in January 2019.

What is Maine’s Model of School Support?

Maine has moved towards a more purposeful approach to supporting Maine Schools. Maine’s Model of School Supports utilizes the following indicators:

Elementary/Middle Schools High Schools
Chronic Absenteeism Chronic Absenteeism
Academic Progress English Language Proficiency
English Language Proficiency Academic Achievement
Academic Achievement Graduation Rate

As you can see, the indicators remain a constant across grade spans with the exception of academic progress and graduation rate. Graduation rate only applies to high schools and as such is a high school model indicator. Progress can only be calculated when there are multiple years of data and this is currently only possible between grades 3-8 or Elementary/Middle level, therefore, progress is utilized in Elementary/Middle schools.

Data related to these indicators will be utilized to determine performance levels for each student population. Student populations include: white, Asian, black, two or more races, Hispanic, Native American, Native Hawaiian or Other Pacific Islander, economically disadvantaged, English language learners, migrant, homeless, foster care and students with disabilities (data for bolded student groups is included in the model. Data for non-bolded student groups is used for reporting purposes only).

In order for a school to receive a performance level within the above indicators, there must be a minimum count of 10 students. If there are less than 10 students in a student group, the data is not utilized, is suppressed, and the indicator will not be applicable for that specific student group.

The method by which 2018/2019 determinations are made is a new process to Maine containing many new indicators (listed above). The Department in collaboration with stakeholders, believe the inclusion of a wide variety of indicators will provide a more comprehensive view of school success. Maine uses performance on these indicators to determine schools who would benefit from the provision of school supports. Schools determined eligible to receive supports will receive additional assistance from the state and their districts. Additional assistance and support through the Maine Department of Education will include professional development and learning, regional leadership coaching, and other supports as determined by the tier of support.

Comprehensive Supports and Interventions (CSI) or Tier III supports are determined as a result of all student populations within Title I schools experiencing challenges across all indicators within Maine’s Model of School Supports. This comprehensive support assists in accelerating  improvement schoolwide. Schools will receive supports for a period of three (3) years. These are schools similar to those identified as priority schools in Maine’s previous accountability model.

Targeted Supports and Interventions (TSI) or Tier II Supports – are determined as a result of specific student populations experiencing challenges in a specific indicator consistently for three(3) years.  These schools are similar to schools that were previously identified as Focus schools; however, under ESSA, Maine  now must identify any school with a consistently underperforming subgroup of students. Maine will not be making determinations for schools eligible for Tier II supports until the 2019/20 school year and then annually thereafter as four (4) years of data is required in order to determine three (3) years of consistently underperforming.

Additional Targeted Supports and Interventions (ATSI) or Tier I Supports – are determined as a result of a single student population(s) experiencing challenges across all indicators. These determinations will be made on an annual basis. Support is provided to schools due to a need based on the performance of at least one student group.

Upcoming articles in the DOE Newsroom will focus specifically on each of the five (5) indicators.

Questions regarding the above information can be sent to ESSA.DOE@maine.gov or Janette Kirk via email at janette.kirk@maine.gov or 624-6707.

 

Regional PD Opportunities Based on CNAs and Provided Under ESSA #success4ME

Under the Every Student Succeeds Act (ESSA), Maine has developed a differentiated model of school supports that includes statewide professional development targeted to regional needs. Upon review of submitted statewide Comprehensive Needs Assessments/SAU Consolidated Plans, the Maine DOE is providing regional professional development to address the explicit needs outlined in submitted CNAs.

The Department invites district, school, and classroom leaders, and their staff to attend the many regional professional development opportunities being offered by the Department this fall. These sessions are offered at no cost and sessions information is available on the Department’s professional development calendar.

Creating Trauma-Sensitive Schools:  Using Relationships to Promote Growth & Learning

Session Description: Schools across the country are adopting a trauma-sensitive approach in order to effectively educate students who have been exposed to adverse experiences. Neurodevelopmental impacts resulting from childhood adversity hinder a student’s ability to engage in the academic setting and manifest as disruptive, and often unsafe, behavior in the classroom. Creating trauma competent schools has become an imperative for educators who work to ensure safety and promote learning for ALL students. The field of social neuroscience draws from vast disciplines to explain how we have evolved in the context of interpersonal relationships through attachment and group cohesion, and how we have subsequently developed the capacity to shape the brains of those with whom interact and connect. This presentation will describe how educators can use our knowledge of interpersonal neurobiology to create classrooms and student relationships that maximize growth and learning. Participants will understand their role in creating trauma-competent systems and be able to employ trauma-sensitive principles, practices, and procedures to address the impact of trauma on learners and increase their students ability to succeed in the school environment.

Facilitator Information: Cassie Yackley, Psy.D.,  has spent more than 25 years committed to understanding and effectively addressing the impact of traumatic/adverse experiences on children, caregivers/families, and systems. She brings together recent discoveries from developmental neuroscience, attachment, implementation science, and reflective practice to help audiences develop skills of relationship and self-awareness in ways that transform organizations, promote staff professional growth and wellness, and improve outcomes for the consumers they serve.

The three session dates and locations are listed below with a link to each registration.  Space is limited so we recommend you register at the earliest possible opportunity.  Please register no later than, October 9, 2018 for the session closest to you.

Oct. 16, 2018                           
Elks Lodge – Brewer  
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Oct. 17, 2018                                              
State Armory – Augusta 
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Oct. 18, 2018                                              
Elks Lodge –  Portland  
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Registration starts at 8:30 a.m. with each session running from 9:00 a.m. to 3:00 p.m. with a break for a provided lunch.

If you have any questions or need more information, please contact ESEA Federal Programs and Title I Director, Chelsey Fortin-Trimble at chelsey.a.fortin@maine.gov.