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  
Register now »

Oct. 17, 2018                                              
State Armory – Augusta 
Register now » 

Oct. 18, 2018                                              
Elks Lodge –  Portland  
Register now »   

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.

Beginning of School Year Checklist for Completing Reports

The following checklist is designed to assist districts with publicly funded students in completing required reporting.  The dates listed after each report are when the report is open for entry and due for certification, if required.

Synergy

The Synergy Student Information System is now open for the 2018-2019 school year. If you are a new user or, an existing user who needs changes to system access, please complete the system access form and return to the Maine DOE Helpdesk.

Please note, the first three uploads in Synergy must be done in order (State ID – only if needed, Student Enrollment and Student Personal). Manual entry will allow all three sections to be entered at once so the order is not as critical.

The following items are available. Please visit the Maine DOE Data Resources webpage for Synergy codes to be used for the items below and detailed instructions for entry.

☐ State ID Import – Caution! Please verify the student has not already been previously enrolled in the State of Maine at any time before using this.  Duplicate student IDs create inaccurate data and are not always easy to resolve.

☐ Student Enrollment

☐ Student Personal

☐ Economic Status

☐ Special Education Services – Please remember to use the start date of the services even if this was in a previous year.  Synergy will create a new line for each year the student received the services

☐ EL if applicable

☐ CTE schools and other concurrent schools may only enter their information after the primary school has done their enrollment information.

☐ Attendance, Truancy and Behavior as often as possible but at a minimum, quarterly for certification purposes

☐ Future dates are not permitted in the system.

☐ NEO Staff updated

Beginning of Year Reports and Certifications in DC&R

The following items can be accessed from DC&R. Guidance is available on the Maine DOE Data Resources webpage.

☐ Maine Schools and School Approvals due August 1.  This report must be completed to enter staff information:

Contacts and Questions

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

  • Accountability: Penny Henry 624-6855
  • Attendance: Rick Bergeron 624-6840
  • Audits/EF-S-07:  Stephanie Clark 624-6807
  • Behavior/Bullying/Restraint and Seclusion: Sarah Ricker 624-6685 or Meredith Backus 624-6865
  • Maine Schools: Charlotte Ellis 624-6696
  • School Approvals: Pam Ford-Taylor 624-6617
  • Special Education: Brandi Giguere 624-6648
  • Truancy: Gayle Erdheim 624-6637
  • Financial Reports (actual expenditure and actual revenue): Tyler Backus 624-6635
  • School Nurse Report: Meredith Backus 624-6865

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 – Access forms for Synergy and NEO if needed are located on the Maine DOE Data Resources webpage  These forms must be signed by Superintendent and returned to medms.helpdesk@maine.gov.