Students Rewrite Their Stories in Biddeford ELO Program

“Our main goal of this project is exposure and exploration,” says Extended Learning Opportunities (ELO) Coordinator Andrew Burnell. Burnell co-leads the ELO program at Biddeford High School’s Alternate Pathways Center (APC) alongside Tabatha Frawkins. Burnell and Frawkins work as a team to provide students with various career exploration opportunities including site visits, guest speeches, and the school’s ELO course. “We are a team and successful because we are such a cohesive team!” says Burnell of his work leading the program with Frawkins.

During the ELO course, students learn about five potential tracks including directly entering the workforce, military, college, trades, and service or travel opportunities. They are also taught important elements of “adulting” such as budgeting, doing taxes, and writing resumes and cover letters.

Students in the ELO program have gained volunteer experience by assisting in classrooms at Biddeford Primary School, Biddeford Intermediate School, and the John F. Kennedy Kindergarten Center. Some students have also been able to develop their leadership skills through a weekly leadership program where they work on communication, empathy, self-reflection, determination, and problem-solving.

Burnell says the best part of his day working as an ELO Coordinator is connecting with students. “Shifting students’ stories about themselves from negative to more positive, learning about students’ strengths and what their goals are, and being part of a community that believes in our students are all highlights of our days and work at APC,” said Burnell.

Co-led by Burnell and Frawkins, APC’s ELO program is helping students build strong and meaningful connections while exploring career paths and writing a positive story for themselves. Burnell says, “the ELO program is only strengthening our students’ [stories] and providing them opportunities they may not have otherwise experienced.”

Extended Learning Opportunities (ELOs) are hands-on, credit-bearing courses outside of the traditional classroom with an emphasis on community-based career exploration. These opportunities are personalized for students and help them explore options for their professional lives. They help students engage in learning through instruction, assignments, and experiential learning. The Maine Department of Education (DOE), along with state-wide partner Jobs for Maine Graduates (JMG), have made a concerted effort to provide working models, support, and funding opportunities for Maine schools to set up ELO programs within their school communities. To learn more about Maine’s initiatives with extended learning opportunities, visit: https://www.maine.gov/doe/index.php/learning/elo or reach out to Maine DOE ELO Coordinator Rick Wilson at rick.wilson@maine.gov.

 

Maine DOE Hosts Second Annual, “Supporting Adult Multilingual Learners Summer Institute” 

The annual “Supporting Adult Multilingual Learners with their Educational and Career Pathways Summer Institute” was held at Sugarloaf from July 10th – 12th and brought together adult multilingual educators, directors, advisors, and other interested stakeholders from across the State of Maine. This year’s theme was “Building Bridges” and encouraged participants to seek connection across programs and inside the classroom.

This is the second year Maine DOE’s Adult Education Team has hosted the Summer Institute, also affectionately known as “Camp Sugarloaf.” Leaders of the institute worked to empower adult education professionals to support their students by increasing empathy and efficiency in four areas of growth: 1) Cultural Competence and Humility; 2) Overcoming Barriers to Education and Employment; 3) Teaching Practices that Reach All Learners; and 4) Workforce Development. Over the course of three days, participants were able to increase network connections and resources and focus on implementing best practices back into their own programs and community organizations.

This year, around 80 participants attended nearly doubling in size from the previous year – and included 17 presentations, two whole group workshops, a workforce development panel, and a series of networking activities such as learning Kinyarwanda during breakfast, yoga, board game night, movie night, arts and craft night, and more.

The event was kicked off by Kelli Park, University of Southern Maine/Merrymeeting Adult Education teacher, who encouraged participants to consider best practices to increase Cultural Competence and Humility in the classroom. Other sessions included, “Integrating Technology at Every Level” by Lewiston Adult Education Instructors Melanie North and Jen Brown, “Understanding Immigration Law Challenges that Affect Multilingual Learners and Immigrants” by Michelle Gentry (Immigrant Legal Advocacy Project Senior Asylum Program), “Language and Identity Connections Across Cultures and Contexts” by Sarah Wagner (Frederick Community College Academic Advisor), “Mapping Resources in Your Community: MLL Edition” by Jeanne MacDonald-Johnson (Noble Adult & Community Education Assistant Director, Hub 9 MCCA Coordinator), and more.

Participants (or rather, Campers) were encouraged to embrace the spirit of personal growth, learning, and development during the three-day long event. Participant and Workforce Development Panel member Jennifer Tiner commented that Camp Sugarloaf helped her “make connections with other programs and staff to improve and refine [her] own practices.” “It’s an opportunity,” said Joseph Catalano, Workforce Development Panel member, “to think outside the box to solve problems.”

Presenter Jen Brown remarked that “the amount of fun stuff to process and connect, to be creative and have fun together” was one of the highlights of the institute. It allowed a structure to meet people and to ignite similar passions and, as presenter Briana Bizier later commented, understand that, as educators, “we’re all facing the same challenges. You feel like you’re alone sometimes.” Camp Sugarloaf gave educators a sense of community and a way to bring some of the most passionate educators across the state together to solve challenges creatively and collaboratively. “It feels like connecting together as people – authentically – rather than professionals” observed participant, Tekia Cox.

Back Row: Steven Airoldi, Lana Sawyer, David McDonough, Kelley Heath, Mike Emery Front Row: Cora Saddler, Amy Poland, Megan Dichter, Amy Hatch, Christy Le
Meet the Maine DOE Adult Ed Team – Back Row: Steven Airoldi, Lana Sawyer, David McDonough, Kelley Heath, Mike Emery and Front Row: Cora Saddler, Amy Poland, Megan Dichter, Amy Hatch, Christy Le

 

Gardiner Area High School Improves Student Engagement in Earth Science Class Through Outdoor Learning

Gardiner Area High School is one of 45 Maine schools that have received an award through RREV, or Rethinking Responsive Education Ventures. Supported by the Office of Innovation at the Maine Department of Education, the RREV initiative is a U.S. DOE grant that provides Maine educators funds to implement innovative, cross-disciplinary learning opportunities to be incorporated into curricula. This grant has allowed schools like Gardiner Area High School to redesign instruction that leads to improved learning experiences for students.

Gardiner Area High School directed their RREV funds to their freshman Earth Science class. Prior to the start of the pilot, teachers reported that students were demonstrating increased incidences of social and emotional issues, declining grades, and significant disengagement. Spearheaded by 2023 Kennebec County Teacher of the Year, Sharon Gallant, the goal of this pilot was to reverse the disengagement by having students in the Earth Science class spend 75% of their class time outdoors. When asked about the idea behind the pilot Gallant said, “I have always known what outdoor learning can do.” Adding that as incoming freshmen, students end up spending a lot more time in the classroom than they had previously. Sharon felt that increasing the time students spent outside engaged in hands-on learning would remedy these issues. After beginning implementation, the feedback from students was resoundingly positive, with subsequent improvements in learning. Sharon described her experience with the implementation of the pilot as “amazing” adding that “it has totally changed my teaching style, and what I know to be great teaching.”

The freshman Earth Science class has navigated many challenges in implementing this pilot, from unexpected weather patterns to tracking mud through the halls after class, but with these challenges came widespread support and improved engagement from students and teachers alike.

Gallant remarked that since implementing this class structure she has been able to teach practical applications of Earth Science, incorporating knowledge that was once “taught at home,” such as what poison ivy looks like, and how to start a fire. Additionally, this class has provided students with a connection to the natural world that was not previously there for many of them, as well as offer indispensable hands-on learning and problem-solving opportunities. From rushing rivers to 10-degree snowy fields, to rock-covered hills, this freshman Earth Science class has had some unique classrooms, to say the least.

After one year of pilot implementation, the RREV team attended one of the outdoor science classes to see the implementation process in action. On this day, the science class was taking place on the Cobbosseecontee Stream and students were to catch, record, and release migrating alewives. An instructor helping to lead the alewife capture noted that their migration was slowing down as spring was progressing, and the science class had been conducting their observations for several days at this stream. The slowing migration was borne out in students’ study on the day of the RREV team’s visit, as the students only caught and recorded one alewife and one elver that day. “That’s real science” remarked Gallant, “Some days you get hundreds of alewives, some days you get one.” 

When the class came to an end, the RREV team accompanied them back to the road where their transportation was. Elaine Bartley – the RREV Project Director – recounted her conversation with a student on the walk back. Elaine asked the student whether they liked outside classes or not, to which the student responded something to the effect of “I’m more of an inside person.” Elaine followed up, “So you would rather be inside learning from a book?”

“Well, if I really want to learn it then I have to be doing it,” replied the student.  This interaction between Elaine and the student emphasizes the ways that Gardiner Area High School’s outdoor education integration pilot has reimagined the ways that students can learn, and redefined what can constitute a classroom.

It is with the help of the RREV grant that awardee schools like Gardiner are able to provide enhanced learning opportunities and experiences for students, and has allowed educators at Gardiner to address the ubiquitous student need for learning through doing in a unique and meaningful way.

RREV is an initiative of the Maine Department of Education, funded by the Education Stabilization Funds through the US Department of Education’s Rethink K-12 Education Models, that bolsters Maine educators’ innovative efforts to support their students with agile, effective, and resilient learning experiences that improve learning outcomes for all students.  

The Maine DOE encourages all schools and districts across the State of Maine to learn more about these innovative educators and their RREV pilots through the RREV website and the online RREV collaborative platform known as EnGiNE. It is through EnGiNE that we hope to continue the momentum to change students’ lives through innovative and responsive educational programs.

Approval of Tydings Amendment Waiver of FY22 ESEA funds and FY23 Carryover of Excess Title I, Part A Funds

The Maine Department of Education (DOE) is pleased to announce that we have been granted a Tydings Amendment Waiver of FY22 ESEA funds and FY23 Carryover of Excess Title I, Part A Funds. Pursuant to the authority granted under section 8401(b) of the Elementary and Secondary Education Act (ESEA), the Maine Department of Education (DOE) received approval for these waivers from the U.S. Department of Education (USDOE).  As a reminder, state FY21 ESEA funds, subject to last year’s Tydings Waiver, are expiring and should be obligated by September 30, 2023.

The requirements from which Maine will be waived include:

  • A Tydings amendment waiver from Section 421(b) of the General Provisions Act to the U.S. Department of Education (USDOE). The Tydings amendment waiver extends the availability of Federal Fiscal Year 2021/State Fiscal Year 2022 Elementary and Secondary Education funds. Programs affected by this waiver:
    • Title I, Part A of the ESEA (Improving Basic Programs Operated by LEAs), including the portions of the SEA’s Title I, Part A, award used to carry out section 1003 school improvement, section 1003A direct student services, if applicable, and Title I, Part D, Subpart 2
    • Title I, Part B of the ESEA (State Assessment Formula Grants)
    • Title I, Part C of the ESEA (Education of Migratory Children)
    • Title I, Part D, Subpart 1 of the ESEA (Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At Risk)
    • Title II, Part A of the ESEA (Supporting Effective Instruction)
    • Title III, Part A of the ESEA (English Language Acquisition, Language Enhancement, and Academic Achievement)
    • Title IV, Part A of the ESEA (Student Support and Academic Enrichment Grants)
    • Title IV, Part B of the ESEA (21st Century Community Learning Centers)
    • Title V, Part B, Subpart 2 of the ESEA (Rural and Low-Income School Program)
  • A carryover limitation waiver from Section 1127(a) of the Elementary & Secondary Education Act of 1965, as amended for Federal Fiscal Year 2022/State Fiscal Year 2023 Title I, Part A funds s (i.e., the Title I, Part A funds that will become carryover funds on October 1, 2023). The carryover limitation waiver waives the requirement that limits the Maine DOE’s ability to grant to its local educational agencies (LEAs) a waiver of the 15 percent Title I, Part A carryover limitation of more than once every three years.

We are pleased to share this news and deeply appreciate the work you and your staff are doing to help support students and schools in Maine. If you have any questions about this waiver, please contact your ESEA Regional Program Manager:  ESEA Federal Programs | Department of Education (maine.gov)

 

Final SAU ESEA Allocations Released and Now Available

The Maine Department of Education’s (DOE) ESEA Federal Programs team is pleased to share that all ESEA Federal Program final allocations are now available. Final allocations can be viewed on the ESEA allocations webpage and have been uploaded into the Grant Award Notification (GAN) within the School Administrative Unit (SAU) ESEA Consolidated Application. Applications can be accessed through the Grants4ME platform.  SAUs can complete and submit their ESEA consolidated application to assign Title I, II, III, IV-A and V funding, if applicable, to SAU and school projects.

It should be noted that due to a letter received from the US Department of Education (USDOE) on February 24, 2023, indicating the USDOE’s intent to place DOE’s Title I, Part A grant on high-risk status and withhold 25 percent of DOE’s fiscal 2022 (school year 2022-23) administrative funds, the withheld funds per federal statute, were redistributed to SAU Title I allocations, providing an additional $117,422 to Maine schools. The Maine DOE has communicated our objections to the USDOE’s actions. In the meantime, the inclusion of the $117,422 in addition to funds received in Maine’s preliminary Title I award, for federal fiscal year 2023 (school year 2023-2024) has resulted in either slight increases or lesser loss to final SAU Title I allocations as compared to preliminary Title I allocations. This is primarily due to adjustments in the hold harmless provision of funding directly related to the concentration stream resulting in additional loss of funds for some SAUs being subsequently minimized by the addition of the reallocation of withheld state administrative funds.

In the preliminary FY24 Title I equitable services allocations, the figures were abnormally low. After a deeper review, a formula error was found and subsequently amended. Please note the substantial increases for final FY24 Title I equitable services allocations.

Interested in understanding how Title I allocations are derived? A Title I allocation webinar is available for viewing.

Questions related to Title I allocations should be directed to Jessica Caron, Title I Specialist. Specific SAU-related ESEA allocation questions can be directed to the ESEA Regional Program Managers.

Maine DOE Update – July 21, 2023

From the Maine Department of Education


Reporting Items

Webinar: Graduation Report – August 1, 2023

Join the Maine Department of Education (DOE) Data Team for a webinar about graduation reporting. No registration is required to join. The Join Live event link below will be active on the date and time of the webinar. |  More

| Visit the DC&R Reporting Calendar |


News & Updates

Media Release: College and Career Success Coordinators Provide Academic and Career Supports and Help Students Transition to College

The Maine Department of Education (DOE) and the Maine Community College System announced that current and prospective community college students across the state now have access to College and Career Success Coordinators to provide them with academic and career supports and assist them with the transition to college. Through Maine Jobs and Recovery Plan (MJRP) funding, the Success Coordinators have already served more than 1,000 students and helped nearly 400 students develop career and academic plans. |  More

We’re Hiring! AmeriCorps Program Manager with the Maine Department of Education – Application period extended!

Are you seeking an opportunity to utilize your education and leadership experience to support future educators and students simultaneously? This opportunity to join the Maine Department of Education (DOE) will allow you to expand your impact in education through management with two different cohorts of AmeriCorps members focused on supporting Child Development Services (CDS) preschool classrooms (CDS AmeriCorps) and incoming high school students in two rural schools (Maine AmeriCorps Mentors for Success). |  More


Maine Schools Sharing Success Stories

Orono Middle School Students Embrace their Culture with Classmates and Community

Highlighting the diversity of students is crucial to fostering a sense of belonging, both in schools and in the wider community. To accomplish this, and to enjoy delicious foods from across the world while doing it, students at Orono Middle School held a cultural festival to celebrate their different backgrounds. The event was organized by middle school teacher, Jessica Archer, who recently was recognized as Penobscot County’s 2023 Teacher of the Year for her innovative teaching. |  More

| Submit your Maine School Success Story |


Professional Development, Training, and Events

| Visit the Professional Development Calendar |


Latest DOE Career/Project Opportunities:

View current Maine Department of Education employment opportunities here


 

We’re Hiring! AmeriCorps Program Manager with the Maine Department of Education – Application period extended!

AmeriCorps Program Manager with the Maine Department of Education

$24.77-$36.89 hourly range

Are you seeking an opportunity to utilize your education and leadership experience to support future educators and students simultaneously?  This opportunity to join the Maine Department of Education (DOE) will allow you to expand your impact in education through management with two different cohorts of AmeriCorps members focused on supporting Child Development Services (CDS) preschool classrooms (CDS AmeriCorps) and incoming high school students in two rural schools (Maine AmeriCorps Mentors for Success).

Child Development Services, a quasi-state agency providing special education services to eligible children from birth to 5 years old, has partnered with First4 AmeriCorps to make this opportunity possible through a program that includes receiving valuable early education training and supports, gaining vital hours of experience and mentoring in CDS preschool programs available throughout the state, and working with students with disabilities.  In another program focusing on older students, the Maine DOE Office of School and Student Supports has partnered with two rural high schools in York County to provide AmeriCorps members to support incoming high school students.

Your management and leadership of Maine DOE and CDS AmeriCorps programming will ensure students statewide experience improved outcomes in the areas of school readiness and success and provide a cohort of future Maine educators with the training and experiences needed to successfully launch their careers in education.

To apply for this exciting opportunity to positively impact students and prepare future Maine educators, please send your cover letter and resume to Danielle McKay at danielle.mckay@maine.gov until a viable candidate is found.

Maine DOE AmeriCorps Program Manager Position

The primary focus of this position is assisting in planning, research, development, and coordination of a CDS AmeriCorps initiative for special education services provided in preschool settings and a Maine AmeriCorps Mentors for Success (MAMS) pilot in two rural high schools in York County.  The program manager supports the development of CDS AmeriCorps and Maine AmeriCorps Mentors for Success through the coordination of community partnerships, providing targeted professional development and coaching for Americorps members, partnering with technical assistance providers, and supporting alternative pathways to becoming certified to teach or provide services in early childhood and secondary settings. More specifically, the program manager promotes the development and implementation of policies and procedures to improve outcomes for students with disabilities under the Individuals with Disabilities Education Act (IDEA) and to improve mental health for students with limited access to enrichment opportunities due to socioeconomics, geography, etc.

Types of decisions THE POSITION has authority to make:

Makes decisions in collaboration with the Maine DOE and CDS regarding how best to support the tasks associated with the detailed timeline for the coordination of CDS AmeriCorps volunteers and Maine AmeriCorps Mentors for Success.

Makes decisions in collaboration with the Maine DOE and CDS regarding managing, training, and supporting personnel, timelines, professional development, and data to support two AmeriCorps grants.

Make decisions in collaboration with the Maine DOE and CDS including development and coordination of long-term initiatives and programs, including securing stakeholder involvement and training for the coordination of CDS AmeriCorps and Maine AmeriCorps Mentors for Success programming.

KNOWLEDGES, SKILLS, AND ABILITIES REQUIRED:

  • Knowledge of management practices, organizational change technologies, and human resources management.
  • Knowledge of project management principles and applications.
  • Knowledge of staffing requirements and training development principles, practices, and techniques.
  • Ability to plan, assign, and collaborate on managing the work of professional and technical staff members.
  • Ability to plan, direct, and manage moderately complex tasks for the timeline and implementation plan proposed by CDS and Maine DOE.
  • Ability to understand complex issues and negotiate amicable resolutions within a group setting.
  • Ability to anticipate and analyze problems, reach logical conclusions, and make sound decisions.
  • Ability to understand current policies and evaluate changing environments in order to recommend or implement changes or additions to policies.
  • Ability to manage multiple complex, diverse, and concurrent activities.
  • Ability to coordinate community partnerships.
  • Ability to plan and assign the work of overseeing AmeriCorps volunteers.
  • Ability to communicate effectively and write clearly and effectively.
  • Ability to establish and maintain effective working relationships.
  • Ability to use information management tools, systems, and applications.

POSITION responsibilities:

  1. Assists the Maine DOE’s Office of Special Services and Inclusive Education and Office of School and Student Supports teams by presenting work issues that impact program management in order to provide input for decision making.
  2. Plans, organizes, and directs a team of AmeriCorps members for a variety of projects in order to accomplish the purpose of the proposed CDS AmeriCorps and Maine AmeriCorps Mentors for Success initiatives.
  3. Leads and oversees the program team through a process to include progress monitoring on the recruitment and retainment of the AmeriCorps volunteers.
  4. Analyzes, prioritizes, and identifies issues in order to support effective collaboration.
  5. Develops, coordinates, and implements high quality professional development to AmeriCorps volunteers.
  6. Maintains and collects data, accurate schedules, budget, and additional information in order to ensure timely access and reporting for the Department on the progress of the initiatives.
  7. Manage, supervise, evaluate, and support AmeriCorps members serving statewide to provide high quality programming in schools
  8. Facilitates communication with teams in order to discuss on-going project issues and facilitate collaboration.
  9. Conducts analyses and recommends alternative approaches to senior leadership in order to inform decision making.
  10. Support both initiatives to ensure proper execution of the initiatives and adherence to federal guidelines.
  11. Serve as a liaison between the Maine DOE certification team and AmeriCorps members to support AmeriCorps members in applying for Ed Tech I, II, and III endorsements.
  12. Manage workflow to ensure timely completion of tasks in order to meet required timelines as well as Departmental needs.
  13. Provide timely response to all constituent inquiries in area of responsibility in order to provide high level of customer service and transparency.
  14. Compile highlights and stories of the AmeriCorps programming to promote through DOE communications channels.
  15. Complete other duties/projects as assigned in order to meet Maine DOE’s OSSIE and OSSS.

Orono Middle School Students Embrace their Culture with Classmates and Community

(Pictured: Students and their families pose for a photo at the culture festival)

Highlighting the diversity of students is crucial to fostering a sense of belonging, both in schools and in the wider community. To accomplish this, and to enjoy delicious foods from across the world while doing it, students at Orono Middle School  held a cultural festival to celebrate their different backgrounds. The event was organized by middle school teacher, Jessica Archer, who recently was recognized as Penobscot County’s 2023 Teacher of the Year for her innovative teaching.

The origins of the cultural festival began with Archer’s desire to deepen her understanding of the culture and experiences of her students, especially those from outside of the country. Recognizing the need for a greater understanding of her students’ diverse backgrounds, she interviewed many of them, asking each student questions about their culture and background. At the end of each interview, she asked, “What do you want people to understand about your culture?” That question elicited several responses from students who felt that their classmates did not understand them because they did not know more about their culture. Archer then asked the students if they would like to participate in an event celebrating their unique cultures which, in her words, led many of her students’ faces to “light up” with joy.

Inspired by her students’ answers during their conversation, Archer decided to write a story about each student’s background from their point of view. After sharing the drafts with her students and their families to ensure accuracy, Archer published the stories, along with pictures, to display on a school bulletin board. The board displayed a map of the world, with strings connecting each of her students to their country of origin. Archer also recognized a greater need to spread awareness around her students’ cultural backgrounds beyond her classroom and with the rest of the school’s student body. After speaking with two of her students who celebrated Ramadan and wished their peers better understood the holiday and their culture, Archer helped them to create an informational bulletin board and place it in the school’s foyer.

The after-school culture festival Archer organized was a success and attended by nearly 40 participants who learned from the eight families from different parts of the world. Students and their families from or with ties to Ukraine, France, Jordan, South Africa, Guatemala, Israel, Turkey, and Myanmar gathered to celebrate their culture, experiences, and of course, delicious food.

Students’ dishes included Middle Eastern Za’atar bread and traditional Ukrainian Potato Varenyky, a dish like dumplings. But the event also represented much more than just a culinary adventure. In addition to food, families also shared visual and audio representations of their culture. Students and families who participated felt the event was valuable in helping foster a better understanding of different cultures represented within the school and community. Alex, one of the parents who participated in the event wrote that the culture festival “offers a unique opportunity to discover the variety and richness of the Orono immigrant families’ cultural and gastronomical backgrounds.” Khawla, another parent, wrote, “the cultural festival at schools is an excellent way to build a strong foundation for diversity in the community by bringing people together from different cultures, religions, regions, and backgrounds to get to know each other, share ideas, food, and mind in a spirit of peace, unity, and togetherness.”

The event taught valuable lessons to students and families alike on the diversity of their community. Sophia, one of  Archer’s students who participated in the event said, “people make assumptions about people from other countries. It is important that we learn about each other and ask questions before making assumptions and judgments.” Archer hopes to expand the event to include families other schools throughout RSU #26 next year to continue sharing and celebrating the diverse backgrounds of her students.

This story was drafted by Maine DOE Intern Ryan Hafener in collaboration with Jessica Archer as part of the Maine Schools Sharing Success Campaign. To submit a story or an idea, email Rachel Paling, Maine DOE Communications and Outreach Coordinator at rachel.paling@maine.gov.

Webinar: Graduation Report – August 1, 2023

Join the Maine Department of Education (DOE) Data Team for a webinar about graduation reporting. No registration is required to join. The Join Live event link below will be active on the date and time of the webinar.

This webinar will be recorded and posted to the DOE Data YouTube Playlist within a few days after the webinar takes place. Additional information about this webinar can be found on the Webinars page of the Maine DOE Helpdesk Website. If this webinar is canceled, a notice will be posted on the Helpdesk Website at the top of the page.

Graduation Report Webinar:

For questions about data reporting webinars please contact Alexandra.Cookson@maine.gov. For questions about data collected and reported to the Maine DOE, contact the Helpdesk at medms.helpdesk@maine.gov or (207) 624-6896.

Media Release: Maine DOE Provides Schools with Additional $2 Million to Expand Summer Learning and Enrichment

The Maine Department of Education (DOE) provided an additional $2 million to 17 school units to expand engaging and meaningful summer learning programs across the state for nearly 1,000 students. The programs focus on helping students recover from the impacts of the pandemic through additional math and literacy instruction, tutoring, hands-on outdoor learning experiences, and family engagement activities. Students have access to meals and get to spend the summer building skills and knowledge and engaging in fun activities with their classmates.  

“These are meaningful summer learning programs that provide students with the academic support they need to recover from the pandemic while also allowing them to explore the outdoor world around them, be creative, engage in project-based learning, build social skills and connections, and have reliable meals,” said Maine Education Commissioner Pender Makin. 

The summer learning opportunities are paid for using federal emergency relief funding and are in addition to the $2.1 million granted to 63 school administrative units (SAUs) to support summer enrichment programming through the Title I Summer Reallocation Grant. 

Expanded Summer Learning and Enrichment Programs 

East Millinocket School Department
East Millinocket School Department’s extended school year program provides students with high-quality tutoring and intensive reading instruction to support learning growth. Students also participate in immersive outdoor learning opportunities at Baxter State Park and other area destinations.   

East Range II CSD 
East Range II School’s summer day program provides students with learning opportunities that will engage them physically, mentally, and creatively. Programming focuses on instruction as well as providing access to mental health, occupational therapy, and speech therapy services that many students do not have access to over the summer. Students also have access to breakfast, snacks, and lunch during the summer program and monthly access to the school’s food pantry program. 

Students also attend Down East Lakes children’s program once a week to provide hands on experience with natural science and will visit Twin Ponds Nature and Discovery Center to learn about aquatic and land species in their area and in Maine. Student use drawings and writings to document their experiences. Families will come together at a nearby lake for a final family engagement day.  

Fiddlehead School of Arts and Sciences Charter School 
Fiddlehead offers students six weeks of camp activities to continue their learning in literacy and math through hands-on, minds-on enrichment activities. Camp activities include art, theater, musical theater, 3D art, young inventors, paper arts, and clay sculpting. All camps end with a showcase for families and there is extended reading time built into all camp schedules to strengthen literacy skills.  

Hancock Public Schools 
Hancock Grammar School offers students a four-week summer program for literacy using evidence-backed practices. Students will also participate in math programming each day.  

Hope Public Schools 
Hope Public Schools offers students summer programming focused on academic enrichment and the opportunity to grow socially and emotionally. The program provides students an immersive learning opportunity in the school garden, where students measure, predict, write, experiment, and read in the garden. Parents and community members join by reading to children in the garden and distributing food to families.  

Madawaska 
Madawaska Elementary School’s extended educational opportunities provide students with additional targeted learning experiences and instruction, exposure to project-based learning and real-world application, critical thinking skills, and social emotional benefits that emerge from confident learners. The program also includes student visits to the Acadian Village to explore history and language, Four Seasons Outdoor Center to explore natural science concepts and apply math concepts to real life examples, and the University of Maine Fort Kent junior learner’s programs and activities. Families also have access to family math night, early learners open house and information night, reading night in the library, and other family and community events.  

Maine Connections Academy 
Maine Connections Academy’s summer program focuses on students who are credit deficient and lack the class completion needed to graduate on time. The program focuses on re-engaging these students and providing supplemental targeted intensive instruction to complete courses required for promotion/graduation. A parent or adult is designated as each student’s Learning Coach and responsible for documenting attendance for the students throughout the summer school period and coordinators work closely with parents and guardians throughout the summer program to ensure parent engagement. 

Otis Public Schools 
Otis Public School’s four-week summer program provides focused literacy and math interventions to students who are furthest from meeting benchmarks. Student also participate in team-building challenges, STEAM opportunities, and physical activities that engage and motivate students in experiential learning. Students take part in experiential learning opportunities at Lamoine State Park and Bangor Children’s Museum. 

Portland Public Schools 
Portland Public Schools offers students a daily summer program focused on students in need of reading and math recovery instruction. The program also prioritizes students who are experiencing homelessness. Reading and math instruction is combined with hands-on enrichment activities and STEAM instruction.  

MSAD 11 (Gardiner) 
In partnership with The Boys & Girls Clubs of Kennebec Valley in Gardiner, MSAD 11 provides students with academic and enrichment programming to support learning recovery and meet the social and emotional needs of students. Students most in need of academic support, students from low-income households, and students who could greatly benefit from extra social interaction and extra-curricular activity during the summer months are prioritized for the six themed weeks of programming. Summer programming features engaging, hands-on activities that promote learning, have real-world applications, and build on students’ sense of exploration, engagement, and belonging. MSAD 11’s summer program provides academic support in math and reading, project-based learning, health and wellness programs, STEM projects including include visits from Chewonki, a robot coding class, and a field trip to The Maine Wildlife Park, visual and performing arts programs, multicultural education, youth leadership and service learning, and parent engagement throughout, including STEM night, Olympian Week, and the Gardiner Public Library Summer Reading Program. On Tuesdays, parents can come with a bag and take a variety of foods home for free that were all donated by Hannaford and the local food bank.   

RSU 14 (Windham) 
RSU 14’s summer program supports students who need additional early literacy and math instruction. Students attend this summer programing 4 days a week for 4 hours a day and get the support they need to he will program prepare students to smoothly transition to the next grade level by strength knowledge of early literacy and numeracy concepts. Staff also engage with families by providing materials and instructions to support their child at home, including make and take activities for parents in both math and literacy and a parent afternoon tea.  

MSAD 15 (Gray) 
The Patriot Arts and Learning Summer Institute uses an arts and STEM integrated approach to address COVID learning gaps in literacy and numeracy in grades K-4. Students in the program receive daily instruction in literacy, numeracy, arts, and STEM. Students are also be provided breakfast, lunch, and outdoor movement time daily. The Patriot Arts and Learning Institute utilizes a “push-in” field trip model to bring unique and fun opportunities to students aligned with learning. Push-in field trips focus on arts and STEM integration including traveling planetarium, Portland Stage, Portland Ballet, animal rescue outreach, and team building activities. MSAD 15 has also partnered with the local recreation departments to provide before and after care for students in the Patriot Arts and Learning Summer Institute. 

MSAD 17 (Oxford Hills) 
RSU 17’s “Camp Achieves” focuses on engage students in learning through fun, active, hands-on math and science lessons and projects. Additionally, language and literacy will be incorporated into the daily activities. Students will hear from and interact with local beekeepers, farmers, and wildlife specialists and engaging in experiential learning at a community garden and Roberts Farm. Tier II interventions will be provided in both literacy and math. At the close of the program, an ‘open house’ will be held for the purpose of students’ sharing projects with their parents.  

RSU 34 (Old Town) 
RSU 34 offers students and families a variety of summer programming to meet their individual needs, including in-person learning opportunities for students in a four-week model, one-on-one and small group high-dosage tutoring for students spanning the entire summer, an engaging virtual asynchronous option for students to engage in weekly learning objectives with on-call support, and ongoing programming for students delivered through school libraries and school garden. 

MSAD 70 (Hodgdon) 
RSU 70’s summer school focuses on helping students fill learning gaps caused by the pandemic and maintain current learning as well as gain proficiency in student specific learning identified. The summer school also provides exploratory experiences to apply learning in engaging ways through field trips and real-life experiences that encourage reading, science, and math. 

RSU 82/MSAD 12 (Forest Hills/Jackman) 
RSU 82/MSAD 12’s summer learning and enrichment program focuses on the academic and wellbeing needs of students and family engagement through academic instruction and projects, family literacy night, family math night, and a showcase event allowing students to present their summer portfolios to their families.   

Veazie Public Schools 
Veazie Public Schools provides students with targeted instruction over the summer in areas where they may have fallen behind due to the pandemic. Programs include small group instruction, one-on-one support, and targeted interventions to help students catch up on missed content and develop the skills they need to ensure future success. School library services are available to students all summer and families have access to at least two free family movie nights at the school. By actively engaging families in the summer school program, the school hopes to promote a sense of community, support student learning, and foster a positive learning environment for all students.