Starting on December 1, the EF-M-39 Report of Adult Education opened for submissions through the NEO Student Data Module. The report is a resident-based aggregate count of students aged 16 to 20 who live within the boundaries of a school administrative unit (SAU), are no longer enrolled in regular education classes, and are taking academic courses through a Maine Adult Education program, but not necessarily through the SAU in which they reside.
School Administrative Units are asked to report the number of students, the number of courses and credits taken.
Who Needs to Report:
All public SAUs, excluding public charter schools, must complete the report, even if there are no pupils to report. Please note that the individual SAU member entities of AOSs and school unions must report separately. SAUs whose students attend a regional Adult Education programs must report the number of resident students who attend the regional Adult Education program.
- EF-M-39B: Opened on December 1, 2018
- Due by January 15, 2019
To Complete the Form: Go to:
Once logged in to the NEO system navigate to Student Data, if you do not have NEO credentials please have your Superintendent submit a NEO Access Request Form to the Maine DOE Data HelpDesk.
- Enter the total number of students (between the ages of 16-20) enrolled in adult education
- Enter the total number of courses
- Enter the total number of credits
The Data Collection and Reporting (DC&R) Calendar lists all reports due to Maine DOE.
The accuracy, completeness, and timeliness of the data sent for this report has a direct correlation to the subsidy that your SAU may receive.
Questions: Contact the MEDMS Helpdesk at (207) 624-6896 or email@example.com or Trevor Burns at (207) 624-6678 or firstname.lastname@example.org
This is a general reminder that dropout reporting is due on Friday, December 14th. All public schools that contain any grades 7 through 12 are required to complete this report. Please start working on these reports as soon as possible in order to give the DOE and yourselves time to make any corrections/changes to the dropout reports before it is too late. Below you can find a link to the directions.
Dropout Reporting Directions (PDF)
Please note the following: Once you have finished completing your reports by clicking the ‘Completed’ button on each report, you will need to hit the “Submit to DOE” button in order for us to know your report is ready for approval. Otherwise, it will be seen as not finished.
If there is an error you cannot correct with an edit to the students last exit status, please contact either the helpdesk (email@example.com 207-624-6896) or Trevor Burns (Trevor.R.Burns@maine.gov 207-624-6678) instead of leaving comments on the student. These comments can be missed and won’t be seen unless the report has already been submitted to the DOE, where we will assume all has checked out on your end.
Administrative Letter: #21
Policy Code: BGE
To: Public School Administrators, Special Ed. Directors
From: Robert G. Hasson, Jr., Ed.D Commissioner
Date: December 12, 2018
Subject: Clarification About Determining the Existence of a Specific Learning Disability for a Child
The 128th Legislature passed L.D. 127 which adopted portions of Rule Chapter 101 and added the requirement that when an Individual Education Plan (IEP) team is deciding whether or not a child has a specific learning disability, then (1) general education interventions must be included in the data selected by the IEP team when it uses a process based on the child’s response to scientific research-based interventions, and (2) psychological processing data from standardized measures to identify contributing factors must be considered by the IEP team.
Subsequently, on August 30, 2017 the Department posted a notice that the passage of L.D. 127 eliminated the requirement that psychological processing data from standardized measures to identify contributing factors must be considered only as available and as determined to be relevant by the child’s IEP team.
To further clarify this, the legislature determined that psychological processing data must be considered when a child is evaluated for a specific learning disability. The legislation is not explicit on whether or not psychological data must point to a specific learning disability. Therefore, after consulting with counsel, the Department affirms the requirement that psychological processing data must always be part of the consideration of a pattern of strengths and weaknesses in the determination of the presence of a specific learning disability. Psychological processing data may not, however, be a stand-alone threshold that precludes consideration that a child has a specific learning disability.
For further information please contact the Maine Department of Education’s Office of Special Services at 624-6676.
For the past 3 years, Mainers have strongly engaged in the Maine Department of Education’s Read to ME Challenge. We are pleased to announce that Read to ME will launch for its 4th year. This simple but powerful campaign challenges adults to read to children for 15 minutes, to capture that reading episode via a photo and then post it on social media to challenge others to do the same. Hundreds of Maine schools, community literacy teams and other literacy related organizations have partnered in the annual campaigns and the Maine DOE is hoping that even more organizations will partner in the 2019 campaign scheduled to kick off the first week of February.
Reading aloud to children is one of the most cost effective and highly beneficial methods of building children’s literate abilities. The simple act of reading aloud to a child 15 minutes a day for five years results in 27,375 minutes of language exposure which can put children on the path to high literacy achievement. Reading aloud exposes children to the world around them, helps them see reading as an enjoyable and valuable activity and often strengthens bonds with trusted adults.
We invite your school or organization to join the challenge and to encourage community members to do the same. The collective voice of many key partners, leaders and those in respected positions will send a clear message about the vital importance reading to children plays in the social and economic well-being of Maine. Maine DOE also encourages partners to be creative and to use this opportunity to enhance ongoing literacy education outreach efforts.
If your organization is willing and able to promote the Read to ME Challenge, please follow this link to provide us with your contact information: Read to ME Challenge Partner 2019. Read to ME Challenge resources, including a guidance document, public service announcements, fliers and a list of engaging ways to incorporate the challenge are available on the Read to ME webpage.
Thanks for your consideration of this opportunity, and don’t hesitate to contact firstname.lastname@example.org (624-6702) with any questions.
The Maine Department of Education is excited to announce the availability of a new district human resource role in the state’s online educator certification system. The new role in MEIS (Maine Educator Information System) can be requested for district human resource staff by the superintendent.
This new role will provide the user the ability to view the districts certification (violations) report as well as any district employees up for a credential. Prior to granting this role, the staff member will need to create an account for themselves (if they do not already have one) in MEIS.
Once a staff member has created an account and has been granted the district human resource role, instructions on navigating to the certification report will be sent to the user via email.
Contact the Maine DOE Helpdesk for additional help.