Maine Department of Education Publishes 30 Day Reported Cases, Outbreaks of COVID-19 in Schools

September 17, 2021
Contact:  Kelli Deveaux
1390 reported cases in schools over past 30 days; 52 outbreak investigations

Augusta- Today Maine Department of Education, in partnership with Maine’s Department of Health and Human Services and Center for Disease Control and Prevention, released a dashboard of reported school related cases of COVID-19 for the past 30 days. This new dashboard will incorporate the previously available information on outbreak status. Beginning today, the Department of Education will update the dashboard weekly with reported cases over the past 30 days, by school. Schools for whom an outbreak has been determined will be noted in the dashboard with an orange bar. Schools are listed in the table alphabetically, and the corresponding SAU is included.

The data included in the table reflect cases reported by Maine schools through a case reporting form for school related cases, including staff and students. This is similar to the method used during the 2020-2021 school year. Not all cases submitted by Maine schools have been confirmed by Maine CDC. An outbreak investigation is opened by Maine CDC after detecting three or more epidemiologically linked, confirmed cases among different households during a 14-day period. An outbreak investigation is closed when there has not been a new case associated with the school for 14 days (one incubation period).Community-based transmission continues to drive case rates in schools.

Vaccination remains the best strategy for reducing the transmission of COVID-19. Those who are eligible are urged to get vaccinated to help students learn safely and in-person. Vaccination information and locations can be found on Maine CDC’s Vaccination website.

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Get to Know the Maine DOE: Meet Jon Monroe

Maine DOE team member Jon Monroe is being highlighted this week as part of the Get to Know the Maine DOE Team. Learn a little more about Jon in this brief question and answer.

What are your roles with DOE?

I’ve been working for several years now as the management analyst for the Maine Department of Education’s Office of School and Student Support (OSSS). What I like about the work is that its scope reflects the broad scope of the work of the OSSS coordinators, and so I usually have some fresh challenges to look forward to. It would also be hard to find a better group of people to work with. OSSS is a collegial, affable, and focused group.

How or why did you decide on this career?

I came to the Maine DOE following a career as a management consultant, working mostly on organizational change and strategy from a marketing angle. But my lifelong interests have been education, history, and democracy/elections. Working with Maine DOE allows me to contribute in a small way as an analyst/problem-solver and to feel like I’m partially repaying a debt to the people I admired as I was making my own way through the educational system.

What do you like to do outside of work for fun?

Outside of work I try to stay active with hiking, swimming, and basketball (currently on pandemic hiatus with the latter). I usually have some kind of building project going (often related to my wife’s mushroom business) as well as some kind of historical/research interest to pursue. Lately, my son and I have been learning to assemble computers and fix old electronics components. On weekends we’re all usually in Blue Hill visiting with my parents.

Student Career & Degree Exploration Event at Thomas College on 9/30 and 10/28  

Thomas College, in partnership with the Maine Department of Education and the Maine Teacher of the Year Association, is hosting two hands-on, experiential career exploration days led by professional faculty and college students.

These career and degree exploration events are open to high school sophomores, juniors, and seniors who will have the opportunity to select a track and work with Thomas College professors and students to tackle real-world challenges.

The day also includes campus tours, lunch, and Thomas College swag.  Space is limited, so reserve your spot today!

Choose one day to attend:

September 30th
9am – 1:30pm
Thomas College		 October 28th
9am – 1:30pm
Thomas College

Students attending can choose from the following tracks:

  • Future Teachers
  • Future Business Leaders
  • Future Tech Innovators
  • Future Crime Scene Analysts

Note: Thomas College does have some limited funding available to help support transportation to and from campus. Please reach out if you/your school would need this! For more information, please contact admiss@thomas.edu or 207-859-1101.

Register now!

Administrative Letter: Legal Requirements to Provide English Language Acquisition Services to Students who are English Learners (Revised 9.15.2021)

Administrative Letter: #27
Policy Code: IHBEA
TO: Public School Administrators
FROM: Pender Makin, Commissioner
DATE: August 22, 2019, Revised September 15, 2021

SUBJECT: The legal requirements for providing English for Speakers of Other Languages (ESOL) services to students who are English learners

Topics included in this letter:

  • Identification of students who are English learners
  • Exit criteria from ESOL services
  • Delivery of ESOL services
  • Administration of ACCESS for ELLs®
  • Enrollment of students who are immigrants and international students
  • Rights of students who are English learners to education
  • Students who are English learners and Special Education

Identification of Students Who are English Learners (EL)

Revision:

It is a federal requirement that all students who are English learners be identified within 30 days of enrollment from the beginning of the school year. For students enrolling at the start of the school year, parents/guardians must be notified of their child’s English learner status within the same 30-day period. After the start of the school year, SAUs must notify parents/guardians within two weeks of their child’s identification.

Each School Administrative Unit (SAU) must administer the Maine Department of Education’s Language Use Survey to the parent/guardian of every student, pre-kindergarten through 12th grade, enrolling in the SAU for the first time. The Language Use Survey must be included in the SAU’s enrollment packet or online enrollment system. If a student changes schools within a SAU, a new Language Use Survey is not required.

The Language Use Survey is available for download on the Maine Department of Education website   in English and 25 of Maine’s most commonly spoken languages. Parents/guardians are entitled to complete the Language Use Survey in their preferred language. SAUs must provide translation/interpretation services upon request.

The purpose of the Language Use Survey is to identify potential students who are English learners. The Language Use Survey decision tree provides guidance on its use. If any question is answered with a language other than English, the student should be administered an English language proficiency screener. (Note that Sign Language is not a qualifying language for English learner status. However, if a student uses Sign Language and an additional language other than English, the student may be eligible for English learner status.) See the resource and policy guide, Serving Maine’s Students who are English Learners, for information about the required screeners and identification thresholds, by grade level.

Students who were screened for EL status but did not initially qualify may be rescreened at any time if a potential need for ESOL support becomes apparent.

Exit Criteria from ESOL Services

In order to exit from ESOL services, a student must demonstrate English language proficiency. The Maine Department of Education defines English language proficiency as an overall composite proficiency level of 4.5 on ACCESS for ELLs®. No other measure qualifies a student who is an English learner for exit. While a district may choose to continue to provide language support services to students who have demonstrated English language proficiency, such students are no longer classified as English learners and are no longer administered ACCESS for ELLs® (or Alternate ACCESS, if applicable).

Students who are English learners with an IEP exemption from a domain or domains on ACCESS for ELLs/Alternate ACCESS are eligible to exit based on their performance on the non-exempt domains. The Maine Department of Education calculates an overall composite proficiency level for such students, utilizing a score of 4.5 on the exempt domain(s) and weighting domains according to WIDA’s overall composite score weighted formula.

Monitoring and Reentry into EL Status

Per federal guidance, SAUs are to monitor the performance of former students who are English learners for at least two years after exiting. If, during the two years of monitoring, or at any time thereafter, a former student who is an English learner shows a potential need for continued ESOL support, the student must be rescreened with the WIDA Screener Online to determine English learner status. If a student scores below the state-defined identification threshold, he/she must be reentered into English learner status, must receive ESOL services, and must take ACCESS for ELLs (or Alternate ACCESS, if applicable) until exiting.

Delivery of ESOL Services

An SAU is required to determine the components of an effective English language acquisition program tailored to the needs of each student, which may include, but is not limited to, tutoring, additional classroom support, materials, sheltered instruction, professional development for content area teachers, or other strategies (Office for Civil Rights December 1985 Title VI policy memorandum, Title VI Language Minority Compliance Procedures).

The Maine Department of Education requires the English language support program for a student who is an English learner to be provided or overseen by a 660 ESOL-endorsed teacher. (See 34 Code of Federal Regulations C.F.R. Section 100.3 (b)(ii)). All students who are English learners must be provided with English language support services that enable them to meaningfully access the curriculum in order to meet grade-level standards. English language development and content area knowledge are to be acquired simultaneously, rather than consecutively. In other words, English language proficiency is not a prerequisite to participate in mainstream classes. If students who are English learners receive services that remove them from content area classes (such as a newcomer program or pull-out services), any academic deficits that result must be remedied so the student remains on track with his/her non-EL peers academically.

English language support services are to be provided in a way that minimizes the isolation of students who are English learners from the general student population and encourages students who are English learners to participate in all aspects of the school program, including advanced coursework, career and technical education, gifted and talented programs, and extracurricular activities. Students who are English learners are entitled to ESOL services until exiting by demonstrating English language proficiency on ACCESS for ELLs® (or Alternate ACCESS, if applicable).

Administration of ACCESS for ELLs® or Alternate ACCESS

Federal and State laws require that the English language proficiency of all students who are English learners be measured annually as a component of accountability under the Elementary and Secondary Education Act (ESEA). If a student is identified as an English learner, that student must be administered ACCESS for ELLs (or Alternate ACCESS, if applicable) annually until the student demonstrates English language proficiency. The Maine Department of Education defines English language proficiency as a composite proficiency level of 4.5 on ACCESS for ELLs or level P2 on Alternate ACCESS. Failure of all students who are English learners to participate in the annual administration of ACCESS for ELLs/Alternate ACCESS may affect ESEA Title IA funding.

State law requires that ACCESS for ELLs/Alternate ACCESS be administered only by an individual trained it its administration. It is not required that this individual be an ESOL-endorsed teacher. However, only an ESOL-endorsed teacher is qualified to design, oversee, and implement an English language support program, which includes the interpretation of ACCESS for ELLs/Alternate ACCESS results.

If parents/guardians have questions about the purpose of ACCESS for ELLs/Alternate ACCESS, direct them to ACCESS for ELLs: FAQs for Parents/Guardians.

Enrollment of Immigrants and International Students

Title VI of the Civil Rights Act of 1964 prohibits discrimination based on race, color, or national origin, among other factors, by public schools. SAUs are required under federal law to enroll children regardless of citizenship or immigration status (Plyler vs. Doe). This applies  equally to students who are immigrants and international students attending a Maine public school as an exchange student or tuition-paying student. All students, including those who are immigrants and international students, must be screened for English learner status. Any student who is identified as an English learner, regardless of citizenship or immigration status, is entitled to ESOL services and must be administered ACCESS for ELLs (or Alternate ACCESS, if applicable) annually. International/exchange students are not exempt from Title I required state academic assessments. In Maine, recently arrived English learners who have been enrolled in a U.S. school for less than 12 months are exempt from one administration of the state’s English language arts assessment only. See the

SAUs are not permitted to discourage the enrollment of children who are undocumented immigrants by asking about their immigration status, denying enrollment to those with international birth certificates, or denying enrollment to children whose parents decline to provide their social security numbers or race and ethnicity information. Federal regulations allow schools to ask for children’s social security numbers to be used as student identifiers. However, they should inform parents of the purpose and that disclosure of such numbers is voluntary. Schools may not deny enrollment if parents refuse to provide a child’s social security number. SAUs may require proof that a child lives within SAU boundaries, which may include lease agreements, utility bills, or other documents. However, schools may not ask parents about a child’s immigration status to establish residency. SAUs may require proof of a child’s age, but they may not bar enrollment because a child has an international birth certificate or no birth certificate. See this fact sheet from the Departments of Justice and Education for more details about acceptable documentation requests.

Rights of Students who are English Learners to Education

The Civil Rights Act of 1964 remains the foundation of the legal rights of aa student who is an English learner. Lau v. Nichols confirms that all students who are English learners are entitled to meaningful access to the curriculum. If a parent refuses ESOL services this must be documented, but parental refusal does not release the school or SAU from its responsibility to provide meaningful education to students who are English learners. If a student who is an English learner cannot make academic progress without ESOL services, the student has a right to ESOL services, even if a parent refuses. Parental consent is not required to administer an English language proficiency screener or ACCESS for ELLs/Alternate ACCESS. Under State law SAUs are responsible for administering ACCESS for ELLs® to all students who are English learners, regardless of parental consent (20-A M.R.S. §6209(1-A)).

Students who are English Learners and Special Education

Students may qualify for, and have legal entitlement to, both ESOL and special education services. Appropriate screening is required to determine students’ eligibility for each type of service. Depending on a student’s learning disability and Individual Education Plan (IEP), universal testing tools or accommodations may be needed in order to measure English language proficiency. When evaluating a student who is an English learner for learning disabilities, screening must be linguistically and culturally appropriate. It is advisable to measure a student’s skills in the student’s primary language in order to clarify whether challenges are due to a learning disability or English language development.

Students who are English learners should not be placed in a special education program unless their exceptionality is well-documented, and appropriate procedures for special education services have been followed. English learner status is not a disability and is not covered by the Individuals with Disabilities Education Act (IDEA) or Maine Unified Special Education Regulations (MUSER).

For students who are English learners with IEP teams, the United States Department of Education has provided the following guidance:

“It is important that IEP Teams for ELs with disabilities include persons with expertise in second language acquisition and other professionals, such as speech-language pathologists, who understand how to differentiate between limited English proficiency and a disability. The participation of these individuals on the IEP Team is essential in order to develop appropriate academic and functional goals for the child and provide specially designed instruction and the necessary related services to meet these goals.”

Students who are English learners with learning disabilities are eligible for exit from ESOL services when they demonstrate English language proficiency by achieving an overall composite proficiency level of 4.5 on ACCESS for ELLs (or level P2 on Alternate ACCESS, if applicable).

If you have questions, or would like further information regarding serving students who are English learners, please contact April Perkins, ESOL/Bilingual Programs, at april.perkins@maine.gov or (207)624-6627.

Educational Resources to Help Honor National Hispanic Heritage Month

Today marks the first day of National Hispanic Heritage Month which is celebrated each year from September 15 to October 15 across the nation. The month is a time to honor Hispanic heritage by celebrating the histories, cultures, languages, and the remarkable contributions of Hispanic people to the fabric of the United States, whose ancestors came from Spain, Mexico, the Caribbean, and Central and South America. It is also a time to revisit ways to integrate diverse cultural material into education lessons all year long.

Here are some educational resources that can be used by schools to honor, recognize, and teach students about Hispanic heritage:

For further resources and information about integrating diverse backgrounds, cultures, and experiences into classroom lessons, please visit the Maine Department of Education’s Diversity, Equity, and Inclusion webpage.

 

REMINDER: How to use Sara Alert™ COVID-19 Monitoring System Safely and Effectively

The Maine Department of Education (DOE) contact tracing team uses Sara Alert (844) 957-2721 to monitor students and staff in PK-12 schools who have been in close contact to someone who has tested positive for COVID-19. Sara Alert is a public health system that supports the Maine Center for Disease Control and Prevention (CDC) to monitor for symptoms amongst the school population.

In an effort to ensure that Maine schools and their communities have all of the information they need to use Sara Alert™ safety and to ensure their personal information is safe while enrolled in Sara Alert™. Please disperse these helpful informational flyers to school communities statewide:

For more information email sarasupport@aimsplatform.com or visit www.saraalert.org.

RSU 54 Administrative Assistant Appointed Board Chair of National Association of Educational Office Professionals 

Vivian Champagne has been an Administrative Assistant in Skowhegan’s RSU #54/MSAD #54 School District. She has been working there since 2005, where she has been part of both high school athletics and adult education.

Vivian is a member of the National Association of Educational Office Professionals (NAEOP), a national association which aims to provide professional growth through leadership, education, achievement, recognition, and networking opportunities for educational office professionals.

As a dedicated member of NAEOP since 2012, and a past president of Maine’s state association, Maine Educational Office Professionals (MAEOP), Vivian recently completed NAEOP’s Professional Standards Program certification program and earned her Certified Educational Office Employee (CEOE) distinction.

“Professional Development is an important piece of my career,” said Vivian. “Searching for new things to learn took me from the state association to the national association which offered the CEOE distinction, which is the only nationally recognized certification program, credentialed for educational office professionals.”

Shortly after obtaining her CEOE, Vivian was appointed by the national president of the NAEOP to serve as Chairman of the 2021-2022 Administrative Council., an honor in which she was installed during this year’s NAEOP Annual Conference in July 2021.

The Administrative Council is comprised of education office professionals who work at the district or central office level, State Department of Education, School Boards Association, or any service unit that serves a number of school districts in a specified area in the state.

“I now represent any NAEOP member who is an administrative assistant that works in the office of education from K-12, college, and state level across the nation,” Vivian explained excitedly.

The one-year appointment will allow Vivian to be the connection between the administrative NAEOP members and the NAEOP board of directors, which she is energized to do through regular communication and workshops.  She is looking forward to elaborating and sharing more details during her term.

When not juggling her professional demands, Vivian is dedicated to her family. Happily married for 37 years, she has two adult children and two wonderful twin granddaughters.

To learn more about the NAEOP visit: https://www.naeop.org/

To learn more about the MAEOP visit: https://www.maine-association-educational-office-professional.com/

This article is part of the Maine Schools Sharing Success Campaign. To submit a story or a story idea, email Rachel at rachel.paling@maine.gov.

MEDIA RELEASE: Recognize Your Outstanding School Staff; RISE Award Now Accepting Nominations 

The Maine Department of Education (DOE) invites students, friends, families, community members, educational organizations or associations, co-workers, and supervisors to nominate school employees for the RISE Award. Anyone can nominate!

In collaboration with Maine Governor Janet T. Mills and the U.S. Department of Education, Maine DOE is now accepting nominations for the Recognizing Inspirational School Employees (RISE) Award. This federal award, passed by Congress and overseen by the U.S. Department of Education, is intended to honor and promote classified school employees who provide exemplary service. Nominees must demonstrate excellence in: Work performance; School and community involvement; Leadership and commitment; Local support (from co-workers, school administrators, community members, etc., who speak to the nominee’s exemplary work); and Enhancement of classified school employees’ image in the community and in schools.

A classified school employee is defined as an employee who works in any of the following occupational specialties: paraprofessional, clerical and administrative services, transportation services, food and nutrition services, custodial and maintenance services, security services, health and student services, technical services, and skilled trades (pre-kindergarten through high school).

The Maine Department of Education will put forth up to two finalists to the U.S Department of Education.  The U.S. Department of Education will select one finalist from across the United States to inspire excellence among classified school employees around the nation.

The deadline to submit a nomination is October 13, 2021.  Nominate today by clicking here.

Maine DOE Update – September 10, 2021

 

From the Maine Department of Education

Reporting Items

FY 21-22 Talent Development Applications 

In an effort to minimize the workload for our schools during the 2021-2022 school year, the Maine Department of Education (DOE) will not require a Talent Development (G/T) application for school units  continuing their programming in substantially the same format as school year 2019-2020 and 2020-2021. | More

| Visit the DC&R Reporting Calendar |

News & Updates

Maine FrontLine WarmLine Available to Support School Staff

The Maine FrontLine WarmLine is a phone support service that provides Maine’s essential health care workers, first responders, and school staff with help in managing the stress of providing essential services during our fight against the COVID-19 pandemic.  The volunteers on the other end of the line are available to help callers address concerns with anxiety, irritability, poor sleep, grief or worry and, if needed, connect them with additional supports. | More

Apply for Federal Funds to Support Remote Learning – Application Window 9/28-10/13

The Emergency Connectivity Fund is a $7.17 billion program funded by the American Rescue Plan Act of 2021 to help schools and libraries support remote learning. The Program provides funding to schools and libraries for the reasonable costs of eligible equipment and services that can be provided to students, teachers, and library patrons who lack connected devices, such as laptop or tablet computers, and/or lack broadband access during the pandemic. | More

Resources and Information about Protecting Student Privacy

Federal and state laws regulate the privacy of student education records. These laws apply to all schools that receive funds under an applicable program of the U.S. Department of Education (DOE). With this in mind, the Maine DOE has put together a toolkit of links to information, resources, and training for district administrators and school employees to use as a quick reference for information and contacts related to student data privacy. | More

MEEA Mini-Grants Available for Outdoor Learning – 9/27 Deadline

As schools plan for a safe return to campus this year, it is critically important to consider the health and well-being of students and staff, and address issues with COVID-19, mental and physical health, and managing other chronic health conditions. When school health policies and practices are put in place, healthy students can grow to be healthy and successful adults. Learn what parents and teachers can do to help children have a successful school year. | More

Maine Schools Sharing Success Stories

| Submit your Maine School Success Story |

Professional Development & Training Opportunities

VIRTUAL TRAINING: Suicide Prevention Curriculum Lessons Training

Join the Maine Department of Education and NAMI (National Alliance on Mental Health) Maine for a 2-part virtual training! | More

WEBINAR SERIES: Deeper Learning Through The Arts

Join the Maine Department of Education (DOE) for for a free Professional Learning Series for educators of all content areas and grade levels! | More

Working with Community Partners to Provide State-Funded Pre-K

Recently, members of the Early Learning Team at the Department of Education (DOE) partnered with the Maine State Head Start Collaboration Office and the Governor’s Office of Innovation and the Future to provide a three-part professional learning series aimed at supporting school administrative units (SAUs) in navigating formal partnerships with licensed community providers.  | More

| Visit the Professional Development Calendar |

Latest DOE Career/Project Opportunities View current Maine Department of Education employment opportunities here
 

Apply for Federal Funds to Support Remote Learning – Application Window 9/28-10/13

The Emergency Connectivity Fund is a $7.17 billion program funded by the American Rescue Plan Act of 2021 to help schools and libraries support remote learning. The Program provides funding to schools and libraries for the reasonable costs of eligible equipment and services that can be provided to students, teachers, and library patrons who lack connected devices, such as laptop or tablet computers, and/or lack broadband access during the pandemic.

Who Is Eligible to Receive Funds Through the Emergency Connectivity Fund Program?

  • Schools, libraries, and consortia of schools and libraries that are eligible for support under the FCC’s E-Rate program, are eligible to request and receive support through the Emergency Connectivity Fund Program.
  • In addition, the Order clarifies that Tribal libraries, which are eligible for support under the Library Services and Technology Act, are also eligible for the Emergency Connectivity Fund.
  • Schools and libraries eligible for the Emergency Connectivity Fund Program do not need to be current E-Rate participants. Eligible entities that have not applied for E-Rate support should be prepared to demonstrate eligibility as a school or library under the Program rules during USAC’s application review.

What Equipment and Services Are Covered by the Emergency Connectivity Fund Program?

  • The following types of equipment purchased for off-campus use by students, school staff, and library patrons who would otherwise lack sufficient connectivity to engage in remote learning are eligible for support:
    • Laptop and tablet computers
    • Wi-Fi hotspots
    • Modems (including air cards)
    • Routers
    • Devices that combine a modem and router.
  • Schools and libraries can also receive funding for commercially available broadband internet service that provides a fixed or mobile broadband connection for off-campus use by students, school staff, or library patrons who would otherwise lack access to connectivity sufficient to engage in remote learning.
  • In limited circumstances where a school or library can demonstrate that there are no available service options sufficient to support remote learning for its students, school staff, or library patrons, the Emergency Connectivity Fund Program may support the construction of new networks and the equipment needed for datacasting services.
  • Review the Eligible Services List for additional guidance on the equipment and services eligible for funding under the Emergency Connectivity Fund Program.

How Can Schools or Libraries Apply?

  • A second ECF application filing window will open on September 28, 2021 and close on October 13, 2021. During this second filing window, eligible schools, libraries, and consortia of eligible schools and libraries can submit requests for funding to purchase eligible equipment and services between July 1, 2021 and June 30, 2022.
  • The Universal Service Administrative Company (USAC) is the administrator of the ECF Program and will review applications.
  • Interested schools and libraries can find more information and apply at emergencyconnectivityfund.org
  • The initial ECF Program application filing window opened on June 29 and closed on August 13.

Apply Now