Graduation Certification Report to Open December 21st, 2020

New for 2019-2020: To assist schools in the data process, there have been changes to the Graduation Certification Report. The transfer-In/Out counts of students will no longer be used to determine adjusted cohort, and there will be no more validating of the start and exit codes of students during this report. The report will also no longer be required to be ‘Accepted’ by the Maine Department of Education (DOE). With that said, please make sure that all the data is accurate, as we are losing this step of data validation.

Users looking to complete the Dropout Certification Report will need access to the Student Data module within the Neo application. If you do not have access to this module, please have your superintendent submit a NEO access request form on your behalf.

NEO Access Request Form

Graduation Certification Report Instructions

Report Open Date: December 21st, 2020
Report Due Date: January 15th, 2021

We are hosting the following two webinars in the Graduation Certification Report:

Tuesday December 22nd @ 10AM – Register Here
Wednesday January 6th @ 1PM – Register Here

Questions, comments, or concerns in regards to the Graduation Certification Report should be directed to the Maine Educational Data Management Systems helpdesk at:

MEDMS.Helpdesk@Maine.gov or (207) 624-6896

Maine DOE Update – December 11, 2020

From the Maine Department of Education

Reporting Items

Dropout Reporting Certification for Federal Reporting Year 2019-2020 to Open December 14th, 2020

On December 10, 2019 the DOE Data Governance team voted to bring Maine’s dropout reporting into compliance with USDOEs guidance, starting with the 2019-2020 school year. As a result, our state level dropout reporting, and your review of your district’s data, will include all compulsory age students that meet the dropout definition of being enrolled as of 10/01/2019 and not enrolled on 10/01/2020 and were expected to be in enrollment for the 2020-2021 school year (i.e. – did not graduate, exit to home instruction, etc.) | More

| Visit the DC&R Reporting Calendar |

News & Updates

Mills Administration Updates COVID-19 School Health Advisory System

Androscoggin, Oxford, and York counties remain in yellow designation; Cumberland and Kennebec counties closely monitored in green The Mills Administration today released an update to its color-coded Health Advisory System that classifies counties’ relative risk of COVID-19 transmission to assist schools as they continue with their plans to deliver instruction and support to students safely. The Maine Department of Health and Human Services (DHHS) and Maine Center for Disease Control and Prevention (Maine CDC) assessed COVID-19 data and trends for all counties. | More

Priority Notice: Public Comment Welcomed on Additional Title IV, Part A Waiver Opportunities

Recognizing that many schools and communities continue to face unprecedented challenges this year, the federal government has provided states with additional waiver opportunities related to Title IV, Part A of the Elementary and Secondary Education Act (ESEA). Pursuant to the authority granted under section 8401(b) of the ESEA, the U.S. Department of Education has invited states apply for waivers for one or more of the following Title IV, Part A program requirements: | More

Priority Notice: Taking Care of our School Community Members

Recognizing the possible emotional impact on students and educators early on, your Maine Department of Education worked to prioritize mental health and social-emotional supports. Since March, the DOE’s Office of School and Student Supports has been deeply committed to bolstering the emotional well-being of our school communities by providing resources, technical assistance and general support. | More

Joint Statement of Commitment and Support for Diversity, Equity and Inclusion in Maine Schools

The Maine Department of Education, Maine School Boards Association, Maine School Superintendents Association, Maine Administrators of Services for Children with Disabilities, Maine Education Association, Maine Principals Association, and Maine Curriculum Leaders Association enthusiastically affirm the right of every student to an equitable education.  We proudly and steadfastly support the educators and districts in Maine who are taking on the work of understanding and dismantling racism and inequity in our schools and communities. We urge all Maine schools and educators to accept their role and responsibilities in examining and addressing the inequities that have long existed in our society and institutions. | More

Maine DOE Child Nutrition Team Provides USDA with Virtual Tour of Culinary Classroom

The Maine Department of Education (DOE) Child Nutrition team provided a virtual tour and presentation of its Culinary Classroom recently in an effort to showcase to the U.S. Department of Agriculture (USDA) how the classroom has benefited Maine schools since its initial launch in September of 2019.   | More

Get to Know the DOE Team: Meet Lee Anne Larsen

Maine DOE team member Lee Anne Larsen is being highlighted this week as part of the Get to Know the DOE Team Campaign. Learn a little more about Lee Anne. | More

Maine Schools Sharing Success Stories

| Submit your Maine School Success Story |

Professional Development & Training Opportunities

Thoughts from a Virtual Session with 2020 National Teacher of the Year Tabatha Rosproy

On Wednesday, December 2, 2020, the Maine Department of Education welcomed 2020 National Teacher of the Year Tabatha Rosproy for a virtual question and answer session with Maine educators. Joining from her home in Kansas, Tabatha introduced herself and greeted a group of early childhood educators from the public, private, and special education sectors in Maine and beyond. | More

| Visit the Professional Development Calendar |

Latest DOE Career/Project Opportunities

View current Maine Department of Education employment opportunities here

Priority Notice: Taking Care of our School Community Members

We know that this time of year has historically been one that can be difficult for many people. While there are times of reveling and joy, there can also be feelings of stress, loss, and isolation. This experience has been compounded with the physical, fiscal and emotional impacts of the COVID-19 pandemic.

Recognizing the possible emotional impact on students and educators early on, your Maine Department of Education worked to prioritize mental health and social-emotional supports. Since March, the DOE’s Office of School and Student Supports has been deeply committed to bolstering the emotional well-being of our school communities by providing resources, technical assistance and general support.

At the outset, a focus was on the foundational support of relationships and creating safe schools where students could connect, engage, and get support, no matter if they were in a school building or learning remotely. Mental Health supports were recognized as an integral part of our summer “back to school” planning, and this has been instrumental in the successful engagement of students this fall. Ongoing content support, specific to social emotional development and school based mental health supports, have provided educators with practical and real time guidance in connecting with and addressing the needs of vulnerable students.

This fall, a free, preK-12 prevention curriculum was launched so that every Maine educator would have access to social-emotional learning to support their students. These materials are focused on developing resilience, compassion and self-advocacy skills, as well as regulating emotions and caring for one’s physical and emotional well-being.

At the DOE we will continue to hold student and staff mental health and wellbeing as one of our highest priorities, and as we move into the winter, we would like to again share these resources with you. As always, please feel free to reach out directly and thank you for all that you do to support Maine students, families, our communities and each other.

Joint Statement of Commitment and Support for Diversity, Equity and Inclusion in Maine Schools

The Maine Department of Education, Maine School Boards Association, Maine School Superintendents Association, Maine Administrators of Services for Children with Disabilities, Maine Education Association, Maine Principals Association, and Maine Curriculum Leaders Association enthusiastically affirm the right of every student to an equitable education.  We proudly and steadfastly support the educators and districts in Maine who are taking on the work of understanding and dismantling racism and inequity in our schools and communities. We urge all Maine schools and educators to accept their role and responsibilities in examining and addressing the inequities that have long existed in our society and institutions.

We define educational equity as providing each student a legitimate opportunity to learn, grow, and thrive in school and beyond.

Equity depends on a deliberate and systematic abolition of the inequities that have been sewn into the fabric of American society. These persistent inequities have long disadvantaged students on the basis of race, sex, gender, gender expression, language, physical and intellectual ability, socioeconomic status, sexual orientation, indigenous origin, religion, and all aspects of human identity that have been subjugated within our society. We recognize that education is one of many systems that have had a role in perpetuating racial inequities, and that through close examination of our system, we can and must strive to attain diversity, equity, and inclusion of all voices and experiences. We believe this work is central to living up to our promises of providing an outstanding education for every Maine learner and continuing to be a public education system of excellence.

We recognize and commit to our role and duty as Maine public education leaders to actively partner with all schools in constructing a new educational paradigm, founded on the certainty that every student can and will be successful when:

  • School is a welcoming, safe place for all school community members to bring their whole identities with them
  •  Social emotional and behavioral supports are understood as critical prerequisites to academic learning
  • Students’ primary and home languages are recognized as assets, cultivated, and leveraged
  • Every educator in every role shares the responsibility for ensuring equity for every student and participates in equity education, both in teacher and administrator preparation programs and ongoing throughout their careers
  •  Families are meaningfully engaged as partners in their children’s education and welcomed into our schools
  • All academic and non-academic programming is culturally responsive and co-constructed with community members

Examining racism and inequity is difficult work. As each student of Maine is a future citizen of our global society, we believe this is work that needs to be engaged in respectfully and civilly by all the schools and communities in our state.  Understanding and addressing racism and inequity will take many different forms, all of which are valid and needed. Already many educators, school districts, and organizations are exploring this work in some of the following ways:

  • Defining with school and community members what makes a safe and welcoming place for all and committing to the vision
  • Reviewing your SAU’s Controversial Issues policy and best practices for engaging in discussions responsively and responsibly.
  • Engaging community members in discussions and actions to ensure that schools are a safe and welcoming place for all students
  • Engaging in equity audits to examine a variety of practices and programs
  • Expecting all school personnel to engage in professional learning about anti-racism and culturally responsive practices
  • Reviewing and revising curricula and materials to ensure they are well-rounded, decolonized, and representing all experiences
  • Adopting anti-racism instructional practices, programs, and policies
  • Establishing Diversity Equity and Inclusion (DEI) committees of stakeholders
  • Establishing expectations that every student will achieve and is challenged with rigorous curricula
  • Creating, supporting or amplifying student Civil Rights Teams within each school

We believe in the power and responsibilities that are bestowed on our educational institutions to provide a safe and equitable place in which all students can thrive, and where students are encouraged to examine their world, their beliefs and their role in society through multiple perspectives. We believe all students, all families, and all human beings deserve to be celebrated, included, and heard, and we are committed to supporting our schools and educators in taking on the challenge of examining and changing our practices.

We stand united in our commitment to this work and our support of the educators who are courageously stepping up and stepping into the learning, growing and changing that is needed. Our organizations will continue to provide resources, support and technical assistance as we all expand our own knowledge and capacity to engage in this critically important work on behalf of our students and our collective future.

Hannaford Expands ‘Fuel Kids at School’ Pantry Initiative to Maine’s Community Colleges

Hannaford Supermarkets announced today an expansion of its ‘Fuel Kids at School’ pantry initiative to Maine’s community colleges with a donation of $35,000 to establish and expand pantries at all seven community college campuses. The donation will be used for startup and buildout of pantry and storage spaces as well as food costs.

Based on research conducted with Preble Street in Portland, system officials estimate that at least 40% of students enrolled at the colleges are food insecure.

“This generous donation not only helps keep these food pantries stocked, it provides for freezers and refrigerators that will allow these food pantries to provide a range of food options for years to come,” said Maine Community College System President David Daigler. “Our students can’t learn if they’re hungry. These food pantries, many of them student-run, are a critical resource for our students and their families.”

More than $15,000 of the donation will be used to stock food with the remaining funds going toward refrigerators, freezers, and renovations at five of the campuses. (Editor’s note: For a breakdown by campus, please refer to the graph at the end of the release.) The Colleges will work directly with Good Shepherd Food Bank on preparatory and operational logistics, including food safety training and inspections and food purchases.

“By removing barriers and bringing food right to where people already are and through folks they already trust is such a win-win,” said Shannon Coffin, Vice President of Community Partnerships at Good Shepherd Food Bank.

The donation is a part of Hannaford’s $1 million commitment to ‘Fuel Kids at School’ pantry initiative launched in November 2019 to establish 90 school food pantries across the northeast, including 30 in Maine. Since then, all 30 school-based food pantries have been established at Head Start preschools across the state in partnership with Good Shepherd Food Bank.

Watch this video to hear directly from students, college leaders, and community partners about the importance of providing access to food at Maine’s community colleges across Maine:  https://bcove.video/3jVHeHH

This story is part of the Maine Department of Education’s Maine Schools Sharing Success Campaign. To submit a story or an idea email it to Rachel at rachel.paling@maine.gov.

Media Release: Mills Administration Updates COVID-19 School Health Advisory System

Androscoggin, Oxford, and York counties remain in yellow designation; Cumberland and Kennebec counties closely monitored in green

AUGUSTA — The Mills Administration today released an update to its color-coded Health Advisory System that classifies counties’ relative risk of COVID-19 transmission to assist schools as they continue with their plans to deliver instruction and support to students safely. The Maine Department of Health and Human Services (DHHS) and Maine Center for Disease Control and Prevention (Maine CDC) assessed COVID-19 data and trends for all counties.

Based on this assessment, the following designations have been determined:

  • REMAIN YELLOW: Androscoggin, Oxford and York counties each have experienced rising positivity rates and new case rates per 10,000 people, which now exceed the statewide averages.
  • NOW GREEN: Somerset County’s new case rate per 10,000 people and positivity rate have fallen below the statewide average.
  • CLOSELY MONITORED: Cumberland and Kennebec counties’ new case rates per 10,000 people increased significantly over the past week, and positivity rates for both counties remain close to the statewide average.

Maine DHHS and Maine CDC continue to review evidence that indicates lower transmission of COVID-19 in schools compared to the general population. Over the last 30 days, the rate of new cases is 20.2 per 10,000 staff and students, compared to 49.8 per 10,000 people statewide, which is generally consistent with previous weeks.

 

 

Under the “yellow” designation, which indicates an increased (moderate) level of community risk, schools may consider additional precautions, such as limiting numbers of people in school buildings at the same time, suspending extracurricular or co-curricular activities including competitions between schools, limiting interaction through cohorting, or other measures based on the unique needs of each school community.

These designations are made out of an abundance of caution and for the consideration of school administrative units in their decisions to deliver instruction.

It is essential that school districts across the State of Maine continue to implement plans that adhere to the six requirements for returning to in-person instruction, regardless of their county’s designation.

The Health Advisory System categorizations are defined as follows:

  • RED: Categorization as “red” suggests that the county has a high risk of COVID-19 spread and that in-person instruction is not advisable.
  • YELLOW: Categorization as “yellow” suggests that that the county has an elevated risk of COVID-19 spread and that schools may consider additional precautions and/or hybrid instructional models to reduce the number of people in schools and classrooms at any one time.
  • GREEN: Categorization as “green” suggests that the county has a relatively low risk of COVID-19 spread and that schools may consider in-person instruction, as long as they are able to implement the required health and safety measures.  Schools in a “green” county may need to use hybrid instruction models if there is insufficient capacity or other factors (facilities, staffing, geography/transportation, etc.) that may prevent full implementation of the health and safety requirements.

The county-level assessments are based on both quantitative and qualitative data, including but not limited to recent case rates, positivity rates, and syndromic data (e.g., symptoms of influenza or COVID-19). Those data are publicly posted every week on the Maine CDC website. DHHS and Maine CDC also consider qualitative factors, such as the presence of outbreaks that may potentially affect school-age children.

The Health Advisory System reflects ongoing analysis of evolving data, and serves as one piece of information that school and district leaders can use to make decisions about how to deliver education during the school year. The qualitative and quantitative considerations and data used by the CDC in determining community transmission risk levels for schools can be located here: How County Risk Levels for Maine Schools are Determined

The Health Advisory System can be found on the Maine DOE website in Part I of the Framework for Reopening Schools and Returning to In-Person Classroom Instruction: https://www.maine.gov/doe/framework/part-I.

The next update is scheduled for December 18, 2020

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Maine DOE Child Nutrition Team Provides USDA with Virtual Tour of Culinary Classroom

The Maine Department of Education (DOE) Child Nutrition team provided a virtual tour and presentation of its Culinary Classroom recently in an effort to showcase to the U.S. Department of Agriculture (USDA) how the classroom has benefited Maine schools since its initial launch in September of 2019.  

USDA helped fund the project as a way to improve Maine DOE’s capacity to provide Maine schools with additional skills and training with preparation and cooking as part of the national school meal programs administered through Maine DOE. 

camera angle looking from aboveThe call featured Maine DOE Chef Michele Bisbee and Maine DOE Director of Child Nutrition Walter Beesley who provided national representatives with a virtual tour of the culinary classroom including a look around the kitchen, a demonstration of how the equipment is used, and the various angles the state-of-the-art cameras can provide. The kitchen and its ability to present virtually and record provides multiple options for in-person, virtual, and online learning opportunities for school nutrition staff statewide. 

Participants from the USDA included Administrator Pam Miller along with Kurt Messner, Regional Administrator from Northeast Regional Office; Christine Ruggieri, Deputy Regional Administrator; Cheryl Fogerty, Special Nutrition Division Director; Martine Cherry, Schools Branch Chief; and Jan Kallio, Community Nutrition Branch Chief. SNP Program Specialists, Deborah Roach, Susan Gentile, Pam Griffin, and Greg Piotrowicz along with Cynthia Tackett, Public Affairs Director and Heriberto Ortega were also in attendance virtually. 

During the presentation, Beesley made a point to mention the many considerations are taken into account for trainings, for example providing different options for prepping and cooking with appliances that local school units would have handy, and not just using commercial grade appliances that may not be available in all school kitchens. “It is important to make our trainings relevant to school staff no matter what they have in their kitchen,” said Beesley during the presentation. 

Another important aspect of the presentation was the many partnerships the Child Nutrition Team has been able to obtain and grow through its expansion of the culinary classroom. In addition to partnering with schools to provide trainings, they have also grown their partnerships with higher education institutes in Maine, and other industry professionals who use the kitchen as well. 

The presentation was well received by our national school lunch partners, and garnered continued support for the kitchen and Maine DOE’s ongoing projects to support Maine Schools. 

For more information about the Maine DOE’s Child Nutrition team and its programs visit their website. To see recordings of their trainings, visit the their YouTube Playlist or training website. For more information about the Culinary Classroom, contact Maine DOE’s Child Nutrition Team. 

Thoughts from a Virtual Session with 2020 National Teacher of the Year Tabatha Rosproy

On Wednesday, December 2, 2020, the Maine Department of Education welcomed 2020 National Teacher of the Year Tabatha Rosproy for a virtual question and answer session with Maine educators. Joining from her home in Kansas, Tabatha introduced herself and greeted a group of early childhood educators from the public, private, and special education sectors in Maine and beyond.

Ms. Rosproy spent the one-hour session discussing early childhood topics of interest in Maine, as well as responding to questions from participants. Tabatha’s honesty and passion for the field was evident through her down-to-earth and personable demeanor with session participants. By the end of the hour, it was apparent that Maine and Kansas aren’t all that different. And, although early childhood education has gained some traction nationally, there is still room for growth.

Key takeaways from the session included the value in making connections with colleagues and families, promoting classroom inclusion, and growing school leadership. Tabatha also emphasized the importance of early childhood educators “bring(ing) their seats to the table.” She encouraged each educator to, “Be an advocate for your students and get involved in your classroom, school, district and state.” She went on to inspire educators to think of leadership as an “activity, not a position.” Tabatha suggested it takes courage to do the right thing but that educators should feel empowered to be advocates, not reliant on individuals in positions of power. She also reminded participants that early childhood is not just the early grades of public school, but birth through eight years old. This time in a child’s development is critical and special. and they need a whole system of supporters, not just teachers.

When interacting with families, Tabatha shared that engagement and communication are crucial to building positive relationships and learning atmospheres. “Think of it like a bank account, you make deposits and withdrawals. The deposits are those positive daily comments about each child. The withdrawals are the occasional conversations of concern and goals for growth. Let’s make regular deposits!”

By the end of the hour, participants were thankful for Tabatha’s insights. While Tabatha has many doors open for her now, she shared she “has a hard time not seeing herself in the Pre-K classroom.” When asked what final advice she has for early childhood educators, she responded, “Keep speaking up! In some way, keep using your voice.”

For more information about Tabatha Rosproy and CCSSO’s National of Teacher of the Year Program, visit https://ntoy.ccsso.org/. You can also follow Tabatha on social media at: @NTOY20 on Facebook, @NTOY2020 on Instagram, and @TabathaRosproy on Twitter.

Any questions or comments about this opportunity can be directed to Nicole.madore@maine.gov.

Portland High School Seniors Create Online Historical Journal to Publish Student Research Papers

Three Portland High School seniors who excel in doing original historical research have created a digital journal so that they and other high school students can have a place to publish their historical scholarship.

 

“Our idea and our current mission is to create an outlet for students wishing to share their hard work and research in a published historical journal, one made specifically for high school students by high school students,” say the three co-founders and editors of The Nor’Easter High School Historical Journal, Lucy Howe, Hannah Prue, and Zoe Bertsch.

 

They have sent out a call for papers to high school principals in Cumberland County, encouraging them to have their students submit research-based history papers to the journal by the deadline of Feb. 28, 2021. The journal, which also serves as the three students’ senior capstone project, will issue its first edition in the spring.

 

Since they were sophomores, Lucy, Hannah and Zoe have been working closely with PHS history teacher Gavin Glider to do historical research and write papers based on their scholarship.

 

“In our sophomore year, we had the honor and opportunity to present research done in our AP U.S. History class at the Maine Bicentennial History Conference, held at the University of Maine,” the students explained in their call for papers. “Over the summer, a similar opportunity arose at the New England Historical Association’s bi-annual conference at Roger Williams University. At both conferences, we attended seminars, spoke to graduate students and professors, and learned about the history of Maine, New England, and beyond.”

 

At the first conference, Lucy presented an essay titled “A History of Female Power;” Zoe presented a paper on “Feminism and Female Combat in the American Revolution;” and Hannah’s presentation was on “The Salem Witch Trials and Modern Day Witch Hunts.”

 

At the second conference, Hannah presented a paper titled “Dorothea Dix and Prison Reform in the 1800s;” Zoe’s presentation was on “Harriet Tubman’s Unifying Effects on Abolitionism and Feminism;” and Lucy presented a paper titled “Elizabeth Cady Stanton: The Fight for Women’s Suffrage and Beyond.”

 

The three said they were the only high school students at the conferences. While there, “several attendees at both conferences asked us where our work was published, as they wanted to learn more. To this inquiry, we had to sadly report that it was not yet published anywhere.”

 

That inspired the three to create the online journal, Glider explained. “Due to the lack of opportunities for high school students to publish research, they decided to create their own journal as a capstone project,” he said. “The goal is to expand this project over the next couple of years to encompass all of New England. All three plan to continue as editors of the journal during their college careers.”

 

The three journal co-founders and editors plan to include 30 papers in the journal, which may cover any topic in any discipline of history. “Whether they see this as an experience to learn, to boost their college applications, or to further immerse themselves in historical research, we hope that students will participate in this truly unique project,” the editors say.

For more information, contact PHS history teacher Gavin Glider at glideg@portlandschools.org

This story is submitted by Portland Public Schools as part of the Maine Schools Sharing Success Campaign. To submit a story or an idea, email it to Rachel at rachel.paling@maine.gov.

 

Dropout Reporting Certification for Federal Reporting Year 2019-2020 to Open December 14th, 2020

Dropout reporting is now for all students of compulsory age regardless of grade. 

On December 10, 2019 the DOE Data Governance team voted to bring Maine’s dropout reporting into compliance with USDOEs guidance, starting with the 2019-2020 school year. As a result, our state level dropout reporting, and your review of your district’s data, will include all compulsory age students that meet the dropout definition of being enrolled as of 10/01/2019 and not enrolled on 10/01/2020 and were expected to be in enrollment for the 2020-2021 school year (i.e. – did not graduate, exit to home instruction, etc.)

The dropout certification report no longer has the functionality to change exit codes of students, instead we are only asking you to verify that the report is correct and accurate. The following instructions link will guide users in locating the dropout report, as well as a guide users on how to validate that the report is correct and accurate.

Users looking to complete the Dropout Certification Report will need access to the Student Data module within the Neo application. If you do not have access to this module, please have your superintendent submit a NEO access request form on your behalf.

NEO Access Request Form

Dropout Reporting Instructions

Report Open Date: December 14th, 2020

Report Due Date: January 15th, 2021

We are hosting the following two webinars in the Dropouts Certification Report:

Tuesday December 15th @ 10AM – Register Here

Thursday January 7th @ 10AM – Register Here

Questions, comments or concerns in regards to the Dropout Certification Report should be directed to the Maine Educational Data Management Systems helpdesk at:

MEDMS.Helpdesk@Maine.gov or (207) 624-6896