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December 2022/January 2023 | Volume 1 | Issue 3
A Foundational Skills Module has been fully added to our website and is live here: https://www.maine.gov/doe/learning/foundational

Holidays...
In a Culturally Responsible Way

As we drift into the darkness of December, we also drift into the season of lights. For some of your students, this time of year might symbolize Christmas or the Winter Solstice. Some may be reminded of the warm glow of Kwanzaa and Menorah lights. There are others for whom this time of year is not marked by any religious or spiritual observance. An article by the National Association for the Education of the Young Child reminds educators that specific holiday traditions or religious observances are not universal.  Chances are that the students in your classroom come from diverse backgrounds celebrating one or many different holidays and traditions.  For that reason, it’s good to have a plan for your classroom on how to address holidays.  To honor every child in your classroom, it may be best not to celebrate any specific holidays. An educator from Portland Public Schools says, “Although we teach students about the various cultural traditions, we do not celebrate them. This ensures inclusivity for all students and staff. Not celebrating holidays also considers students with disabilities who benefit from having a solid routine.” It might become a slippery slope of celebrations if you choose to celebrate all cultural holidays and traditions. Rather than risk being biased, there’s a variety of ways to teach your students about cultural traditions. Here are a few suggestions to try with your students:

Technology

#MaineTeachesCS Initiative Launches & #CSEdWeek Celebrations

In September, Governor Mills announced a new initiative to bring computer science hardware into all Maine schools. Districts were able to select mobile labs that focused on one of three computer science topic areas: Robotics and Programing, Coding and Circuitry, and Augmented and Virtual Reality. Each mobile lab came with equipment and supplies that teachers could integrate into their classrooms. This #MaineTeachesCS Initiative also included a professional learning component, Computer Science Integration (CSI), which brought together cohorts of educators from schools across Maine beginning with #CSEdWeek (12/5-12). A series of trainings for #CSEdWeek are available here, for each of the new CS Mobile Lab pieces.

December 9th was the birthday of Grace Hopper, a notable mathematician who helped with the development of the Harvard Mark I computer during World War II. She earned a Ph.D. in mathematics from Yale and was teaching at Vassar College when the war broke out. Hopper left Vassar to enlist in the Navy and found her place in the early stages of computing. Throughout her military service, she rose to the rank of admiral while developing computer languages. In her honor, computer science education week was born under President Reagan and has developed into a popular event at schools that is celebrated in a variety of ways.

Multi-tiered Systems of Support


Early childhood education is a foundational component to getting children off to a successful and fulfilling social, emotional, behavioral, and academic career.  Careful consideration and development of a multi-tiered system of support framework within an early childhood setting can help to ensure that children of all abilities have access to critical early-warning screening and data-based decision-making that can inform programmatic decisions across the early childhood setting that benefit each child.  Recently, the Division of Early Childhood of the Council for Exceptional Children released an updated position statement regarding their position on the application of multi-tiered systems of supports in early childhood settings.  The statement has been updated from a “Response to Intervention” approach to a more universal multi-tiered systems approach. In addition, 5 common misconceptions are highlighted that often exist regarding MTSS in early childhood: 1) Children must go through an MTSS process to get access to special education; 2) The top tier of an MTSS is special education; 3) An MTSS is exclusive to only academic or behavioral skills; 4) MTSS practices are not appropriate for early childhood; and 5) Dual language learners automatically require intensive levels of support.  To learn more about these misconceptions, you can read the position paper Position Statement on Multi-Tiered System of Support Framework in Early Childhood authored by the Division of Early Childhood of the Council for Exceptional Children (2021).

MTSS Happenings:
Interested in learning MORE about MTSS?  Consider joining the MTSS monthly book club!  That’s right, book club is back!  Feedback from the summer book club was overwhelmingly positive, so that is the format we will use for MTSS book study for this school year.  Details for signing up are below.  

Here is how it works.  Register for the book club or clubs that you would like to attend.  Next, get yourself a copy of the text and read it at your own pace on your own schedule.  Then, show up on the date of that book club and be ready to pose thoughts, questions, and other innovative ideas to your peers.  While not necessary, it would be helpful to keep written notes to capture your thinking as you read the text.  That’s it!  You will receive 2 hours of professional learning units when you join and participate for the full 2-hour book session.   

Upcoming text studies: 
February 27th - Effective Universal Instruction: An Action-Oriented Approach to Improving Tier 1 by Kimberly Gibbons, Sarah Brown, and Bradley C. Niebling (2019) 
March 27th - Demystifying MTSS: A School and District Framework for Meeting Students' Academic, Social-Emtional Needs (Your Essential Guide for Implementing a framework for a multi-tiered system of supports) by Mat Navo and Amy Williams (2023) 
April 25th - Best Practices at Tier 1 - Daily differentiation for effective instruction, elementary (RTI at work: Implementing brain-friendly, evidence-based strategies in core curriculum) by Gayle Gregory, Martha Kaufeldt, and Mike Mattos (2016) 
May 30th - Best Practices at Tier 1 - Daily differentiation for effective instruction, Secondary (RTI at Work: Collaborative, multi-modal core instruction addressing student learning) by Gayle Gregory, Martha Kaufeldt, and Mike Mattos (2015) 
June 28th - The Road to Success with MTSS - A ten-step process for schools (Your guide to customizing an academic and behavioral intervention system for your schools unique needs) by Tom Hierck and Chris Weber (2023) 

Check this out:

A new class has been added to the Spring 2023 UMA schedule: EDU 363 Play: The Roots of Learning. It can be taken in two different ways: live lectures on Wednesdays from 4 p.m. to 6:45 p.m. or all online. DOE has approved the course for three credits towards teacher certification and recertification. Contact Pat Clark at pclark@maine.edu for more information on the class. To register call 1-877-UMA-1234 or through MaineStreet. For help, contact UMA’s Academic Advising Department at 1-877-UMA-1234, ext. 3149, or email umaadvising@maine.edu 

Early Learning Vision Statement

All of Maine’s children are prepared to transition into their adolescent years as healthy, engaged, and inquisitive learners.  

Early Learning Mission Statement

The Maine Department of Education’s Early Learning Team collaborates with all stakeholders to promote the well-being of the whole child to support children’s learning opportunities from birth through the elementary years.

Director of Early Learning-
Leeann.Larsen@maine.gov
 
Early Childhood Specialist-
Nicole.Madore@maine.gov 
 
Public Pre-k Consultant-
Marcy.R.Whitcomb@maine.gov
 
State Head Start Collaboration Dir.-
Vacant
 
Pre-K Expansion Grant Specialist-
Jane.Kirsling@maine.gov
 
Pre-K Expansion Consultant-
Sue.Gallant@maine.gov
 
Special Services-Literacy-
Danielle.M.Saucier@maine.gov
 
Special Services– Mathematics-
Jennifer.R.Robitaille@maine.gov
 
MTSS Specialist-
Andrea.Logan@maine.gov
 

Family Engagement Resources:

 

Effective Use of Technology Resources:

Content Connections


Intentional Literacy Integration with Young Children Should Still Be Engaging & Developmentally Appropriate

Intentionally designed and meaningful literacy experiences in early childhood programs and classrooms are a key component for building strong literacy foundations and preparing students for smooth transitions and school success. It is important to intentionally design meaningful experiences that are engaging and developmentally appropriate for young learners. Early literacy is built on a foundation of speaking, listening, reading, and writing experiences that can be seamlessly integrated within homes, daycares, preschools, and classrooms while children are playing, talking, learning, and experiencing day to day authentic moments.
For more information about purposeful integration and strong moves you may want to read- Best Practices in Early Childhood Literacy by: Shannon Kelley October 20, 2021 (Shannon Kelley, UCONN Neag School of Education doctoral candidate in the Department of Curriculum and Instruction, prepared the following rapid research brief — in affiliation with the Center for Education Policy Analysis, Research, & Evaluation).

Public Pre-K and Partnership Open Office Hours Scheduled


The Maine Department of Education (MDOE) Early Learning Team is pleased to offer Open Office Hours focusing on technical assistance for public pre-k.  These office hours will feature Marcy Whitcomb, Public Pre-K Consultant and Sue Gallant, Public Pre-K Expansion Consultant. Sessions are meant to be a time for educators, pre-k coordinators and administrators to come together to ask questions, celebrate successes and/or work through problems of practice in public pre-k that educators, administrators, and partnership programs may be experiencing. Office hours are offered as part of the MDOE’s Pre-K Technical Assistance program and are meant for your use and discussion; you can join for the full hour, or just a part; for each session or only when you have a question.  Offerings after the first session will not be predetermined but will be an open conversation driven by the topics brought from the field.  Our first session will focus on celebrations and problems of practice from the first months in the classroom. 

Sessions will be held every first and third Thursday of the month, from 3:00 to 4:00 p.m., on the following schedule:

 
December   15th
January 5th 19th
February 2nd 16th
March 2nd 16th
April 6th 20th
May 4th 18th
June 1st 15th

Please use and save the following Zoom link and password to access each meeting (the meeting link will be the same for each office hour session):
 
Join Zoom Meeting: https://mainestate.zoom.us/j/82733636260?pwd=VUd5eklsaHRIaEEzeldhazJDSWw2dz09
Meeting ID: 827 3363 6260
Passcode: MePreK22!

To submit a topic or question prior to a session and for more information please email Marcy Whitcomb, Public Pre-K Consultant, at: Marcy.r.whitcomb@maine.gov

Collegial Relationships

Relationships at work are the connections that we form with colleagues, staff, service providers, administrators, and others in the space we work every day. Collegial relationships differ from other relationships in our lives, as they serve the specific purpose of building teamwork and community in our schools.  And since we spend long hours at work, these relationships are very important to cultivate and maintain.  In fact, building these positive working relationships can be one of the most crucial aspects of any job.  Strong positive relationships with our “work families” ensure effective teamwork, continued and improved morale across the school, work satisfaction and personal growth.  Maybe one of the most impactful outcomes of building and maintaining positive relationships during our workdays is that we are modeling how to interact with others positively for the children and families with whom we work.  And kids see everything! 

Building strong collegial relationships can take time, patience and understanding.  Here some guidelines from an indeed.com article:

  1. Communicate Often (and positively): One of the most important aspects of relationship building is effective communication, which involves just as much listening as it does talking. This means that you should actively listen when a coworker or manager approaches you and consider their point of view before responding.  Apart from carefully considering the opinions of coworkers, you should also strive to understand their personal circumstances. For instance, if a colleague is experiencing a challenge in their personal life, it can be helpful to listen to them and be careful in your interactions. Also, take note of nonverbal communication, as this may offer valuable insight that words alone may not  convey.
  2. Be consistent and trustworthy:  Trust is a significant aspect of any relationship. If you make a promise to a team member, make sure you complete the task or duty on time. You should also strive to demonstrate your trustworthiness by offering your support and help when team members need it.   Building the trust of your colleagues and team members involves consistently acting in a responsible, respectful, and supportive manner.
  3.  Avoid gossip:  If you want to nurture positive relationships at work, it's best to avoid gossip. If you hear gossip about another coworker, don't take part, or try to change the subject.  If you have an issue with a fellow worker, first try to have a polite and honest conversation with that person. If this does not yield positive results, you can call a meeting with a superior and the colleague in question to address the issue in a transparent and professional manner.
  4. Support fellow team members:  One of the best ways to forge good relationships with fellow workers is to support them. If you are in a senior position, for instance, try to mentor and educate junior staff as best you can.  Always be complimentary toward your coworkers and focus on their achievements as opposed to their failures. By doing so, you will help to establish a culture of mutual support and goodwill in the workplace and will gain the respect and support of your coworkers.
  5. Remain positive in interactions: When faced with deadlines or a stressful time at work, staying positive can help keep your team members motivated. Instead of expressing worry, you can encourage yourself and coworkers by offering positive insight and inspiration to continue working.  Keeping a positive demeanor can help you become the team members that others seek for assistance or guidance, building excellent working relationships.

Help Me Grow, Helping Families in Maine


The earliest years of a child’s life present great opportunities to promote positive outcomes that will set a trajectory for the rest of their lives. Resources and services to address the needs of families with young children must work together as a coordinated system to have the greatest possible impact in this critical developmental time frame.
 
Throughout the state of Maine, there is an existing grid of resources to help provide for the development and well-being of Maine’s children. This grid works as designed for some families; they easily connect and receive a consistent supply of what is needed to support them. For many other families, though, connecting with the grid is a challenge. They can’t readily plug in, and if they do connect, they experience an inconsistent flow of resources, for a variety of reasons. Those reasons could include confusing eligibility requirements, difficulty reaching or hearing back from a resource after trying to connect, siloed programs with limited knowledge of each other, and many others. These challenges and more can prevent families from connecting with the supports they and their children need to be healthy in every way.
     
Help Me Grow Maine exists to strengthen this resource grid. This is accomplished by connecting families to providers, and providers to other providers, in ways that improve success in access. Help Me Grow’s Resource Specialists support families all over the state, and importantly, also report to stakeholders and policymakers the ongoing needs in our communities. Our central access point is a way for all families of children birth to eight, as well as pregnant people, to reach out and be linked with information, resources, and referrals to the already-existing services that are part of the grid here in Maine. We are a low-barrier resource, requiring no formal referral from a professional, no financial or diagnostic criteria, and no paperwork to complete to begin the process.

Reasons to reach out to Help Me Grow include:
  • You are working with a family that needs additional supports, but you are unsure what they are eligible for/where to refer them.
  • A family needs support in getting successfully through the process to connect with a program or resources (CDS, Targeted Case Management, Early Care and Education settings, etc.).
  • You would like to speak as a professional with a resource specialist about what resources are available for a family you are working with, or about resources in your area in general.
  • You would like a child to receive a developmental and/or social-emotional screening.
  • Help Me Grow is now available statewide. Support through Help Me Grow can be accessed by both families and providers by calling 207-624-7969 or via our online referral portal found here: Help Me Grow Maine Online Referral. Families can also access support via our partnership with 211 Maine; when calling 211, Option 5 will transfer callers to a Resource Specialist from Help Me Grow, and 211 specialists also collaborate to provide “warm transfers” of callers to Help Me Grow when appropriate.
For more information or to complete a developmental screening, please visit our website. You can also reach out to Melinda Corey, Help Me Grow Outreach Specialist, to learn more (207-441-1553, call or text; melinda.corey@maine.gov).

WE LOVE FEEDBACK!  Tell us what you like, what you would like to see more of, have a question or problem of practice or another topic that you would like more information about, CLICK HERE and tell us more!

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Maine Department of Education · 23 State House Station · Augusta, ME 04333-0023 · USA