- There will be some presentations that will last longer than a single session, up to, and including an entire day. Plan accordingly. You can use this template to help with planning
- If you are unable to attend all four days of the Educator Summit, please register and be sure not to choose sessions for the days you will not be in attendance.
- A certificate of attendance and contact hours will be generated upon the end of your completion of the summit evaluation and be emailed to the address associated with your registration.
Day by Day Schedule
| Event1 | Time |
|---|---|
| Welcome! Registration & Continental Breakfast | 7:30am - 8:30am |
| Session 1 | 8:45am - 9:45am |
| Session 2 | 10:00am - 11:00am |
| Session 3 | 11:15am - 12:15pm |
| Lunch & Keynote (Commissioner Pender Makin) | 12:15pm - 1:20pm |
| Session 4 | 1:30pm - 2:30pm |
| Session 5 | 2:45pm - 3:45pm |
| Session 6 | 4:00pm - 5:00pm |
| Event | Time |
|---|---|
| Welcome! Registration & Buffet Breakfast | 7:30am - 8:15am |
| Session 1 | 8:30am - 9:30am |
| Session 2 | 9:45am - 10:45am |
| Session 3 | 11:00am - 12:00pm |
| Lunch and Teacher of the Year in Science, Math, and Social Studies Recognition | 12:00pm - 1:20pm |
| Session 4 | 1:30pm - 2:30pm |
| Session 5 | 2:45pm - 3:45pm |
| Session 6 | 4:00pm - 5:00pm |
| Event | Time |
|---|---|
| Buffet Breakfast | 7:00am - 8:00am |
| Session 1 | 8:15am - 9:15am |
| Session 2 | 9:30am - 10:30am |
| Session 3 | 10:45am - 11:45am |
| Lunch & Keynote (Dr. Shanna Peeples) | 11:45am - 1:20pm |
| Session 4 | 1:30pm - 2:30pm |
| Session 5 | 2:45pm - 3:45pm |
| Session 6 | 4:00pm - 5:00pm |
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| Event | Time |
|---|---|
| Breakfast Buffet & Keynote (Matthew Bernstein) | 7:30am - 8:45am |
| Session 1 | 9:00am - 10:00am |
| Session 2 | 10:15am - 11:15am |
| Session 3 | 11:30am - 12:30pm |
| Lunch | 12:30pm - 1:15pm |
| Session 4 | 1:30pm - 2:30pm |
| Session 5 | 2:45pm - 3:45pm |
| Session 6 | 4:00pm - 5:00pm |
Help Guide (Please Read)
The below searchable table can help schedule your sessions for the MES.
- Finding Presentations by #: Each presentation is assigned a number (shown during session registration). When searching for a specific presentation number, use a 3-digit code and quotations. For example, if you want info on Presentation 4, type: "004" to show only that presentation.
- Finding Presentations by Day: Type (including quotations) "All Day", "Day 1", "Day 2", "Day 3", or "Day 4" in the search box.
- Finding Presentations by Intended Audiences: Although sessions may be geared toward certain audiences, you are welcome to sign up for any sessions that interest you. The below audiences can be searched for (using quotations) to assist in helping choose sessions that may benefit you based on your role.
- Early Childhood Personnel
- School Safety Officers
- Nurses
- School Counselors
- Transportation Staff
- Child Nutrition Staff
- Educational Technicians
- CTE Program Educators
- Special Educators
- Classroom Educators
- Administrators
- Physical Education & Health
- Finding Presentations by Topic Area: Type in a keyword (in quotations) to search for areas of interest such as "Social Emotional Learning" or "Student Engagement." You may also search without quotations a more general search.
Note that some presentations happen multiple times, so if you have a conflicting session for a presentation you want, you may find it on a different day/session!
| # | Presentation Name | Presenter | Co-Presenter(s) | Description | Intended Audience | Day & Session |
|---|---|---|---|---|---|---|
| 006 |
The Power of Belonging |
Nichole Pothier Superintendent / Principal Beech Hill School Otis Public Schools |
Megan MacDonald Assistant Principal Mary Ann Parkes Teacher |
Humans are hardwired for connection, and belongingness is fundamental to our overall well-being. Learn how Beech Hill School intentionally fosters students' sense of belonging in their school community. Through three specific and integrated initiatives, school staff facilitates opportunities for PK-8 students to feel noticed, named, and valued. This workshop will provide participants with practical ideas and resources (e.g., monthly school spirit day assemblies, school-wide morning meetings, and "Smells Like Team Spirit" cross-grade groupings) adaptable to other settings. (60 Minutes) |
School Counselors, Educational Technicians, Classroom Educators, ESOL Educators, Administrators |
Day 3 - 10:45am - 11:45am Day 4 - 1:30pm - 2:30pm Day 4 - 2:45pm - 3:45pm |
| 007 |
Inclusive Math Routines |
Jennifer Robitaille |
Susan Hogan Distinguished Educator (Math4ME) |
Come learn about and experience a variety of math routines with a wide range of grade levels that can be used in an inclusive classroom. We will explore the benefits of inclusive instruction and how all students can engage and participate in these math routines together. Providing resources and support to keep identified students with their grade-level peers for more accessible instruction and routines strengthens tier-1 instruction for all students. It helps to build a community of learners. We hope you will join us to experience being a student again. (60 Minutes) |
Educational Technicians, Special Educators, Classroom Educators, ESOL Educators |
Day 1 - 8:45am - 9:45am Day 2 - 1:30pm - 2:30pm Day 2 - 4:00pm - 5:00pm |
| 008 |
The Spark That Ignites: An Autoethnographic Journey Towards Agency and Choice-Based Education |
Katharine Truesdale |
This presentation details an educator’s journey towards the implementation of choice-based education – the amalgamation of a life dream – and what was happening leading up to that actualization. Through autoethnographic research, this study explores various educational contexts and perspectives as it seeks to unpack conditions ripe for agency, choice, and systematic deconstruction efforts. (60 Minutes) |
School Counselors, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 1 - 8:45am - 9:45am Day 1 - 10:00am - 11:00am Day 2 - 11:00am - 12:00pm |
|
| 010 |
Introduction to the new MAIER: Maine Access to Inclusive Resources |
Sarah Howorth |
Anica Miller-Rushing Research Associate Maine Access to Inclusive Resources |
Maine Access to Inclusive Education Resources (MAIER) serves as an information and resource clearinghouse for professionals and families to assist in accessing and navigating programs and services related to inclusive education of students with disabilities. MAIER ensures that professionals, families, and individuals who are at risk of or have identified disabilities receive information about practices to promote inclusion that are grounded in research. Specifically, MAIER’s services to the state are guided by four high-leverage practices to promote inclusion and equity in education. We work to build statewide capacity in support of our mission through leadership, training, professional development, technical assistance, collaborative consultation, technology, and research. MAIER is located at the University of Maine in Orono. (60 Minutes) |
Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 2 - 8:30am - 9:30am Day 3 - 2:45pm - 3:45pm Day 3 - 4:00pm - 5:00pm |
| 011 |
Addressing Shame in the Reading Classroom |
Justin Stygles Grade 4 Teacher, Author Lyseth Elementary School |
Shame-bound readers want someone to notice them. It’s true. But then, what does a teacher do to help students? In this webinar, participants will learn how current educational research and shame (psychology) research are merged within the reading classroom to build relationships, make vulnerability ok, and bring out every student’s aptitude -and appetite – for books. (60 Minutes) |
Special Educators, Classroom Educators, ESOL Educators, Administrators, Other |
Day 2 - 9:45am - 10:45am Day 3 - 2:45pm - 3:45pm |
|
| 012 |
Child Sexual Assault and the Children's Advocacy Center Model |
Melissa Martin Public Policy and Legal Director Maine Coalition Against Sexual Assault |
Katie Church |
This training will review research and information about child sexual assault in Maine. This training will also review how child sexual assault is investigated and addressed through the Children's Advocacy Center model in Maine. (90 Minutes) |
Early Childhood Personnel, School Safety Officers, Nurses, School Counselors, Transportation Staff, Child Nutrition Staff, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 1 - 8:45am - 10:15am Day 1 - 10:30am - 12:00pm |
| 013 |
Incorporating ELOs into Curriculum and Developing Partnerships within the Community |
Kevin Napolillo ELO Coordinator Brewer High School |
Rebecca Kash Madeline Bradfield |
Extended Learning Opportunities (ELOs) are a hot topic for education in Maine. The focus placed on ELOs can be beneficial to our students, and the federal and state support being provided removes many of the barriers that have hindered the growth of these programs in the past. During our time, we will explore the definition of Extended Learning opportunities as we see it. We will share some of our successes and failures experienced during the development of this evolving program. We will discuss the development of partnerships with the community and other state and federal programs. We will expound upon the direction in which we intend to steer this emerging initiative. (60 Minutes) |
School Counselors, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 2 - 8:30am - 9:30am Day 3 - 1:30pm - 2:30pm |
| 014 |
What Are They Learning In There? Tips For Supervision, Coaching, and Support of Music and Other Allied Arts Classes in Elementary School |
Rebecca Bean Music Teacher, K-4 Pond Cove Elementary |
This session is for anyone who has ever found it difficult to give meaningful feedback after observing music class or other allied arts. Perhaps the students are “having fun,” but you’re unclear about what they are learning. Maybe you are unsure about how to coach a staff member or toward improvement. This session is to help evaluators, coaches, and mentors identify best practices in music and other allied arts classrooms. Participants will have opportunities to troubleshoot some common challenges in allied arts settings and learn how and why rigorous allied arts programs in your school are essential. Come away from this session knowing what to notice, what to ask, and how to help. (60 Minutes) |
Classroom Educators, ESOL Educators, Administrators, Other |
Day 3 - 10:45am - 11:45am Day 3 - 1:30pm - 2:30pm |
|
| 015 |
Communicating in a Diverse World |
Roy King Diversity, Equity, & Inclusion Manager Maine Department of Corrections |
Today, more than ever, we live and work in multicultural communities, and we must be able to effectively interact and respect each other. Now, more than ever, we must be prepared and willing to proactively become aware of cultural differences, to support positive interaction and communication. This class will challenge you to examine your biases, stereotypes, prejudices, and privileges. (90 Minutes) |
School Safety Officers, School Counselors, Classroom Educators, ESOL Educators, Administrators |
Day 1 - 1:30 pm - 3:00pm Day 1 - 3:15pm - 4:45pm |
|
| 016 |
The Learning Blueprint: Key Principles of Human Learning |
Jared Horvath Director LME Global |
Can students listen to music while they study? Are hard-copy or digital books better for learning? What’s the one key to forming deep, lasting memories - and what is the one key to destroying memory? During this session, we will explore several principles of how human beings learn. Drawn from brain, behavioral, and educational research, these principles are learning 'nuggets' that can shine a light on more traditional classroom practices. Beyond learning about each principle, we will also consider how these principles can be adapted to tweak/improve teaching & learning practices. (90 Minutes) |
Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 3 - 8:15am - 9:45am
|
|
| 017 |
Teens, Tech, and Stress: A Tour Through the Adolescent Brain |
Jared Horvath Director LME Global |
Sometimes they’re bored, disengaged, and unmotivated. Other times they’re risky, unpredictable, and emotionally volatile. What is going on with teenagers? During this session, we will explore adolescent brain development and link this back to teen thinking and learning. In addition, we will explore the impact of technology on learning and well-being. Finally, we will home in on the issue of stress: what's the difference between 'good' and 'bad' stress in education, and how can we address each? (90 Minutes) |
Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 3 - 10:00am - 11:30am |
|
| 018 |
Student Engagement Through Inclusion in Curriculum Design and Connecting with Community Partners |
Solomon Heifets ELO Coordinator Belfast Area High School |
Students are more invested in a class when they help design their learning experiences and when that learning is connected to real issues in their community. We will share strategies for including students in curriculum design, consider different ways to use guest speakers, and look at examples of projects in two schools that students have designed using these practices. Some additional benefits to this approach to classroom learning include more interdisciplinary learning experiences and the establishment or enrichment of mutually supportive relationships between the community and the school. (60 Minutes) |
Classroom Educators, ESOL Educators, Administrators |
Day 4 - 9:00am - 10:00am |
|
| 019 |
Nurturing our Primary Readers (K-2): Humanizing Reading Instruction through Attention to Students' Social Emotional Needs in a Collaborative Setting |
Krysten Gorrivan Teaching Professor University of New England |
This engaging session will highlight an approach that weaves together SEL strategies with research-based reading pedagogy. Teaching needs to start with the child and address social-emotional considerations in the curriculum, not added to the curriculum. A holistic approach that weaves together SEL strategies, specifically with research-based reading pedagogy, will be presented. Participants will engage in a "What would you do scenario?" which will present a case study that illustrates how to embrace a child-centered humanizing approach and reflect upon and connect the framework to their current practice. The scenario will allow the audience members to actively participate in discussion, first with partners and then in a full group, to determine the best steps forward for the student in the scenario. Audience members will also experience how a collaborative approach that engages school-based professionals can enhance how students' social emotional and academic needs are met. By embracing a pedagogical approach that centers students and integrates SEL, best practice reading instruction, and data-based decision making we bring into light new approaches to literacy teaching and learning. (60 Minutes) |
Early Childhood Personnel, School Counselors, Classroom Educators, ESOL Educators |
Day 1 - 11:15am - 12:15pm Day 3 - 4:00pm - 5:00pm |
|
| 020 |
School Bus Safety - Pretrip and Inspection |
Jason King Public Safety Inspector I - Vehicle Maine State Police |
School bus transportation safety and inspection (60 Minutes) |
Transportation Staff, Administrators |
Day 4 - 9:00am - 10:00am Day 4 - 1:30pm - 2:30pm |
|
| 021 |
Social Media as a Positive Tool for Youth Engagement and Community Resilience |
Nicholas Feero Youth Resource Navigator Penquis Community Action |
In this presentation, we’ll be examining the common practices of social media and how it can be used as a tool for helping youth stay engaged in positive peer interactions and for decreasing stigma surrounding substance misuse in their community. With this presentation, we’ll be examining how to perform positive social media practices, real-world examples of positive youth engagement, observations surrounding the mentality of social media, and we'll be taking a prospective look at how to implement social media in an environment to decrease stigma and promote well-being. (60 Minutes) |
School Counselors, Educational Technicians, Classroom Educators, ESOL Educators, Administrators |
Day 1 - 8:45am - 9:45am Day 1 - 10:00am - 11:00am |
|
| 022 |
The Benefits of Outdoor Education |
Matt Newberg Head of School Maine Academy |
Evan Coleman Director of Curriculum & Instruction Maine Academy |
Most outdoor education is focused on elementary grade levels and becomes a special occasion in middle school and above. Studies show clearly that students benefit from being outdoors and that mental engagement can be heightened when learning outside. From hands-on projects in the field to simply sitting in an outdoor space, the removal of the traditional four walls of a classroom can re-invigorate students intellectually as well as bolster their social-emotional well-being. This workshop is focused on students in grades 9-12. The Maine Academy of Natural Sciences (MeANS) recently received a RREV grant to increase its outdoor instruction. The grant project includes supporting classroom teachers with necessary resources as well as the creation of an outdoor “maker space” barn. One key program contained within the maker space will be blacksmithing. Outdoor forges will not only connect students to the outdoors but to a tradition that is slowly disappearing. This is but one example of the types of outdoor learning that this recent grant is supporting. The workshop will also focus on the school’s signature curricular component: Intensives. Four times per year, students divide by grade level and focus on a single area of study. The topics include Rivers, Beekeeping, Alternative Energy, Maple Sugaring, Forestry, Sustainable Farming, Aquaculture, and more. Each Intensive is taught by a co-curricular team incorporating the four core subject areas of math, science, ELA, and social studies. Intensives are progressive in difficulty over the course of the four years at MeANS and focus on outdoor experiences and field trips. (60 Minutes) |
School Counselors, Educational Technicians, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 1 - 11:15am - 12:15pm Day 2 - 11:00am - 12:00pm |
| 023 |
We Recover Together: SAY Peer Social Groups and the In-School Support Approach |
Joe Costello Youth Resource Navigator (Substance Affected Youth Program) Penquis Community Action |
Mike Gray Program Manager (Substance-Affected Youth Program) Penquis Community Action |
We would like to share our experiences helping youth understand what it means to be an Affected Other. Through this work, the power of peer connections helps students see they are far from alone. This process has taught us a lot regarding how students can benefit from peer lead groups and a program we have deemed “In School Support.” Rather than “Suspension,” the intention is to take something punitive and have it viewed as a voluntary option for students needing additional mentorship. In this presentation, you will learn: How we identified the needs of the school community and what those needs looked like, the targeted youth, purpose, and guidance of the grant behind our efforts, the successes and challenges we have met thus far in the journey. (60 Minutes) |
School Safety Officers, Nurses, School Counselors, Classroom Educators, ESOL Educators |
Day 1 - 1:30pm - 2:30pm Day 1 - 2:45pm - 3:45pm |
| 024 |
Public Information Basics |
Melissa Condon FEMA Integration Team (Preparedness)- Maine |
Amy Carole MEMA Public Outreach Specialist |
This training will provide attendees with real-life tips and tricks to ensure your internal and external audiences have the right information at the right time so they can make the right decision. This includes connecting with your audiences where they are at, including social media, as well as making sure you’re aware of who all of your audiences are. A graduate of FEMA EMI’s Master Public Information Officer program, Amy is the Public Outreach Specialist for MEMA and working to create a Public Information Network to strengthen the flow of information within emergency management across the State of Maine, regionally, and internationally. This is the full day presentation for school emergency management that should be scheduled on Monday the 7th. (All Day) |
School Safety Officers, Administrators |
Day 1 - All Day |
| 025 |
Overview & Guidance: High-Quality, Evidence-Based Literacy Instruction for All Maine Pre-K to Grade 3 Students |
Danielle Saucier Inclusive Education Literacy Specialist Maine Department of Education |
Participants will be provided with background evidence and an overview of the Beginning Reading tenet document as a tool to guide SAUs, schools, administrators, and educators about developing strong Early Literacy practices and programs. (60 Minutes) |
Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 1 - 8:45am - 9:45am Day 1 - 1:30pm - 2:30pm Day 2 - 2:45pm - 3:45pm |
|
| 026 |
Math Pathways: From Barrier to Bridge |
Mercedes Pour Director of College Access and Secondary Partnerships Maine Community College System |
Beth Lambert Director of Innovative Teaching & Learning Maine Department of Education |
For too many students, math is a barrier. In 2017, Maine’s Community College began implementing math pathways to revise the math requirements and course progressions across our seven colleges. This intentional reform aligns course progressions with students’ career interests, making math more relevant and meaningful. The Maine Department of Education and the Maine University System were involved in this early effort. By 2022, this broad Maine partnership was selected to be part of the Launch Years Initiative which is a national effort to extend math pathways and student-centered reform across secondary and postsecondary. In this session, we will share the national landscape and opportunities in math progression reform from that work. We will also describe how new courses, particularly Technical Math, Quantitative Reasoning, and Data Science, are reshaping student success and supporting student pathways. Using examples from across Maine, we will also examine how colleges and secondary schools partner to offer these math pathways, how Maine teachers have engaged in a national effort to pilot new open-source data science courses, and how the MDOE is supporting math innovation. As we prepare for the 2024 Mathematics Standards Review, this is a perfect time for teachers and school leaders to learn about some of the national movements in secondary-level math and design the math opportunities that are right for their schools. (60 Minutes) |
School Counselors, CTE Program Educators, Classroom Educators, ESOL Educators, Administrators |
Day 2 - 11:00am - 12:00pm Day 2 - 4:00pm - 5:00pm |
| 027 |
Autism and Safety |
Cathy Dionne Executive Director Autism Society of Maine |
Participants will leave with the understanding of how safety and autism need to be addressed prior to an incident. They will learn how to recognize escalation and when to intervene. The participant will leave with tools to better interact with students with autism. Strategies will also be shared around sensory issues, communication, and environmental triggers. (90 Minutes) |
School Safety Officers |
Day 3 - 1:30pm - 3:00pm Day 3 - 3:15pm - 4:45pm |
|
| 028 |
MSSI Pilot Group Symposium |
Melissa Condon FEMA Integration Team (Preparedness)- Maine |
Wendy Robichaud Maine Department of Education |
This a closed session for members of the MSSI pilot group. (3 Hours) |
MSSI Pilot Group |
Day 2 - 8:30 - 11:30 |
| 029 |
U.S. Secret Service Research and Recommendations on the Prevention of Targeted School Violence |
Karen Barnes Behavioral Threat Assessment Management Coordinator Maine Department of Education |
|
For over 20 years, the U.S. Secret Service National Threat Assessment Center (NTAC) has researched the thinking and behaviors of those who commit targeted school violence to prevent future tragedies. Key findings from this research indicate that establishing multidisciplinary behavioral threat assessment teams and encouraging the reporting of concerning behaviors are critical steps in preventing targeted violence. This presentation will explore relevant past incidents and findings and recommendations from NTAC’s latest research on targeted school violence and averted school attacks in the United States. It will also focus on how communities can use a multidisciplinary approach to identify, assess, and intervene with students exhibiting concerning or threatening behaviors as early as possible. Presenters will be available for a panel discussion, along with current CSTAG users, in the afternoon. (3 Hours) |
School Safety Officers, School Counselors, Administrators |
Day 3 - 8:15am - 11:15pm |
| 029A |
Panel Discussion on Threat Assessment |
Karen Barnes Behavioral Threat Assessment Management Coordinator Maine Department of Education |
Join us for a panel discussion on threat assessment with CSTAG users and leaders in the field. (3 Hours) |
School Safety Officers, School Counselors, Administrators | Day 3 - 1:30pm - 4:30pm | |
| 030 |
Classroom Supports from Students Against Destructive Decisions (SADD) |
Hillari Morgan State Coordinator Students Against Destructive Decisions |
Education today is hard, and knowing how to reach and support youth in all the ways they most need can feel like a daunting task. Join Students Against Destructive Decisions (SADD) and learn how we can help support you and your students! SADD offers free resources and programming on leadership, mental health, substance abuse, and traffic safety, as well as a direct connection to your Maine State Coordinator. Together we can empower and mobilize our kids to understand how to make safer decisions for themselves and how to infuse that knowledge into their communities. |
School Safety Officers, Nurses, School Counselors, CTE Program Educators, Classroom Educators, ESOL Educators, Administrators |
Day 2 - 8:30am - 9:30am Day 2 - 9:45am - 10:45am |
|
| 031 |
You’re in the Driver’s Seat: Using Classroom PBIS as a Roadmap for Supporting ALL Students |
Karen Robbie Maine PBIS Co-coordinator Maine Department of Education |
This practical, interactive session is designed for practitioners, including classroom teachers and support personnel, who are interested in improving their implementation of evidence-based social-emotional-behavioral support practices that result in a positive and productive learning environment. At our first stop on the road to classroom success, attendees will learn why developing a solid Tier 1 foundation is critical to student success. The second stop will focus on strategies that support optimal outcomes for all students, including students with disabilities. Set within the Positive Behavior Interventions and Supports (PBIS) framework, these Tier-1 classroom practices focus on prevention, are culturally responsive, and rely on positive, proactive approaches rather than harsh, exclusionary, and reactive discipline. The third stop will focus on ways educators can use self-management tools to monitor and improve their implementation of these practices. The last stop will introduce attendees to ways to track their success through progress monitoring and data-based decision-making to ensure all students reach the ultimate destination of academic and social, emotional, and behavioral success. Throughout the presentation, participants will learn about resources to deepen their understanding and strengthen their use of these practices. (90 Minutes) |
Early Childhood Personnel, Educational Technicians, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 1 - 8:45am - 10:15am Day 2 - 10:15am - 11:45am Day 2 - 1:30pm - 3:00pm
|
|
| 032 |
Becoming a Restorative School Community |
Stacey Barlow Restorative Practices Coordinator Maine Department of Education |
The Maine School Safety Center (MSSC) is creating a hybrid Restorative Practices (RP) training for all schools that will be offered free of charge, piloting in late 2023. The MSSC believes that the development of an intentional community based on Restorative Practices is the best way to build a sense of safety, equity and belonging while also responding to behavior in a victim-centered, nonpunitive manner that encourages accountability and restoration to individuals and community. This is best achieved using a simultaneous top-down and bottom-up approach, starting with consensus from all stakeholders. This 3-hour workshop, appropriate for leaders and staff of schools with students of all ages, will focus on laying the groundwork necessary at the school and district level to prepare for the paradigm shift of becoming a Restorative school community. This will include information and techniques for creating family, staff, and administrative understanding of and buy-in for RP, tools for evaluating existing policies and codes of conduct to ensure compliance with Maine statute, and the application process for joining a cohort for the MSSC Restorative Practices Tier I and Tier II training. (3 Hours) |
School Safety Officers, Nurses, School Counselors, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 4 - 9:00am - 12:00pm |
|
| 033 |
Restorative Practices and the No Recess Rule |
Stacey Barlow Restorative Practices Coordinator Maine Department of Education |
Kellie Bailey Ashley Bryant Reynolds, MSEd |
This workshop, appropriate for Pre-K thru 5th-grade schools, will focus on the role of Restorative Practices in Maine Title20-A, Section 15 I-J, which provide that recess may not be withheld as a consequence of a violation of the student code of conduct by any student enrolled in grade 5 or below, and that an out-of-school suspension or expulsion may not be issued to a student in grade 5 or below except as provided under subsection 9 or 9‑A. Along with Kellie Bailey, Emotional Intelligence Coordinator from the Office of School and Student Supports, Stacey will help teachers and administrators understand the intention of this statute and create acceptable and appropriate policies and activities for compliance that meet the needs of individual schools. Ashley Reynolds, Principal of the Captain Albert Stevens School in Belfast, will join this session to speak about the ways a Restorative Mindset assists teachers in applying Restorative Practices in the classroom. This will be followed by a panel discussion with teachers from the Captain Albert Stevens School focused on the benefits and challenges of implementing a Restorative School Culture. (3 Hours) |
School Safety Officers, School Counselors, Educational Technicians, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 4 - 1:30pm - 4:30pm |
| 034 |
Nature Journaling 1-0-1 |
Lindsay Strout Science Educator Sanford Schools |
In this workshop, we will explore nature and our power of observation. We will investigate using our senses, practicing awareness, and understanding how to put that information into a nature journal. We will use words & sketches. *You do not have to have any artistic skills* This is not about creating pretty pictures; it’s about observing and recording data and observations. If you are currently using a journal to use, please bring it. Otherwise, materials will be provided. (90 Minutes) |
Educational Technicians, Special Educators, Classroom Educators, ESOL Educators |
Day 3 - 1:30pm - 3:00pm Day 4 - 3:15pm - 4:45pm |
|
| 037 |
What to do When Students Aren't Walking Through the Door |
Jess Anderson Director Count ME In |
Pamela Ford-Taylor Enrollment Specialist Maine Department of Education |
During this workshop session, we'll review what the law requires when students miss school. We will share evidence-based strategies and resources for supporting students and families in regular school attendance. We will offer a collaborative opportunity to reflect on challenging cases and determine potential next steps. (90 Minutes) |
Early Childhood Personnel, School Safety Officers, Nurses, School Counselors, Transportation Staff, Child Nutrition Staff, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators, Other |
Day 2 - 2:45pm - 4:15pm Day 2 - 1:30pm - 3:00pm Day 4 - 9:00am - 10:30am |
| 038 |
Strategic Planning for Long-Term Success |
Cheryl Lang ESEA Federal Program Director Maine Department of Education |
This presentation will provide an overview of the Strategic Design Process. The Strategic Design Process has the research and evidence to support sustainability even when inevitable factors cause disruption. We will highlight how conducting a root cause analysis helps isolate specific factors that, if addressed, can lead to success in meeting goals and objectives. All schools can benefit from using a root cause analysis approach to strengthen the potential for long-term success. Attendees will conduct a root cause analysis around current issues schools face today. They will leave this session with resources and activities to take back to their schools and districts to initiate thoughtful and intentional discussions to design future steps toward reaching school goals. (90 Minutes) |
Early Childhood Personnel, Educational Technicians, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 1 - 1:30pm - 3:00pm Day 3 - 10:00am - 11:30 |
|
| 039 |
Emotional Intelligence as a Primary Prevention - Why this Work Begins with Us |
Kellie Bailey SEL Specialist Maine Department of Education |
This workshop provides participants with the key elements and foundation of Emotional Intelligence (EI) necessary to develop a deep understanding that when the adults in our schools and communities are integrated and regulated, and "trauma-informed" framework for creating safe, inclusive learning environments where all children can optimally develop, learn and grow is achieved. This framework is gleaned from the extensive body of research provided by CASEL (the Collaborative for Academic, Social and Emotional Learning). SEL research is well documented, and implementing the 5-part framework, which focuses on the knowledge, skill, and dispositions youth require to learn, aspire/reach aspirations, and become compassionate and caring contributing members of their school and local communities begins with the intentional instruction of SEL skills. SEL for students and the school community is best achieved when adult SEL or Emotional Intelligence (EI) work is interwoven into the structure. It is the view of Maine DOE based upon this CASEL framework that SEL is a "contextual system of habits, dispositions, knowledge, skills, procedure, and policies"- that inform the way human beings self-assess and manage their emotions, engage in healthy prosocial relationships, understand empathy, compassion, and perspectives of others (beginning with the self) and utilize critical thinking for problem-solving and learning collaboratively. Kellie will demonstrate through shared experiences and in providing an overview of the Maine Department of Education's adults EI/SEL resources to support adults in developing emotional intelligence in self-awareness, self-management, social awareness, relationships, and responsible decision-making skills. When adults do their work first, we can help children of all ages develop "felt safety" habits for improved social and school engagement, connection, and participation. (90 Minutes) |
Early Childhood Personnel, School Safety Officers, Nurses, School Counselors, Transportation Staff, Child Nutrition Staff, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 4 - 9:00am - 10:30am Day 4 - 10:45am - 12:15pm |
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Regulate to Help Co-Regulate Brain Science 101 |
Kellie Bailey SEL Specialist Maine Department of Education |
The role that school staff, families, and community partners play in developing children’s brains cannot be overlooked or talked about with importance enough. The human brain is made up of a complex network of neural pathways, and it’s considered by mind and brain sciences alike to be a “social organ, " meaning that most of the unique ways that human beings are hardwired are contingent upon our experiences with other people. This makes self-regulation, our ability to manage our emotions, essential to helping children learn about their emotions and ultimately develop healthy ways to manage their own. Join SEL Specialist and children’s author Kellie D. Bailey in this engaging presentation as she will provide an overview of the development of the human brain and outcomes when conditions are optimal and under “stress.” She will share with you what happens when kids and adults “Flip their Lids” and how we can help to become integrated & regulated, aka “Calm & Cool.” Kellie will offer insight and understanding of how adults must first be regulated and integrated so that we can offer children a “felt safety” to experience their emotions and work to reset, reframe and refocus their own sense of regulation. Knowing about the brain's stress and how to help regulate ourselves and others is a game changer. (90 Minutes) |
Early Childhood Personnel, School Safety Officers, Nurses, School Counselors, Transportation Staff, Child Nutrition Staff, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 4 - 1:30pm - 3:00pm Day 4 - 3:15pm - 4:45pm |
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| 041 |
Building High-Quality Kindergarten Transitions: Train the Trainer |
Marcy Whitcomb Public Pre-K Consultant Maine Department of Education |
Stacie McCoy Director State Head Start |
The Maine Department of Education’s Early Learning Team is happy to announce the next step in the Transition to Kindergarten training series. In 2022, the Transition to Kindergarten module series and facilitator guide were released to build a community-wide understanding of kindergarten readiness and the impact of high-quality transition practices on children, families, schools, and communities. This 4-part series and several other useful resources related to kindergarten transitions can be found on the Transitioning to Kindergarten webpages. This session is a Train the Trainer opportunity built to support and guide individuals who can facilitate community-based kindergarten transition teams to use the tools and activities within the Transition to Kindergarten module series. The series modules aim to build understanding and implementation of high-quality, year-round transition practices for all stakeholders to ensure children’s successful transition into their Kindergarten year. (3 Hours) |
Early Childhood Personnel, School Counselors, Educational Technicians, Classroom Educators, ESOL Educators, Administrators |
Day 2 - 8:30am - 11:30am Day 4 - 9:00am - 12:00pm |
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Extended Learning Program Models in Maine |
Rick Wilson Extended Learning Specialist Maine Department of Education |
Lanet Anthony JMG ELO Director Jobs for Maine Graduates |
Extended Learning Opportunities (ELOs) are hands-on, credit, or credential-bearing courses outside the traditional classroom emphasizing community-based career exploration. They can include paid work experiences, job shadows, internships, and various other real-world learning options designed to expand educational opportunities in Maine, increase work skills development in youth, and improve engagement of otherwise disengaged youth. This session will open with an overview of ELO programming currently available in Maine, highlighting various program models and funding sources. We will then look at long-term plans for sustainable expansion of ELO access statewide before diving into a conversation around ELO opportunities at the district level—including options for those without ELO-specific funding and limited local resources. The bulk of our time will be spent interacting with program examples from across the state—particularly those that directly help Maine youth increase their understanding of their career opportunities and create meaningful connections to local employers while earning academic credit. Discussion will focus on transferrable components of each program that can be utilized to introduce ELOs to other districts, recognizing the need for layers of programming that are both scalable and adaptable. Participants will be encouraged to identify specific areas of possibility for increased hands-on learning, up to and including high-quality ELO opportunities. (60 Minutes) |
School Counselors, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 2 - 8:30am - 9:30am Day 2 - 4:00pm - 5:00pm |
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Unraveling the Science of Reading for the Classroom and Struggling Readers |
Sara Flanagan Assistant Professor of Special Education The University of Maine Orono |
Rachel Brown-Chidsney, Ph. D, NCSP Assistant Professor of Special Education The University of Southern Maine Kathryn Will |
What does it mean to have “good” reading instruction? And what does "good instruction” look like in the classroom? This session will describe what the science of reading (SOR) is and, more importantly, what that means for actual classroom instruction. While this term is becoming more common in education, the SOR considers decades of research to guide reading instruction and curricula for all students through using research-based practices. This session will include the following: (1) a description of the SOR and what it is not; (2) details about each component of reading included in the SOR (phonemic awareness, phonics/decoding, fluency, vocabulary, comprehension, writing); (3) what are and how to find research-based practices (interventions, instructional strategies) and curriculum; (4) tools to evaluate your existing curriculum; and, (5) what the SOR “looks” like in a general education or special education classroom. (60 Minutes) |
Educational Technicians, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 4 - 1:30pm - 2:30pm Day 4 - 4:00pm - 5:00pm |
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Supporting the Disciplines within Interdisciplinary Instruction |
Michele Mailhot Interdisciplinary Instruction Specialist Maine Department of Education |
How does interdisciplinary instruction support conceptual understanding and student dispositions? Come join the conversation in supporting conceptual understanding within and across the disciplines. Work to identify the major concepts in the standards and their connections across the disciplines, student dispositions, and the real world. (90 Minutes) |
Special Educators, Classroom Educators, ESOL Educators, Administrators, Other |
Day 3 - 8:15am - 9:45am Day 3 - 1:30pm - 3:00pm Day 4 - 10:45am - 12:15pm |
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| 045 |
2. Questioning: An Effective Teaching Practice |
Michele Mailhot Interdisciplinary Instruction Specialist Maine Department of Education |
Join us to learn more about the effective teaching practice of questioning. We will explore the use, types, and patterns of questioning. How does this teaching practice lend itself to PBL, and how can we better support students using questioning to spark curiosity, engagement, and ownership of their learning? (90-Minutes) |
Special Educators, Classroom Educators, ESOL Educators, Administrators, Other |
Day 3 - 10:00am - 11:30am Day 3 - 3:15pm - 4:45pm Day 4 - 1:30pm - 3:00pm |
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| 046 |
Moving the Needle: Leadership for School Change |
Mike Muir Tech Director MSAD #44, Bethel Schools |
Are you struggling with school change? Are you about to launch a major change initiative? Are you working to improve a current innovation, such as repurposing your major influx of remote learning technology for meaningful, engaged in-person learning? What are the lessons from folks who have successfully moved the needle on large-scale school change? Come learn about avoiding the barriers to school change, the strategies for building buy-in for change among your staff and community, and for supporting educators as they implement the change. And leave with concrete strategies for you to bring back to your school. (60 Minutes) |
CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators, Other |
Day 4 - 10:15am - 11:15am Day 4 - 2:45pm - 3:45pm |
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| 047 |
McKinney-Vento Liaisons: The How-To Session |
Amelia Lyons McKinney-Vento Specialist Maine Department of Education |
Signe Lynch McKinney-Vento Regional Coordinator |
If you already have the basics of McKinney-Vento, come join us for an interactive session to share concrete strategies on how to implement a successful McKinney-Vento program in your district. This session is for liaisons and those who work closely with liaisons. This is not an intro course on McKinney-Vento. (60 Minutes) |
School Counselors, Administrators, Other |
Day 2 - 8:30am - 9:30am Day 2 - 9:45am - 10:45am |
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Supporting Maine Educators to Achieve Whole Student Learning Anywhere/Anytime |
Matthew Drewette-Card Curriculum Coordinator MSAD #46 |
Dr. Leigh Alley Executive Director Maine ASCD Mary Bellevance |
Maine ASCD and the Maine Department of Education have combined resources to provide ALL Maine Educators free access to the Maine ASCD Whole Student Micro credential Suite. Come learn about Whole Student Learning and how these micro-credentials will help educators meaningfully apply the tenets of whole-student learning. (60 Minutes) |
Child Nutrition Staff, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 4 - 9:00am - 10:00am Day 4 - 2:45pm - 3:45pm |
| 049 |
Using a PBIS Framework to Pull Everything Together!: Aligning Trauma-Informed, SEL, Restorative Approaches into a Cohesive System of Support |
Karen Robie Maine PBIS Co-coordinator The University of Maine |
Is your school or district trying to meet your student needs by doing all the things? Do you wonder how to implement new initiatives well when you are already doing so much? You are not alone! Come learn how a Positive Behavior Interventions and Supports (PBIS) framework not only helps meet students’ social-emotional-behavioral needs, it also helps you be strategic about what to implement so you can do it well! This session will focus on how to align your district/school initiatives such as trauma-informed practices, social-emotional learning, and restorative practices into a multi-tiered continuum of support to improve student outcomes. (60 Minutes) |
School Safety Officers, Nurses, School Counselors, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 1 - 11:15am - 12:15pm |
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| 050 |
Plan on Purposeful Play |
Lee Ann Larsen Director of Early Learning Maine Department of Education |
Nicole Madore Jane Kirsling |
Fred Rogers wisely said, “Play is often talked about as if it were a relief from serious learning. But, for children, play is serious learning. Play is really the work of childhood.” When focusing on the whole student, ensuring the early childhood years are filled with opportunities for play fosters growth across domains of development. A myriad of skills and dispositions are cultivated through playful approaches to learning, including, but not limited to, executive function, curiosity, imagination, language and literacy, numeracy, motor development, and social interactions. This session will explore the research supporting play as being central to early learning and will consider the continuum of playful pedagogy, which can be employed to promote learning. It will also examine how playful practices can be purposefully incorporated in pre-k to grade 3 classrooms. Come ready to play! (2 Hours) |
Early Childhood Personnel, Educational Technicians, Classroom Educators, ESOL Educators, Administrators |
Day 3 - 8:15am - 10:15am Day 4 - 2:45pm - 4:45pm |
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Maine's Early Learning and Development Standards |
Nicole Madore Early Childhood Specialist Maine Department of Education |
Megan Swanson Family & Community Engagement Program Manager Office of Child & Family Services |
The Maine Early Learning and Development Standards (MELDS) have recently been reviewed and updated. This session will inform participants about this process and provide a detailed overview of the purpose and use of the MELDS, including how they align with our State's Infant/Toddler MELDS and K-5 Maine Learning Results. (60 Minutes) |
Early Childhood Personnel, Educational Technicians, CTE Program Educators, Classroom Educators, ESOL Educators, Administrators |
Day 2 - 8:30am - 9:30am Day 2 - 4:00pm - 5:00pm Day 3 - 4:00pm - 5:00pm |
| 052 |
Community School Vision Day |
Julie Smyth Director, Office of School and Student Supports Maine Department of Education |
Erin Frati Jon Monroe Charley Martin-Berry Julie Redding |
Is a School-Based Health Center a Community School? What do First Ten Schools and Communities have in common with the community school model? Should Maine invest energy in the community school model for the whole student/whole educator to be realized? Whether you have never heard of community schools, are currently in a pilot plan, or are fully immersed in any form of community school, join us and have your voice become part of the vision of Maine's community school approach. This professionally facilitated day will be interactive and highly engaging. Make sure your community is represented! (All Day) |
Administrators, Other |
Day 1 - All Day |
| 053 |
Elements of Project-Based Learning: Student Voice and Choice |
Erik Wade Interdisciplinary Instruction Specialist Maine Department of Education |
Getting started with Project Based Learning can be overwhelming, leading to teacher and student frustration. Instead of starting with an entire PBL project, you can dip your toes into the PBL pool by learning and incorporating the elements individually. During our time, I will introduce you to voice and choice, give ideas on how to make it a part of your classroom, look at its connection to PBL, and provide you with time to plan ideas for the fall. (60 Minutes) |
Early Childhood Personnel, Educational Technicians, Classroom Educators, ESOL Educators, Administrators |
Day 1 - 10:00am - 11:00am Day 3 - 10:45am - 11:45am |
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| 054 |
Avoiding Finger Pointing in Emergencies: Using an MOU for School & Law Enforcement Partnerships |
Lisa Thurau Executive Director Strategies for Youth |
This workshop will focus on creating, regularly reviewing, and updating an MOU to structure the relationship between schools and law enforcement agencies. The purpose and value of MOUs will be discussed along with components that legislatures and advocates believe should be included in each MOU, such as the officer's role, who can ask for law enforcement involvement, information sharing, and use of restraints and force. Participants will receive a copy of SFY's MOU CHECKLIST to consider whether they have district-wide protocols to address the roles and responsibilities of schools and law enforcement responders. The workshop will end with participants reviewing a scenario and determining what protocols are in place in their districts to respond to them--and which ones they may need. (90 Minutes) |
School Safety Officers, Administrators |
Day 3 - 1:30pm - 3:00pm Day 3 - 3:15pm - 4:45pm |
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| 055 |
Maine Teacher Residency Project - Models from First-Year Pilot |
Flynn Ross Associate Professor of Teacher Education The University of Maine |
Amy Johnson, Ph. D. Co-Director Maine Educational Policy Research Institute |
The Maine Teacher Residency Project is a Congressionally Funded earmark to develop paid teacher internships statewide. Residencies are an important part of a robust career ladder to recruit, prepare, and retain teachers to address the issue of teacher turnover. Findings from the first-year pilot of 37 residents and mentors will be shared with models for creating your own local models. (60 Minutes) |
Classroom Educators, ESOL Educators, Administrators |
Day 2 - 8:30am - 9:30am Day 2 - 11:00am - 12:00pm Day 2 - 1:30pm - 2:30pm |
| 057 |
Building Community Capacity: When Basic Needs Aren’t Met |
Amelia Lyons Rukema McKinney-Vento Specialist Maine Department of Education |
Rebekah Sousa Food Security Specialist Maine Department of Education |
Join us for an interactive session to discuss the unique needs of students across our state and learn about regional and statewide resources to help meet those needs. A basic overview of McKinney-Vento Homeless Education and Food Insecurity will be included. (60 Minutes) |
Early Childhood Personnel, School Safety Officers, Nurses, School Counselors, Transportation Staff, Child Nutrition Staff, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators, Other |
Day 2 - 11:00am - 12:00pm Day 2 - 1:30pm - 2:30pm |
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Community School Thought Partners |
Julie Smyth Director, Office of School and Student Supports Maine Department of Education |
Jon Monroe Jennifer Goodwin Erin Frati |
We would be remiss if we did not offer an opportunity for participants from August 7th to have some time with our specialists/advocates to explore their ideas further. This session will be more like office hours but will have resources available to support wherever educators are in the community school continuum. (90 Minutes) |
Classroom Educators, ESOL Educators, Administrators, Other |
Day 3 - 8:15am - 9:15am Day 3 - 1:30pm - 3:00pm Day 4 - 10:45am - 12:15pm Day 4 - 1:30pm - 2:45pm |
| 060 |
Elements of Project-Based Learning: Using Authentic Problems |
Erik Wade Interdisciplinary Instruction Specialist Maine Department of Education |
Getting started with Project Based Learning can be overwhelming, leading to teacher and student frustration. Instead of starting with an entire PBL project, you can dip your toes into the PBL pool by learning and incorporating the elements individually. During our time, I will introduce you to authentic problems, give ideas on how to make it a part of your classroom, look at its connection to PBL, and provide you with time to plan ideas for the fall. (60 Minutes) |
Early Childhood Personnel, Educational Technicians, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 2 - 11:00am - 12:00pm Day 3 - 1:30pm - 2:30pm |
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| 061 |
Elements of Project-Based Learning: Researching, Refining, and Designing an Authentic Product |
Erik Wade Interdisciplinary Instruction Specialist Maine Department of Education |
Getting started with Project Based Learning can be overwhelming, leading to teacher and student frustration. Instead of starting with an entire PBL project, you can dip your toes into the PBL pool by learning and incorporating the elements individually. During our time, I will introduce you to researching, refining, and designing an authentic project, give ideas on how to make it a part of your classroom, look at its connection to PBL, and provide you with time to plan ideas for the fall. If you are unfamiliar with Authentic Problems, please consider attending Elements of Project-Based Learning: Using Authentic Problems before this session. (60 Minutes) |
Early Childhood Personnel, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 2 - 9:45am - 10:45am
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| 062 |
MSTA, The Framework and Phenomena, OH MY! |
Tonya Prentice President and Classroom Teacher Maine Science Teacher's Association |
Diana Allen Jonathan Doughty Ian Renga Lacey Todd Karen Fream |
Come on in, sit down, and put on your student and educator hats! Let Maine Science Teachers Association (MSTA) members guide you through a phenomena-based lesson where we integrate math and science practices, productive science talk, and student-centered learning. Then put on your educator hat and discuss the Next Generation Framework and the Next Generation Science standards, creating a common understanding of what they are and how they can be transformative standards for students. Share resources and knowledge of Talk Moves and how they can guide and inform your teaching. From there, imagine your own plan for providing richly engaging, interdisciplinary learning opportunities in K-12 classrooms. Finally, take some quality resources and discuss how MSTA supports Maine’s formal and informal STEM educators and ways we can better serve them. Attendees will leave the session with the following: a potential lesson, a set of resources, and inspiration for delivering content that can extend beyond just science or even STEM. (60 Minutes) |
Classroom Educators, ESOL Educators, Administrators |
Day 1 - 2:45pm - 3:45pm Day 2 - 8:30am - 9:30am |
| 063 |
On-Ramps and Highways: Innovative Initiatives in Educator Recruitment and Development at the University of Maine at Presque Isle |
Alana Margeson Director of Education Program Center for Teaching & Learning |
This presentation will feature two innovative educator recruitment and development initiatives at the University of Maine at Presque Isle. The Future Teachers Academy micro-credential is a 3-level micro-badge that engages high school students curious about and interested in the teaching profession. Incorporating in-person learning experiences that "peel back the curtain" of what it means to be an educator are combined with online, synchronous learning and field experiences to engage and interest students to choose Education. The second initiative to be shared is UMPI's YourPace program, a competency-based education learning option that is designed with adult learners, particularly those with relevant work experience and/ or previous college credit in mind. Options for professional development, recertification, credentialing, certification, and degree completion will be shared. (60 Minutes) |
Early Childhood Personnel, Educational Technicians, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 4 - 11:30am - 12:30pm Day 4 - 4:00pm - 5:00pm |
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| 064 |
Maine Safe Schools Initiative |
Wendy Robichaud School Safety Training Coordinator Maine Department of Education |
The Maine School Safety Center has launched the Maine Safe Schools Initiative, and all schools are invited to participate. The session will provide information on the Maine Safe Schools Initiative, including what it is and how to sign up. Representatives from schools involved with the initiative will also talk about their experiences. (60 Minutes) |
School Safety Officers, Nurses, School Counselors, Transportation Staff,CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators | Day 1 - 11:15am - 12:15pm | |
| 065 |
Elements of Project-Based Learning: Reflection, Feedback, and Assessment |
Erik Wade Interdisciplinary Instruction Specialist Maine Department of Education |
Getting started with Project Based Learning can be overwhelming, leading to teacher and student frustration. Instead of starting with an entire PBL project, you can dip your toes into the PBL pool by learning and incorporating the elements individually. During our time, I will introduce you to reflection, feedback, and assessment, give ideas on making it a part of your classroom, look at its connection to PBL, and provide you with time to plan ideas for the fall. (60 Minutes) |
Early Childhood Personnel, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 2 - 2:45pm - 3:45pm Day 3 - 4:00pm - 5:00pm |
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| 066 |
Elements of Project-Based Learning: Developing a Final Artifact |
Erik Wade Interdisciplinary Instruction Specialist Maine Department of Education |
Getting started with Project Based Learning can be overwhelming, leading to teacher and student frustration. Instead of starting with an entire PBL project, you can dip your toes into the PBL pool by learning and incorporating the elements individually. During our time, I will introduce you to developing a final artifact, give ideas on how to make it a part of your classroom, look at its connection to PBL, and provide you with time to plan ideas for the fall. (60 Minutes) |
Early Childhood Personnel, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 2 - 4:00pm - 5:00pm Day 3 - 9:30am - 10:30am |
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| 067 |
Elements of Project-Based Learning: Sustained Inquiry |
Erik Wade Interdisciplinary Instruction Specialist Maine Department of Education |
Getting started with Project Based Learning can be overwhelming, leading to teacher and student frustration. Instead of starting with an entire PBL project, you can dip your toes into the PBL pool by learning and incorporating the elements individually. During our time, I will introduce you to sustained inquiry, give ideas on how to make it a part of your classroom, look at its connection to PBL, and provide you with time to plan ideas for the fall. (60 Minutes) |
Early Childhood Personnel, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 1 - 8:45am - 9:45am Day 4 - 9:00am - 10:00am |
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| 068 |
Elements of Project-Based Learning: Authenticity |
Erik Wade Interdisciplinary Instruction Specialist Maine Department of Education |
Getting started with Project Based Learning can be overwhelming, leading to teacher and student frustration. Instead of starting with an entire PBL project, you can dip your toes into the PBL pool by learning and incorporating the elements individually. During our time, I will introduce you to authenticity, give ideas on how to make it a part of your classroom, look at its connection to PBL, and provide you with time to plan ideas for the fall. (60 Minutes) |
Early Childhood Personnel, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators |
Day 2 - 8:30am - 9:30am Day 4 - 10:15am - 11:15am |
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| 069 |
Aspire Gorham: A Community Collaboration to Prepare and Inspire Students for Their Future Stories |
Jennifer Belanger Coordinator Aspire Gorham Schools Communications |
Eliza Kenigsberg ELO Coordinator Gorham Schools |
Aspire Gorham is a partnership between the Gorham School Department, the MELMAC Education Foundation, and JMG to continue to advance how Gorham prepares its students for life after high school. In this session, the Aspire Gorham team will share their story - the powerful impact that inviting the business community into the classrooms has had on students, staff, schools, and the community itself. Aspire is the natural evolution over a decade-long collaboration between the district and business leaders. Our framework of Career Exposure for PK-5 students, Exploration for 6-8 students, and Experience for 9-12 students allow for a multifaceted and layered approach to career development. Through Aspire, every student in Gorham is asked to consider their future - right from the first year they enter the school system. Through mutually beneficial partnerships with our business community, by the time Gorham students graduate, they have already begun pursuing their aspirations. (60 Minutes) |
School Counselors, Classroom Educators, ESOL Educators, Administrators |
Day 3 - 10:45am - 11:45am Day 3 - 4:00pm - 5:00pm |
| 070 |
De-escalating Challenging Behavior |
Courtney Angelosante Associate Professor The University of Maine Orono |
This training is designed to provide professional learning in the cycle of escalating behavior. Participants will learn the 7 phases of escalation and the adult strategies that promote de-escalation for the student, as well as strategies adults can use to help increase the odds of staying calm. Participants will be guided through how to develop an individualized de-escalation or safety plan to promote the implementation of evidence-based strategies and positive behavior supports. This training is based on the research of Geoff Colvin and Terry Scott, who wrote Managing the Cycle of Acting-Out Behavior in the Classroom, Second Edition. (90-Minutes) |
Early Childhood Personnel, School Safety Officers, School Counselors, Educational Technicians, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 1 - 8:45am - 10:15am Day 1 - 10:30am - 12:00pm |
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| 071 |
Developing Lifelong Learners with Student Dispositions |
Erik Wade Interdisciplinary Instruction Specialist Maine Department of Education |
Dispositions such as resilience, responsibility, and collaboration can sometimes be an afterthought when planning and assessing. This workshop focuses on deliberately planning with dispositions in mind and actively making them a part of feedback and assessment. In our time together, we will look at what dispositions are, strategies for integrating them into practice, and strategies for communicating with students about their skill development. (60 Minutes) |
Early Childhood Personnel, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 4 - 11:30am - 12:30pm Day 4 - 4:00pm - 5:00pm |
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| 072 |
Using Project-Based Learning and the Outdoors/Agriculture to Engage Students |
Erik Wade Interdisciplinary Instruction Specialist Maine Department of Education |
Using Project-Based Learning (PBL) that focuses on the outdoors and agriculture can engage and challenge your students. In this session, we will look at a PBL design process from the perspective of the outdoors and agriculture. We will start with a PBL model for reference, look at each element from the lens of the outdoors and agriculture, and finish with some time to discuss ideas as a group. (60 Minutes) |
Early Childhood Personnel, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 3 - 8:15am - 9:15am Day 4 - 1:30pm - 2:30pm |
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| 073 |
Behavioral Threat Assessment and Management (BTAM) in K-12 Schools |
Karen Barnes Behavioral Threat Assessment Management Coordinator Maine Department of Education |
Behavioral Threat Assessment and Management is a proven violence prevention strategy that utilizes a collaborative multidisciplinary approach to identify, assess, and intervene with students who may be on the pathway to violence. Learn more about how the Department of Education’s Maine School Safety Center can assist schools with training and technical support to utilize this violence prevention model that focuses on early identification and intervention to support students in need. (60 Minutes) |
School Safety Officers, Nurses, School Counselors, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 2 - 8:30am - 9:30am Day 2 - 9:45am - 10:45am |
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| 074 |
Debunking the Myths of Benefits and Work - SSI & SSDI |
Titus O'Rourke Transition Specialist Maine Department of Education |
Stephanie Desrochers Program Manager Maine Health |
Counseling Services has Community Work Incentives Coordinators (CWICs) that help our scholars with exceptionalities understand how working affects their Social Security disability and other public benefits. This service is to our Maine residents 14 or older who receive Social Security disability benefits, are considering or currently working, and have questions about how working impacts benefits. (60 Minutes) |
Educational Technicians, Special Educators, ESOL Educators, Administrators |
Day 2 - 9:45am - 10:45am Day 3 - 4:00pm - 5:00pm |
| 075 |
What Can the MDOE Data Team Do for You? |
Alexandra Cookson Data Quality Trainer Maine Department of Education |
Kimberly Hall Education Data Systems Manager |
The Maine Department of Education Data Team invites you to join Alexandra Cookson, our Data Quality Trainer, in an opportunity to collaborate and learn with colleagues from around the state about new resources and supports for state reporting. This session will provide an overview of, and opportunity to explore, new resources that are coming available for the 2023-2024 reporting year, including: a NEW webinar series beginning Fall 2023, reporting calendar tools, introduction to our new newsletter, specialized data training opportunities, and more! Participants in this session will also have an opportunity to discuss with one another some of the tips, tricks, and tools that have worked for their district. The data team has been renewing our focus on data quality and data literacy within the DoE and throughout the state. This renewed focus includes an effort to ensure that data at the state level is useful, consistent, and available to all stakeholders. To make this happen, we are working to increase transparency and provide useful support for districts and MDOE program area teams. These supports include training around data collection and data use as we promote data-informed practices throughout Maine. Join us for a chance to collaborate and network with other districts and the MDOE Data Team as we share resources, tools, and strategies with one another! We look forward to working and learning with you! (60 Minutes) |
Administrators, Other |
Day 2 - 8:30am - 9:30am Day 2 - 11:00am - 12:00pm Day 2 - 4:00pm - 5:00pm Day 3 - 10:45am - 11:45am |
| 076 |
The Why of Interdisciplinary Instruction |
Jaime Beal Interdisciplinary Instruction Specialist Maine Department of Education |
Kathy Bertini Interdisciplinary Instruction Coordinator Maine Department of Education |
There are several innovative practices used during the pandemic that we want to continue and develop. Interdisciplinary instruction is one such practice. While not new, interdisciplinary instruction has been shown to increase engagement, help students develop deep conceptual understandings, and transfer their learning to new situations. Learn why MDOE is focusing on interdisciplinary instruction now, what it is, and what resources the DOE has to support schools. (60 Minutes) |
Early Childhood Personnel, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 1 - 8:45am - 9:45am Day 1 - 4:00pm - 5:00pm Day 4 - 1:30pm - 2:30pm |
| 077 |
Rural Experience in America Project |
Jaime Beal Interdisciplinary Instruction Specialist Maine Department of Education |
Regina Holland Kathleen Neumann Marie Emerson |
Experience hands-on activities about using primary source documents in your classroom, as well as learning about the Rural Experience in America project. The project is a free 3-part professional learning series hosted by the National Council of History Education (NCHE) and the Library of Congress (LoC). The purpose is to help teachers use primary source documents to design place-based educational experiences. Appropriate for K-12 grade teachers. A guest speaker from the Maine Historical Society will join us to talk about Maine resources. (90 Minutes) |
Early Childhood Personnel, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 3 - 10:00am - 11:30am Day 3 - 3:15pm - 4:45pm |
| 078 |
Connected Learning Ecosystems in Action: Supporting and Connecting Educators Across Contexts to Improve STEM Education |
Molly Auclair Connected Learning Ecosystem Specialist Gulf of Maine Research Institute |
Diana Allen Tonya Prentice Cynthia Nye Laurie Spooner Katie Strait Brittany Foster |
Creating connected learning pathways for youth starts with connecting and supporting their educators. Learning Ecosystems Northeast (LENE), a NASA funded program, is working to build local learning communities, Connected Learning Ecosystems (CLEs), committed to empowering the next generation of climate stewards. CLEs are peer communities of formal and informal educators and learning experience designers across the Northeast who connect regularly (both online and in person in a variety of ways) to learn with and from one another to increase everyone’s (youth and adults) comfort and confidence around climate change topics while they work towards the collaborative implementation of ideas that arise in their ongoing conversations. One of the goals of CLEs is to work together to engage youth in place-based, locally relevant investigations of ecosystems and climate change that are connected across formal and informal learning spaces. Attendees will learn about essential elements of building supportive learning ecosystems. Local educators from CLEs across Maine will share stories of some of the collaborative and complementary work that they and their peers are doing. This presentation will be a combination of doing some selected climate/data learning experiences together, reflecting and discussing in small and full groups, and building inspiration around engaging youth in connected learning in your learning spaces. (60 Minutes) |
Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Other |
Day 3 - 2:45pm - 3:45pm Day 4 - 9:00am - 10:00am |
| 079 |
Maine Inside Out Theater of the Oppressed Workshop |
Noah Bragg Project Lead Maine Inside Out |
Chiara Liberatore Stacy Perez Tyler Jackson Bashir Matan Dominick Morrison Hassan Shekh |
Maine Inside Out (MIO) will offer a Theater of the Oppressed (TO) workshop. Theater of the Oppressed originated in Brazil by playwright Augusto Boal and offers games and exercises to deepen our understanding of ourselves and the world. MIO practices theater of the oppressed to share and dialogue about our lived experiences of systems and social conditions. In the workshop, participants will play games designed to build trust and facilitate dialogue about participant’s identities and lived experiences as educators. We will facilitate a variety of games and exercises used in our play creation process with students. Workshop participants will play, reflect on, and learn to facilitate basic TO games. Participants will leave the workshop having had the opportunity to experience and learn MIO’s theater methods for building trust and deepening dialogue within a community or system. The workshop is led by a team of facilitators with diverse lived experiences of school systems and the criminal justice system. This team of facilitators currently leads our 3-month play creation and performance programs at Lewiston Middle School, King Middle School, and Mountain View Correctional Facility. In addition to leading theater games, facilitators will share their experiences facilitating theater workshops and community performances with youth and young adults in schools. (90 Minutes) |
School Safety Officers, School Counselors, Educational Technicians, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 4 - 9:00am - 10:30am Day 4 - 10:45am -12:15pm |
| 080 |
Maine PBIS Facilitated Discussion: Are You a Behaviorist or Bonder? Smashing Artificial Dichotomies and Entering into a Dialogue of Shared Knowledge and Multiple Perspectives |
Courtney Angelosante Maine PBIS Coordinator Maine Department of Education |
This presentation will be a facilitated discussion of the importance and impact of theory in our efforts in prevention and intervention for students. Using Bambara's (2016) article on artificial dichotomies to understand how competing initiatives and approaches to student behaviors can be counterproductive to student outcomes. Participants will have the opportunity to identify their individual philosophies on behavior and reflect on the theoretical foundations behind them to find common ground and strengthen practice through the insight of multiple perspectives. (60 Minutes) |
Early Childhood Personnel, School Safety Officers, School Counselors, Educational Technicians, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 1 - 1:30pm - 2:30pm Day 1 - 2:45pm - 3:45pm
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| 081 |
Social Emotional Learning as a Lever for Equitable Education |
Ayesha Hall SEL & Equity Resource Coordinator Maine Department of Education |
PK-12 educators must create the types of experiences that, we know from the research, help to build the social and emotional capacity that leads to success in school and in life. This presentation offers a review of current beliefs and practices in the newest content area of education: Social and Emotional Learning (SEL), which sets students up to embark on the world having social, personal, and cultural competencies for future success in a diverse and ever-evolving workforce. Participants will leave the session with an awareness of 5 social-emotional learning competencies and Maine standards, an overview of Adult Social Emotional Learning, and its significant impact on improving and advancing the work of equity, diversity, and inclusion in and beyond the school building. Participants will also gain a deeper understanding of how Adult Social-Emotional intelligence has an impact on addressing systemic inequities and examples of where to use specific Social-Emotional skills to enhance current DEI (Diversity Equity & Inclusion) efforts. (90 Minutes) |
School Counselors, Classroom Educators, ESOL Educators, Administrators |
Day 3 - 10:00am - 11:30am Day 3 - 3:15pm - 4:45pm |
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| 082 |
Fire Safety in Educational Occupancies |
Marc Veilleux Plans Review Supervisor, Fire Inspector III Maine Department of Education |
Gregory J. Day Northern Inspections Division Supervisor |
The presentation will focus primarily on Fire and Life Safety including means of egress and other features of fire protection. (60 Minutes) |
Early Childhood Personnel, School Safety Officers, Nurses, School Counselors, Transportation Staff,Child Nutrition Staff,Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 2 - 2:45pm - 3:45pm Day 2 - 4:00pm - 5:00pm |
| 083 |
ESEA Best Practices & Strategies for Success |
Cheryl Lang ESEA Federal Programs Coordinator Maine Department of Education |
Jess Caron Rita Pello Ryan Reed Travis Doughty Daniel Weeks |
Participants will meet with members of the Department's ESEA Federal Programs Team for a Panel Discussion on topics such as applying for, leveraging, and subsequently reporting on the use of ESEA federal funding. Educators and Administrators are invited to participate in this panel discussion and engage with colleagues from across the state in some problem of practice activities. Participants will leave this session with knowledge and resources to better support the successful implementation of their projects utilizing ESEA federal funds in the upcoming academic year. (60 Minutes) |
Classroom Educators, ESOL Educators, Administrators |
Day 1 - 8:45am - 9:45am Day 1 - 4:00pm - 5:00pm |
| 084 |
Middle School and CTE- Career exploration for all Middle Schoolers! |
Dwight Littlefield CTE State Director Maine Department of Education |
What is Middle School Career and Technical Education? This presentation will walk you through the basics of who can participate, how to access the opportunity, and how to apply for the grants. Come learn about what has already occurred and how you can bring this career exploration to your students. We will review success stories being implemented and new grant opportunities opening for your students. (60 Minutes) |
School Counselors, CTE Program Educators, Classroom Educators, ESOL Educators, Administrators |
Day 2 - 1:30pm - 2:30pm Day 2 - 2:45pm - 3:45pm |
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| 085 |
Project-Based Video Storytelling: An Innovative Approach to Connection, SEL & Academics |
Christina O'Neal Director of Program Partnerships Spirit Series |
Kent Pierce Lance Cromwell |
Join partner teachers and SpiritCorps staff in this interactive session to learn more about our innovative 3-week project. Participants will experience first-hand how the rigorous 5-step process supports students as they engage in deep self-reflection, provides a safe container as they craft personal stories, and challenges them as they bring stories to life on video. Hear from our partner teachers how SpiritCorps makes a positive impact, including strengthening connections, classroom communities, and student skills necessary for school, work, and life. Participants will engage with student work and explore implementing SpiritCorps in their schools. (60 Minutes) |
School Counselors, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 3 - 1:30pm - 2:30pm Day 4 - 4:00pm - 5:00pm |
| 087 |
Developing Community Partnerships to Support Interdisciplinary Instruction FOOD |
Jaime Beal Interdisciplinary Instruction Specialist Maine Department of Education |
Leslie Wicks FARMS at the Y Director Central Lincoln County YMCA |
Connecting students to their community can give them a sense of belonging and purpose. It also gives our communities an important connection to schooling. Come experience educational programming beyond the classroom to enhance learning in project/place-based ways. Get ideas about how to develop partnerships to create these engaging learning experiences. This presentation will involve outside activities. Please plan accordingly. (60 Minutes) |
Early Childhood Personnel, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 1 - 10:30am - 12:00pm Day 1 - 1:30pm - 3:00pm |
| 87A |
Developing Community Partnerships to Support Interdisciplinary Instruction OUTDOOR LEARNING |
Jaime Beal Interdisciplinary Instruction Specialist Maine Department of Education |
Olivia Griset Executive Director Maine Environmental Education Association |
Connecting students to their community can give them a sense of belonging and purpose. It also gives our communities an important connection to schooling. Come experience educational programming beyond the classroom to enhance learning in project/place-based ways. Get ideas about how to develop partnerships to create these engaging learning experiences. This presentation will involve outside activities. Please plan accordingly. (90 Minutes) |
Early Childhood Personnel, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 2 - 8:30am - 10:00am Day 2 - 10:15am - 11:45am |
| 088 |
Serving Students with IEP and 504 needs in CTE |
Danielle Despins CTE School Review and Equity Coordinator Maine Department of Education |
Titus O'Rourke Transition Specialist Maine Department of Education |
Identify strategies for serving students with IEPs and 504s in CTE by highlighting best practices for strong partnerships between CTE schools and sending schools as they navigate the IEP process, student enrollment, and work to successfully engage students in learning. (90 Minutes) |
School Counselors, CTE Program Educators, Special Educators, ESOL Educators, |
Day 3 - 1:30pm - 3:00pm Day 4 - 9:00am - 10:30am |
| 091 |
Picture Books As SEL |
Presenter: To Be Announced SEL Implementation Specialist Maine Department of Education |
Join us to explore how to use picture books to support and implement positive social and emotional learning. We will be spotlighting I'm Your Neighbor Books, a 501c3 non-profit whose mission is to "I’m Your Neighbor Books strives to build a stronger America, one where immigrants are welcomed and where first-through-third-generation Americans truly belong." Participants will also be introduced to a model for SEL implementation involving student-community book groups. Come prepared to explore books that may be new to you - and ways to use picture books to support SEL. It is our goal to also learn from you. There will be an opportunity for collaboration and reflective planning for next steps in your space. (90 Minutes) |
Early Childhood Personnel, School Counselors, Educational Technicians, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 2 - 8:30am - 10:00am Day 2 - 1:30pm - 3:00pm Day 3 - 8:15am - 9:45am |
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| 092 |
Strategies and Tools for the Inclusive Classroom |
Jessi Wright Director Maine CITE |
Lani Carlson AT Specialist Maine CITE |
Teaching and learning need not be a chore for everyone, including those with IEPs or 504s. Join the fun as we explore a range of strategies that engage and empower ALL students to take charge of their own learning. Infuse your classroom with these inclusive practices to design educational experiences that meet the unique needs of every learner. In addition to strategies, there are a variety of free and low-cost tools available to assist both teachers and learners. Many software programs now include data analytics that teachers can utilize to gauge student improvement and identify areas that need to be addressed. Inclusion is not a bad word; it is a gateway to creative teaching and learning experiences. (60 Minutes) |
Early Childhood Personnel, Educational Technicians, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 1 - 11:15am - 12:15pm Day 1 - 4:00pm - 5:00pm |
| 093 |
Connect THIS! |
James Chasse Infrastructure Specialist Maine Department of Education |
Billions of dollars have been committed to enhancing technology infrastructure, safety, and equity in America. This presentation will highlight these funds’ impact on schools and communities. Technology is infused in every part of our lives, yet some can be left behind. Maine's high-speed internet goals are tied to the need for ALL MAINERS to access technology to allow for full participation in society. Digital life also requires federal, state, and local action to create safe cyber ecosystems. This session will highlight the landscape of digital connectivity, safety, and equity while providing recommendations for districts, schools, classrooms, and communities. (60 Minutes) |
School Safety Officers, School Counselors, Classroom Educators, ESOL Educators, Administrators |
Day 3 - 1:30pm - 2:30pm Day 3 - 2:45pm - 3:45pm |
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| 094 |
Social Inclusion; The Special Olympics Unified Champion Schools Strategy |
Caroline Cole Assistant Director of UCS & Programs Special Olympics Maine |
Ian Frank Director of Unified Champion Schools |
The Special Olympics Unified Champion Schools program is aimed at promoting social inclusion through intentionally planned and implemented activities affecting systems-wide change. With sports as the foundation, the three-component model offers a unique combination of effective activities that equip young people with tools and training to create sports, classroom, and school climates of acceptance. These are school climates where students with disabilities feel welcome and are routinely included in, and feel a part of all activities, opportunities, and functions. This is accomplished by implementing inclusive sports, youth leadership opportunities, and whole-school engagement. The program is designed to be woven into the fabric of the school, enhancing current efforts and providing rich opportunities that lead to meaningful change in creating a socially inclusive school that supports and engages all learners. What a Unified Champion School “looks like” can vary greatly from school to school, based on the needs, goals, schedules, and other factors unique to each school; but the basic building blocks remain the same. (90 Minutes) |
Early Childhood Personnel, School Counselors, Educational Technicians, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 3 - 1:30pm - 3:00pm Day 3 - 3:15pm - 4:45pm |
| 095 |
Embedding SEL via Digitial Ed Tech and Instructional Routines - The Why and The How |
Presenter: To Be Announced SEL Implementation Specialist Maine Department of Education |
Learn about the ways in which we can harness the power of digital ed tech tools (like Jamboard and Pear Deck) and instructional routines to embed SEL throughout the day. |
School Counselors, Educational Technicians, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 3 - 1:30pm - 2:30pm |
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| 096 |
MOOSE in the Field |
Jaime Halbmaier-Stuart MOOSE Team Leader Maine Department of Education |
The Maine Online Opportunities for Sustained Education (MOOSE) project provides interdisciplinary, project-based modules created by Maine educators for Maine educators. MOOSE continues to iterate and improve in response to feedback from teachers and students who use MOOSE and as we learn and grow as leaders and designers. As part of this process, MOOSE launched a pilot program to hear more about how the modules and the platform are currently being used and how they can be adjusted to better serve the needs of both students and educators. During this workshop, participants will engage in active conversations with MOOSE Team Leaders and Pilot Program Participants to unpack the experiences of integrating MOOSE modules in their classrooms. Participants will hear how MOOSE meets the needs of the whole student as well as how MOOSE is continuing to innovate and support education in Maine. (90 Minutes) |
CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators |
Day 2 - 10:15am - 11:45am Day 2 - 3:15pm - 4:45pm Day 3 - 8:15am - 9:45am |
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| 097 |
Structures For Success Workshop: Whole Student Supports for the First Six Weeks and Beyond! |
Bear Shea Mental Health Specialist, Office of School & Student Supports Maine Department of Education |
Emily Poland Amelia Lyons Matthew Flaherty Kellie Bailey Sarah Norsworthy Melanie Junkins |
Join this day-long, interactive workshop that will explore successful systems, processes and practices that bolster student engagement, physical and mental wellbeing, and success. Starting with the first six weeks of school, this session will focus on meeting students where they are and sharing strategies and responsive practices designed to empower, connect and engage. Participants will have time to collaborate with other educators and experts to identify and develop the next steps to promote student success in their local education community. |
Early Childhood Personnel, School Safety Officers, Nurses, School Counselors, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators, Other |
Day 1 - All Day |
| 098 |
Applied Ethics and MOOSE |
Stephanie Connors MOOSE Team Leader Maine Department of Education |
Have you wanted to spend more time exploring ethics with your students in the classroom? Maybe you don’t know where to begin, or you might wonder if applied ethics and philosophy really belong in your particular-learning environment. This workshop-style session with members of the Applied Ethics MOOSE (Maine Online Opportunities for Sustained Education) team will guide you through how applied ethics and philosophy can create student-centered classrooms in which wonder, reflection, and critical thinking thrive. Participants will learn how to create learning environments that center meaningful questions, dialogue, perspective-taking, empathy, and uncertainty to help students as they seek to understand the world, the people around them, and themselves more deeply. This session will allow participants to explore the recently released Applied Ethics MOOSE modules, providing Maine Learning Results-aligned material that can be immediately implemented in the classroom (PreK-12). Modules created for the youngest learners focus on understanding feelings and friendship and spiral up to exploring ethics, the nature of friendship, fairness, and justice. Modules for older learners focus on critical thinking, developing a moral compass and values, and how to have conversations with others that can lead to deeper connections and relationships. (90 Minutes) |
Classroom Educators, ESOL Educators |
Day 1 - 8:45am - 10:15am Day 2 - 8:30am - 10:00am Day 2 - 1:30pm - 3:00pm |
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| 099 |
Shake Your Sillies Out |
Jessi Wright Director Maine CITE |
Lani Carlson AT Specialist Maine Cite |
From childhood to adulthood, sensory processing challenges impact an estimated 5% to 16.5% of the general population. These estimates are much higher for individuals on the autism spectrum or with attention deficit hyperactivity disorder (ADHD). Sensory processing issues are not a learning disability or an official diagnosis, but there are many ways to meet the sensory needs of our students to ensure they can focus on learning. There is no one-stop fix for sensory processing issues; they are very different from student to student. Some students may be overstimulated, while others are seeking additional stimulation. To truly be an inclusive classroom, sensory needs must be considered and planned for. This session will discuss environmental changes and tools to consider when creating a sensory-friendly learning environment. (60 Minutes) |
Early Childhood Personnel, School Safety Officers, Nurses, School Counselors, Transportation Staff,Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 1 - 10:00am - 11:00am Day 2 - 2:45pm - 3:45pm |
| 100 |
A Call to Adventure, the Abyss, the Transformation and Return: A MOOSE’s Journey through Learning Challenges |
Andrew Doak MOOSE Team Leader Maine Department of Education |
The MOOSE (Maine Online Opportunities for Sustained Education) project uses Universal Design for Learning as the framework for delivering quality project- and place-based professional development to Maine educators, which they then apply to create online modules for Maine students. In this training, MOOSE Team Leaders will lead participants through their own journey to address classroom challenges by iterating and improving on their existing lessons or units. Participants are encouraged to come to the workshop with a particular lesson or unit (with accompanying Maine Learning Results standards) in mind that they have struggled meaningfully engaging students with. This session will help teachers transform their challenges by centering the students' personal learning journey using inquiry, projects, and learning situated in the community. Participants will walk out of the session with adjustments and additions to their chosen lesson/unit that will be immediately applicable for its next iteration and the tools to turn similar attention to any other student engagement challenges they face. (3 Hours) |
Special Educators, Classroom Educators, ESOL Educators |
Day 1 - 8:45am - 11:45am Day 3 - 8:15am - 11:15am |
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| 102 |
Social Emotional Supports in the Public Pre K setting |
Ellen Towne Assistant Principal Kennebunk Elementary School |
Austin Muir School Counselor Kennebunk Elementary School |
In this session, participants will learn about how one school district has implemented SEL supports and programming in public Pre-K. Ideas, resources, video snippets, and challenges will be shared during the session as a means for creating a common understanding of best practices for supporting Multi-Tiered Systems of Support at the early childhood level. We will share our struggles over the past five years and the journey we have taken to get to our present iteration of SEL support in Pre-K. This will include sharing how we gather data, what small group intervention looks like, and how we support SEL for the adults in our program as well. Participants will be encouraged to ask questions and share challenges so we can problem-solve as a collective group to improve SEL in Pre-K across the state. (60 Minutes) |
School Counselors, Educational Technicians, Classroom Educators, ESOL Educators, Administrators |
Day 1 - 8:45am - 9:45am Day 1 - 4:00pm - 5:00pm |
| 103 |
The Journey to Successfully Implementing Wabanaki Studies: Initial Steps to Decolonizing Institutions |
Brianne Lolar MOOSE Team Leader Maine Department of Education |
Incorporating Wabanaki studies in your classroom can be a challenge given both the institutional structures and the cultural frameworks that we live and work within. The good thing is that if you find yourself wondering, “how do I know if what I’m teaching is the right thing?”, you are already on the right track. Allowing yourself to be vulnerable, patient, and uncomfortable are key. In this session, you will hear from teachers at all stages of their journey who are working through this struggle, finding successes and challenges in the classroom and in themselves. We will discuss how to implement appropriate frameworks of both ethically responsible and sustainable practices that engage communities and move knowledge to the places where it is most needed and most effective. Come with us as we explore how to bring symbiosis (thinking-with) to the forefront when approaching not only Wabanaki Studies but other areas in the classroom. (90 Minutes) |
Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 2 - 10:15am - 11:45am Day 2 - 1:30pm - 3:00pm |
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| 104 |
Connecting Learners, Families, and Key Stakeholders to Career and Technical Education |
Stacy Whitehouse Communications Manager Advanced CTE |
Welcomed by Danielle Despins. Illustrating researched-backed strategies for communicating effectively with learners, their families, and key stakeholders. Developing effective, equitable recruitment practices that fully empower and inform learners about the value and benefits of CTE while capitalizing on key stakeholder partnerships is critical to increasing recruitment into CTE programs. Since 2017, Advance CTE has conducted two rounds of national research to find the messages and themes that most resonate with learners and their families. In 2021 the communications research was further tested with a cohort of 11 states. This workshop will highlight the results of this effort and identify the most effective communication strategies found. We will also identify strategies for engaging school counselors within the recruitment process as we recognize them as key CTE messengers and partners for successfully promoting CTE programming. (All Day) |
CTE Program Educators |
Day 1 - All Day |
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| 105 |
The Impact of Experiences: Understanding Brain Science, Adverse and Positive Childhood Experiences |
Delvina Miremadi-Baldino, Ph.D. Resilience Strategy and Impact Director Maine Resilience Building Network |
Breakthrough research demonstrates that positive and negative experiences shape brain development in early childhood, which impacts our physical and mental health throughout life. This training explores the science of adverse childhood experiences (ACEs) and the impact of positive childhood experiences (PCEs). We will cover Neuroscience, which provides participants with a model for understanding the nervous system and stress responses. In addition, this training covers foundational information on supporting and promoting resilience to improve the health and well-being of all community members. (90 Minutes) |
School Safety Officers, School Counselors, Classroom Educators, ESOL Educators, Administrators |
Day 3 - 8:15am - 9:45am Day 3 - 10:00am - 11:30am |
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| 106 |
Harnessing Resilience Strategies to Thrive |
Delvina Miremadi-Baldino, Ph.D. Resilience Strategy and Impact Director Maine Resilience Building Network |
Navigating life's professional and personal challenges can be particularly hard on individuals' mental well-being. In addition to the everyday pressures of balancing work and family life, we have all faced unprecedented challenges, uncertainty, and stress over the last three years. During this training, we will explore evidence-based strategies to bring more awareness and tranquility to the chaos of everyday life. We will uncover powerful approaches to shift your mindset, promote well-being, and learn practices to help you pave a more positive, thriving path forward. (90 Minutes) |
Early Childhood Personnel, School Safety Officers, Nurses, School Counselors, Classroom Educators, ESOL Educators, Administrators |
Day 4 - 1:30pm - 3:00pm Day 4 - 3:15pm - 4:45pm |
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| 107 |
Cultivating Youth Mattering |
Jennah Godo Education & Training Director Maine Resilience Building Network |
In the 2021 Maine Integrated Youth Health Survey (MIYHS), 45% of middle and 49% of high school students did not feel they mattered in their community. The rate of youth anxiety, depression, and feelings of loneliness in Maine has reached crisis levels. Mattering and social connectedness are protective factors that reduce the likelihood of poor mental health and other risks such as suicide and substance use. Participants will leave with a grounding in the science of mattering and social connectedness, learn about statewide data, and understand how cultivating mattering, a primary prevention strategy, reduces loneliness that may lead to suicidal feelings. Lastly, participants will be able to identify evidence strategies that build resilience and hear about statewide efforts to build connectedness. (60 Minutes) |
School Safety Officers, School Counselors, Educational Technicians, Special Educators, Classroom Educators, ESOL Educators |
Day 4 - 9:00am - 10:00am Day 4 - 10:15am - 11:15am |
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| 108 |
Sowing SEEDS: Engaging, Developing, and Supporting Special Educators in “Grow Your Own Teacher” Programs |
Valerie Smith Project Coordinator Maine SEEDS |
Tracy Whitlock, Ph. D. Anne-Marie Adamson |
In this three-part presentation, session participants will learn about Grow Your Own Teacher (GYO) programs across the country; in Part I, session facilitators will share ways that states, regional entities, local education authorities (LEAs), institutes for higher education, and others work together to recruit, train, and support early-career special educators from within the LEA and surrounding community. We will discuss the benefits and challenges to be considered when creating and implementing “Grow Your Own Teacher” programs and present an overview of partnerships created and strategies used in GYO programs. We will also share what we learned from Maine Educational Technicians in a December 2022 survey about career development. In Part II, participants will divide into three (or more) groups representing constituents in GYO programs (i.e., ed techs, SED teachers, administrators). Each group will discuss the potential opportunities and challenges GYO participation might create for their group and will brainstorm what would be needed to build on the opportunities and address the challenges. In Part III, representatives from two LEAs will describe their own GYO development process, current program features, and future goals. Session participants will be invited to ask questions of the panel. At the end of this session, participants will be invited to share their ideas, thoughts, and lingering questions about GYO program development and implementation. Participant input will be used to create questions and concerns to be explored or addressed on a systemic level and shared with Maine DOE, IHEs, and professional organizations representing GYO participant groups. (90 Minutes) |
Educational Technicians, Special Educators, ESOL Educators, Administrators |
Day 2 - 10:15am - 11:45am Day 4 - 1:30pm - 3:00pm |
| 109 |
Moving to Inclusive Teaching Practices and Learning…Theory to Practice |
Susan Berry Health Education & Health Promotion Specialist Maine Department of Education |
Carolyn Gross Physical Education & Health Education Specialist Maine Department of Education |
This session will provide an engaging overview of a diversity, equity and inclusion (DEI) professional learning initiative, Inclusive Teaching Practices and Learning being offered by the Maine DOE Health Education and Physical Education Program. This initiative is designed to immerse participants in the exploration of DEI issues including social identities, racial literacy, and biases in an effort to develop critical consciousness related to forces impacting teaching practices and learning. Participants will learn a) the goals, objectives and components of this ongoing initiative that can truly enhance any educators’ or other school personnel’s foundational knowledge and skills related to DEI and justice work; b) lead to identifying and disrupting discrimination in local curriculum, instructional strategies, and classroom management; and c) result in the implementation of cultural humility in one’s work therefore impacting students. (90 Minutes) |
Classroom Educators, ESOL Educators |
Day 1 - 1:30pm - 3:00pm Day 2 - 1:30pm - 3:00pm Day 3 - 8:15am - 9:45am |
| 110 |
Restorative Practices - What's in it for Me? |
Stacey Barlow Restorative Practices Coordinator Maine Department of Education |
This workshop will introduce the basics of Restorative Practices, including how these skills can be applied to enhance classroom and school culture, reduce behavior challenges, and improve your relationships with students as well as friends and family. (60 Minutes) |
Nurses, School Counselors, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 3 - 8:15am - 9:15am Day 3 - 9:30am - 10:30am |
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| 111 |
Using Computer Science and Computational Thinking Integration to Build Workforce-Ready Students |
Katherine Hollenback Technology Integrator Ellsworth Schools |
Ian Collins STEM Education Specialist |
In this session, we will highlight the work of Workforce Ready 2030 (WFR) participants in designing integrated computer science (CS) lessons in K-8 classrooms. WFR is a research-to-practice partnership (RPP) engaging teachers, administrators, and Maine Math and Science Alliance staff in understanding approaches to CS integration and the intersection between workforce and educational CS needs and skills. WFR teachers will share integrated CS lesson plans and the stories of their development, focusing on specific approaches to identify overlapping CSTA standards and practices with their instructional content area(s). Teachers will share how universal design for learning (UDL) principles informed the development of these co-developed lessons. Furthermore, teachers will share ways in which they engage businesses' perspectives on CS workforce needs and discuss ways in which businesses and classrooms identify and prioritize CS skills. Teachers will share insights regarding the inter-school collaborative process of working with an RPP focused on increasing equitable access to computer science education. After presenting our RPP’s findings, WFR teachers will lead a discussion with conference attendees regarding approaches to computer science and computational thinking standards and practices across the K-8 curriculum. Participants will walk away from this presentation with concrete examples of how CS can be successfully integrated into other disciplines. Teachers will share model lesson plans and will also provide examples of how they identified and worked with business partners to identify CS workforce needs. (60 Minutes) |
Classroom Educators, ESOL Educators, Administrators |
Day 1 - 1:30pm - 2:30pm Day 1 - 4:00pm - 5:00pm |
| 112 |
School Emergency Management |
Melissa Condon FEMA Integration Team (Preparedness)- Maine |
School emergency operations planning is a fundamental component of school safety. This lesson is intended to introduce students to the basic terminology and concepts of emergency management, emergency planning, threat/hazard identification, and the use of hazard mitigation strategies. (60 Minutes) |
School Safety Officers, Nurses, School Counselors, Administrators | Day 4 - 9:00am - 10:00am | |
| 113 |
Incorporating Game-Based Learning to Increase Student Engagement |
Joshua Schmidt MLTI Ambassador Maine Department of Education |
Finding ways to make students authentically engage with content is key to creating lasting learning opportunities. One of Joshua’s favorite strategies is incorporating game-based learning strategies to increase his rigor and engagement. Structuring these learning opportunities is vital, so Joshua is excited to share some techniques that have worked best for him. In this fast-paced session, participants will explore a few different game-based learning resources while exploring the benefits and challenges of each. (60 Minutes) |
Classroom Educators, ESOL Educators |
Day 2 - 8:30am - 9:30am Day 2 - 9:45am - 10:45am Day 2 - 1:30pm - 2:30pm Day 3 - 2:45pm - 3:45pm |
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| 115 |
Making PBIS Contextually Relevant for High School Settings |
Sarah Wilkinson Assistant Professor of Special Education The University of Southern Maine |
This workshop focuses on the implementation of Positive Behavioral Interventions and Supports (PBIS) in high schools. Participants will learn about the five core features of PBIS, and what those features look like across different settings. First, we will explore how to develop SYSTEMS to effectively support implementation, including structures, training, and coaching. Then, we will explore what school and classroom PRACTICES most effectively support social, emotional, behavioral, and academic success for adolescent students. Next, we will identify what DATA sources can be collected to monitor both implementation and student outcomes and how schools can use that data to inform decisions. Then, we will identify the student and school OUTCOMES that are most relevant to high schools. Last, we will examine the systems, practices, data, and outcomes we identified to ensure EQUITY for all members of the school community. Across all of these areas, we will focus on facilitating staff buy-in, actively engaging students in the process, involving families in meaningful ways, and connecting with individuals and agencies in the community to support the work. Through brainstorming, discussion, reflection, and action planning, participants will walk away with a deeper understanding of PBIS and an action plan for how they can support the implementation of a contextually relevant PBIS framework in their own settings. (3 Hours) |
School Counselors, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 1 - 1:30pm - 4:30pm Day 3 - 8:15am - 11:15am |
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| 116 |
Reigniting the Joy: How Early Childhood Mental Health Consultation Can Support Educators |
Amy Beaulieu Maine ECCP Program Manager Department of Health & Human Services |
Kat Giroux, LCSW ECCP Consultant Community Care |
Following the pandemic, Early Childhood Education (ECE) providers are experiencing social-emotional and behavioral issues in young children on a much larger scale. Many educators are struggling to effectively manage the increased social-emotional needs of the children in their classrooms. Early childhood mental health consultation (ECMHC) is an effective resource and support which can improve children’s social-emotional development and address behavioral challenges in ECE programs. Maine now offers ECMHC services at no cost to schools, and ECE programs for children birth to age 8 through the ECCP® program. In this session, participants will learn how ECCP® can support programs, children, and educators. Participants will see practical examples of strategies ECCP® consultants offer to improve program quality and reduce challenging behaviors. Through practice examples and hearing directly from educators, participants will learn how ECCP® can support staff resilience and reignite the joy of teaching young children. Perspectives and examples from public Pre-K and early elementary grade levels will be provided. (60 Minutes) |
Early Childhood Personnel, Nurses, School Counselors, Classroom Educators, ESOL Educators, Administrators |
Day 1 - 10:00am - 11:00am Day 1 - 1:30pm - 2:30pm |
| 117 |
Podcasts & Podcasting |
Jon Graham Digital Learning Specialist Maine Department of Education |
This session will look at both podcasts as an engaging and rich information source and podcasting as a unique project to introduce into your classroom. A well-produced podcast can be the basis of a lesson or a way to introduce a topic or enrichment. We will also cover producing a podcast. Podcasting in the classroom has its own advantages and challenges. This media form is one that all schools, teachers, and students should be open to exploring and utilizing. We will also look at some software and hardware options. (60 Minutes) |
Educational Technicians, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 3 - 8:15am - 9:15am Day 3 - 4:00pm - 5:00pm |
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| 118 |
Supporting Video Production in the Classroom |
Jon Graham Digital Learning Specialist Maine Department of Education |
If you would like to incorporate video production into your project-based curriculum but need some pointers before assisting students, this is the session for you! In this session, we will look at some of the most common technical mistakes made by middle school students when they first use video editing software. We will also explore how you, even if you have limited media production experience, can help them with some simple guidance. Whether your students are recording an interview, creating a book trailer, or making a documentary for National History Day, you can help them avoid some of the common stumbling blocks and provide guidance to help them create a final product they can be proud of. (60 Minutes) |
Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 1 - 4:00pm - 5:00pm Day 2 - 4:00pm - 5:00pm Day 3 - 9:30am - 10:30am
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| 119 |
Prioritizing Health Promotion and Wellness Programs for All |
Susan Berry Health Education & Health Promotion Specialist Maine Department of Education |
Brittany Layman Michael Booth |
Health promotion and wellness programs are being recognized as an important component of supporting the whole student and whole school approach to learning. Schools are addressing workplace wellness and student health using a variety of model programs, resources, and tools available at little or no cost. These programs assist in creating and supporting a healthy, safe, and inclusive learning environment. In this interactive session, participants will leave knowing 1) key components of worksite wellness supported by research, 2) strategies to successfully establish and maintain school health promotion and wellness programs, 3) where and how to access tools and resources for self-care, health promotion, and wellness programs, and 4) components of Maine DOE Schoolsite Wellness Program offered throughout the school year. Bring ideas to share and leave with new ideas for personal and professional well-being for all! (90 Minutes) |
All school personnel, Teachers, Administrators, Support Staff, Health Services, Nutrition Services, Community, Anyone interested in health and wellness |
Day 1 - 3:15pm - 4:45pm |
| 120 |
Data Science for All Classrooms: How a Single Shift Can Make Your Curriculum More Relevant, Rigorous, and Fun! |
Suzanne Schropfer Instructional Designer for MOOSE Maine Department of Education |
Erin Reynolds Renovia Day Jacqueline Boure |
Make lessons relevant for any age student in any content area. The future is evolving. Data Science in an emerging, interdisciplinary approach to teaching math, science, technology, and literacy in an engaging AND relevant way! It requires students to ask important questions, gather relevant data, analyze their findings, and communicate their conclusions with data visualizations. Data Science connects students to their communities through real-world, problem-based inquiry making their learning deep, dynamic, and divergent. Data Science is math, science, and communication! Social Studies and History, foreign languages, and Physical Education, Performing and Visual Arts are also included. Data science is for gifted and reluctant learners. It is for the youngest and oldest students alike. Data Science connects students to their communities through real-world, problem-based inquiry making their learning deep, dynamic, and divergent. Participants will learn (a) strategies for evoking data dialogue, (b) opportunities for Data Science in the classroom, (c ) technology to support students learning Data Science, and (d) how to plan for Data Science in ways that are FUN for both students and teachers! In this presentation, participants will discover the stories data can tell and how to use those stories to make their curriculum more relevant and engaging for all learners. Participants will learn (a) strategies for evoking data dialogue, (b) opportunities for Data Science in the classroom, (c) technology to support students learning Data Science, and (d) how to plan for Data Science in ways that are FUN for both students and teachers! (90 Minutes) |
Early Childhood Personnel, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 4 - 10:45am - 12:15pm Day 4 - 3:15pm - 4:45pm |
| 121 |
Innovation in Action: A Panel Discussion |
Elaine Bartley RREV Project Director Maine Department of Education |
Nicholas Runco Marie Robinson Helene Adams |
Join Innovation in Action to learn about pilot projects that have been funded by Rethinking Responsive Education Ventures (RREV), a DOE initiative. This inspirational session will push your thinking about what is possible in public schools. Panel participants will discuss how they were responsive to the needs of their schools through innovation and connected with a RREV coach to bring their ideas to life. The panel will also engage the audience and provide opportunities for participants to connect innovation to their own context. The session will also include a Q&A time slot to allow participants to learn as much as possible about the pilot projects happening across the state! (90 Minutes) |
Early Childhood Personnel, School Counselors, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 3 - 1:30pm - 3:00pm Day 4 - 9:00am - 10:30am Day 4 - 3:15pm - 4:45pm |
| 122 |
Understanding and Managing Crisis Behavior for Students with Disabilities: Key Considerations |
Erin Frazier State Director of Special Services & Inclusive Education Maine Department of Education |
This discussion will review the major federal and state laws that oversee individuals with disabilities in schools and how they interface with crisis behaviors, crisis management, and discipline. Information on disability and how it impacts brain function, communication, and response are reviewed. Additionally, crisis escalation and management are addressed, along with recommendations on communication strategies for key staff members, including SROs, in the effective management of challenging behavior associated with disability. (90 Minutes) |
School Safety Officers, School Counselors, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 4 - 10:45am - 12:15pm |
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| 123 |
Addressing Challenging Behaviors in the Pre-K -2 Classroom |
Sue Gallant Pre-K Expansion Consultant Maine Department of Education |
March Whitcomb Public Pre-K Consultant Maine Department of Education |
When do I just get to teach? This is a question frequently heard from early elementary teachers who are frustrated by the behavioral challenges they face daily in their classrooms. There is no doubt that behavioral challenges are prevalent and a significant factor in teacher burnout and staffing shortages in our schools. In the 2012 Educational Leadership article, “Rising to the Challenge of Challenging Behavior,” Carol Ann Tomlinson stated, “We don’t get to decide whether we have challenging students in our classes, but we can certainly decide how we respond to them.” Helping teachers to develop the skills and tools to respond to challenging behaviors is essential to the well-being of children and educators and ensuring equitable learning opportunities for all. This session will examine the underlying reasons for challenging behaviors and help educators develop a framework for understanding what children are trying to communicate through various behaviors. It will explore proactive strategies for classroom management, tools for responding to challenging behavior in the moment, and resources available to schools to support them in their work with children who exhibit challenging behaviors. (2 Hours) |
Early Childhood Personnel, Educational Technicians, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 3 - 1:30pm - 3:30pm Day 4 - 1:30pm - 3:30pm |
| 124 |
What You Need to Know About FASD and How You Can Help Young Students and Their Families |
Suzanne Schropfer Instructional Designer for MOOSE Maine Department of Education |
Fetal Alcohol Spectrum Disorders (FASDs) are more prevalent than most people think. This invisible disability has physical, neurological, and behavioral symptoms which last a lifetime. Children who receive early intervention have the best lifelong outcomes. Learn about symptoms and interventions and leave with strategies and ideas you can use to support your students with FASD as well as their families. (60 Minutes) |
Early Childhood Personnel, Special Educators, ESOL Educators, Administrators |
Day 1 - 11:15am - 12:15pm Day 1 - 2:45pm - 3:45pm |
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| 125 |
Maine Schools Shaping the Future with Innovation Coaching |
Nicholas Runco RREV EnGiNE Instructor & Innovation Collaboration Coordinator Maine Department of Education |
Helene Adams Marie Robinson Elaine Bartley |
As part of the Rethinking Responsive Education Ventures (RREV) initiative, the Maine Department of Education has provided school innovation teams with a coach to support them in implementing their pilot projects. This session will highlight the coaching framework that RREV Coaches are using and explore how coaching has been implemented at the pilot schools. Additionally, the attributes of an effective coach will be generated by participants and shared. (90 Minutes) |
Early Childhood Personnel, School Counselors, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 3 - 8:15am - 9:45am Day 3 - 3:15pm - 4:45pm Day 4 - 10:45am - 12:15pm |
| 126 |
ESSER State Funded Projects: It is more than PPE, Nurses, and Technology Devices |
Shelly Chasse-Johndro Director, Office of Federal Emergency Programs Maine Department of Education |
Karen Kusiak Monique Sullivan Maisha Asha |
The Maine DOE invested in Elementary and Secondary School Emergency Relief (ESSER) funds to support the whole student approach, which focuses on being healthy, engaged, challenged, and prepared while feeling safe and supported. The Office of Federal Emergency Relief Programs (OFERP) will highlight ESSER-supported state-wide projects that innovatively respond to opportunity gaps resulting from the COVID pandemic. Participants will learn about how ESSER-funded projects are supporting innovative practices, re-engaging students, and promoting the well-being of students and staff across the state. The presentation will spark ideas for participants to implement innovative projects back in their schools and districts. (60 Minutes) |
School Counselors, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 4 - 1:30pm - 2:30pm Day 4 - 4:00pm - 5:00pm |
| 127 |
Get Connected with EnGiNE! |
Nicholas Runco RREV EnGiNE Instructor & Innovation Collaboration Coordinator Maine Department of Education |
Helene Adams Marie Robinson Elaine Bartley |
The Maine Department of Education is developing a learning portal for educators across the state! Join this session to learn more about the Engine platform and why it will soon be the “go-to” for virtual meetings and collaborative work sessions. All educators are able to sign up. The virtual space offers collaborative tools similar to Google Workspace, Zoom and much more. Participants will leave this session with a better understanding of how Engine can enhance their professional learning experiences and aid in building a network of colleagues who can regularly collaborate in one accessible space. To maximize your experience in this workshop, be sure to bring your laptop! (90 Minutes) |
Early Childhood Personnel, School Safety Officers, Nurses, School Counselors, Child Nutrition Staff, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 4 - 1:30pm - 3:00pm Day 4 - 3:15pm - 4:45pm |
| 128 |
Designing Roadmaps as a Student-Engaged Assessment Practice |
Kristen Shaw Grade 8 Teacher / Adjunct Instructor / Team Leader Brewer Community School / The University of Maine / Maine Department of Education |
“Teacher clarity is both a method and a mindset” (Hattie, 2022). When a teacher is clear on the what, the why, and the how of learning, we know students are set up for success! This workshop will review for teachers the method of backward design for instruction. Plus, it will promote the mindset of engaging students in their learning journeys and inviting them in as partners. During our time, we will practice making learning progressions visual for students by learning how to make both physical and digital roadmaps. Teachers will walk away with working drafts of roadmaps for instructional units so students can begin tracking their own learning as soon as September! (90 Minutes) |
Special Educators, Classroom Educators, ESOL Educators |
Day 4 - 9:00am - 10:30am Day 4 - 3:15pm - 4:45pm |
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| 129 |
Personalized Professional Learning with Micro-Credentials |
Mike Muir Tech Director MSAD#44 Bethel Schools |
What's all the fuss about micro-credentials and digital badging? What are they, and how do I earn them? What do they have to do with professional development and personalizing learning for educators? What is some educator micro-credential programs currently available? How can you tell a real micro-credential program from one just using the term “badges”? Attend this session to discover the answers to these and other questions about micro-credentials! (60 Minutes) |
Early Childhood Personnel, School Counselors, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 2 - 9:45am - 10:45am Day 2 - 4:00pm - 5:00pm |
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| 130 |
The Education of Department of Corrections Involved Youth |
Catherine Curry Principal Department of Corrections, Long Creek |
Melody Brown Kristan Tod Erin Chase |
This presentation provides information about the education of youth placed at Long Creek Youth Development Center. Attendees will be exposed to the project-based, student-centered learning practices used by AR Gould School. They will also learn about the importance of creating a learning environment that is trauma responsive and designed to reengage students who often have been disenfranchised in traditional academic settings. (90 Minutes) |
School Counselors, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 1 - 1:30pm - 3:00pm Day 2 - 8:30am - 10:00am Day 2 - 1:30pm - 3:00pm Day 2 - 3:15pm - 4:45pm |
| 131 |
Launching the Transformational Leaders' Network 2023-2025 |
Fran Farr Facilitator Transformational Leaders' Network |
Jim Cliffe Sally Mackenize Bonnie Hicks Ann Dooling Al Pfeiffer |
Launching the Transformational Leaders’ Network for 2023-2025. The Transformational Leaders’ Network (TLN) is for all principals who know they need a community of support for sharing issues of practice, getting feedback and insight on their school's improvement work, and, most importantly, engaging in learning about themselves and their leadership. TLN is a holding space for that work in an intimate environment of like-minded practitioners who want to counteract the isolation they often feel as the sole administrator. TLN is structured so that principals meet with each other and a cadre of facilitators, themselves present or former school leaders, over a two-year period. Many participants find TLN to fit into their professional growth plans because of the depth of learning about leadership in their school’s change efforts. At the Summit, TLN will launch its two-year program for principals. In the morning session, new and former members will immerse themselves in forming this community of learners and begin the process of exploring the potential for their learning from facilitators and members of previous networks. The afternoon session will focus on analyzing successes and delving into the principals’ specific needs to serve as topics for future agendas of the Network. Subsequent monthly sessions will address the learning needs of the principals' using protocols, tools, strategies, and deep conversation, which are critical to the inspiration, inclusion, and innovation in their schools. All principals who have previously registered for TLN, as well as any other interested principals, are welcome to this day-long session. (All Day) |
Administrators |
Day 3 This is an all-day kick-off session for the 2023-2024 TLN |
| 132 |
Roundtable for Transportation Directors on Current Issues |
Cheryl Brackett Transportation Coordinator Maine Department of Education |
Lennie Goff Lisa Gadway |
Presentation to include ideas from other parts of the country on driver shortages, fuel cost, bullying, etc. (2 Hours) |
Transportation Staff, Administrators |
Day 4 - 10:15am - 12:30am Day 4 - 2:45pm - 5:00pm |
| 133 |
Transportation Director 101 |
Cheryl Brackett Transportation Coordinator Maine Department of Education |
Lisa Gadway Transportation Director MSAD#75 |
This session is geared toward new directors and seasoned directors that want a refresh their knowledge. (90 Minutes) |
Transportation Staff |
Day 3 - 8:15am - 9:45am Day 3 - 1:30pm - 3:00pm |
| 134 |
Electric School Buses: Operational and Cost Considerations |
Cheryl Brackett Transportation Coordinator Maine Department of Education |
Jessica Scott |
Electric school buses are being adopted by schools across Maine, and the U.S. Electric buses provide a safe, quiet, and environmentally friendly ride while reducing operational expenses for schools. This presentation will cover vehicle basics, funding opportunities, and best practices and feature real-world insight from school transportation professionals. It will also cover funding opportunities available through the new Maine Clean School Bus Program, including both state and federal grants, as well as free technical assistance. There will be ample time for Q&A with electric school bus technical experts. (90 Minutes) |
Transportation Staff |
Day 3 - 10:00am - 11:30am Day 3 - 3:15pm - 4:45pm |
| 135 |
Electric School Buses: Safety First |
Cheryl Brackett Transportation Coordinator Maine Department of Education |
Jessica Scott Pete Orne |
Electric school buses are being adopted by schools across Maine and the U.S. Electric buses adhere to the same rigorous safety requirements as conventional fueled school buses. Indeed, data suggests they are less prone to common safety concerns than conventional fuel buses. However, there are some key differences that mechanics, drivers, towing operators, and first responders should know about. This presentation will cover electric school bus vehicle basics, focusing on safety, and will feature real-world training opportunities for safe and environmentally friendly operations. There will be ample time for Q&A with electric school bus safety experts. (3 Hours) |
School Safety Officers, Transportation Staff, Other |
Day 1 - 8:45am- 12:15pm Day 1 - 1:30pm - 5:00pm |
| 136 |
Transporting Students with Special Needs & Disabilities |
Cheryl Brackett Transportation Coordinator Maine Department of Education |
Lisa Gadway Transportation Director MSAD#75 |
An open forum for questions & answers and hands-on experience. (2 Hours) |
Transportation Staff, Educational Technicians, Special Educators |
Day 2 - 8:30am - 10:45pm Day 2 - 2:45pm - 5:00pm |
| 137 |
School Bus Safety & Effective Bus Drivers |
Cheryl Brackett Transportation Coordinator Maine Department of Education |
Lennie Goff Transportation Director RSU18 |
Session geared toward transportation directors, administrators, or bus drivers. It's much easier to develop effective training of first, your driver so that they can in turn, train students to ride safety in the school buses. (60 Minutes) |
Transportation Staff |
Day 2 - 11:00am - 12:00pm Day 2 - 1:30pm - 2:30pm |
| 138 |
Culturally Responsive Teaching and SEL for SLIFE |
Robin Fleck ESOL Consultant Maine Department of Education |
Rebecca Carey ESOL Consultant Maine Department of Education |
Maine's 2023 definition of SLIFE will be introduced, and the characteristics of SLIFE will be discussed. Strategies and tools for a culturally responsive school climate for SLIFE will be explored. Discussion about how these tools and strategies can be applied in all classrooms will be facilitated. A SLIFE screening tool that is in the development phase will be introduced. (60 Minutes) |
Early Childhood Personnel, School Safety Officers, Nurses, School Counselors, Transportation Staff, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators, Other |
Day 1 - 4:00pm - 5:00pm Day 2 - 9:45am - 10:45am Day 2 - 4:00pm - 5:00pm Day 4 - 9:00am - 10:00am |
| 140 |
Identifying and Serving Multilingual Learners with Identified Disabilities: A Guidance Manual Overview |
Robin Fleck ESOL Consultant Maine Department of Education |
Leora Byras Education Specialist |
Participants will have the opportunity to learn about the guidance manual that was collaboratively developed by the Office of Special Services and Supports and the ESOL and Bilingual Programs Office. The presenters will share each section and highlight the resources that are available in the manual. Case studies within the manual will be reviewed and discussed. Time for discussion and Q&A will be provided. (60 Minutes) |
Early Childhood Personnel, Nurses, School Counselors, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators, Other |
Day 1 - 10:00am - 11:00am Day 1 - 1:30pm - 2:30pm Day 4 - 10:15am - 11:15am Day 4 - 4:00pm - 5:00pm |
| 141 |
Maine's Child Nutrition Programs Support the Whole Student |
Adriane Ackroyd Assistant Director of Child Nutrition Maine Department of Education |
Jane McLucas Director of Child Nutrition Maine Department of Education |
This session will provide an overview of the Child Nutrition Programs operating in Maine schools. These programs support the whole student. Maine is one of a handful of states that provides free school meals to students. Learn more about this innovative program, the impact it has had, and best practices for future success. (60 Minutes) |
Early Childhood Personnel, Nurses, School Counselors, Child Nutrition Staff,Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 1 - 11:15am - 12:15pm Day 4 - 11:30am - 12:30pm |
| 142 |
Starting School Ready: Certification Support and Job Fair Connections |
Diana Doiron Education Workforce Development Specialist Maine Department of Education |
Michael Perry |
This presentation offers school administrative units an opportunity for a job fair set-up to promote open positions in their SAU. A social media campaign has promoted the event beyond participants attending the Educator Summit. The session also offers support to people seeking answers to questions about certification and credentialing from a Maine DOE Certification Team representative. SAU representatives participating in the job fair are encouraged to register for each session they plan to be in attendance. Individual job seekers attending the Educator Summit are encouraged to register for the session they plan to be in attendance. There is a choice of 4 different 60-minute time periods for this ongoing “job fair.” |
Early Childhood Personnel, School Safety Officers, Nurses, School Counselors, Transportation Staff, Child Nutrition Staff, Educational Technicians, CTE Program Educators, Special Educators, Classroom Educators, ESOL Educators, Administrators |
Day 4 - 11:30am- 12:30pm Day 4 - 1:30pm - 2:30pm Day 4 - 2:45pm - 3:45pm Day 4 - 4:00pm - 5:00pm |
| 143 |
Terrorism and Radicalization Awareness |
Brian LeBlanc Supervisory Agent Federal Bureau of Investigation |
BobLeBlanc Supervisory Agent Federal Bureau of Investigation |
This course will introduce attendees to the concepts of international and domestic terrorism, focusing on identifying and understanding the signs of radicalization. This will include a detailed review of various ideological threats from Racially Motivated Violent Extremism, Anti-Authority Violent Extremism, Religious Violent Extremism, and Incel Violent ideology. (90 Minutes) |
School Safety Officers, Transportation Staff, Other | Day 2 - 3:15pm - 4:45pm |
| 144 |
Responding to and Investigating Bomb Threats and Swatting Hoaxes |
Brian LeBlanc Supervisory Agent Federal Bureau of Investigation |
BobLeBlanc Supervisory Agent Federal Bureau of Investigation |
This course will introduce attendees to the realities of bomb threats, including a detailed review of statistics involving hoax threats and bombing incidents in the academic community. Best practices for the assessment and response will be covered, including the decision-making process for evacuation or sheltering in place. (90 Minutes) |
School Safety Officers, Transportation Staff, Other | Day 2 - 1:30pm - 3:00pm |
| 145 |
Preventing School Violence: Creating Safer Learning Environments |
Kaitlin Ross Product & Partnership Program Specialist Department of Homeland Security |
Don Hough Deputy Associate Director of Cyber and Infrastructure Security Department of Homeland Security |
Join representatives from the Federal School Safety Clearinghouse to explore the complex set of dynamic and evolving security risks that K-12 schools and school systems face. The presenter will share research-informed strategies and recommendations that enhance safe and supportive learning environments through collaborative, holistic and actionable approaches to reducing violence. This session will focus on the common elements schools should consider in creating and sustaining a safe learning environment. These span from planning and prevention activities to protection and mitigation measures to response and recovery actions during and after an actual incident. By integrating these various school safety elements – and applying them to their individualized and unique needs, challenges, and settings – schools are creating safer campuses year-round. Participants will come away with an understanding of how schools are addressing these risks and improving their safety plans to promote school preparedness and resilience in support of their educational mission. This session is highly interactive, with speakers soliciting input from the audience throughout the discussion. (90 Minutes) |
School Safety Officers, Transportation Staff, Other |
Day 4 - 1:30pm - 3:00pm Day 4 - 3:15pm - 4:45pm |
| 146 |
STOP THE BLEED®A Registered Method of Offering Immediate Aid |
Emily Poland School Nurse Consultant Maine Department of Education |
This session will introduce STOP THE BLEED. A bleeding injury can happen anywhere. We've all seen it happen too often—on the news or in everyday life. Life-threatening bleeding can happen in people injured in serious accidents or disasters. Instead of being a witness, you can become an immediate responder because you know how to STOP THE BLEED®. (60 Minutes) |
School Safety Officers, Transportation Staff, Nurses, Classroom, Early Childhood |
Day 2 - 1:30pm - 2:30pm Day 2 - 2:45pm - 3:45pm Day 2 - 4:00pm - 5:00pm |
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| 147 |
Get Hooked on Family Engagement Essentials |
WestEd Consultant Presentation SpecialistsMaine Department of Education |
Melanie Junkins Family Engagement / Cultural Responsibility Specialist Maine Department of Education |
Is your professional heart set on effective and rewarding family engagement? Look no further; this is the session for you! Our session is designed for teachers and education leaders striving to transform the family experience in schools and districts. The extraordinary presenters you will meet have vast experience with teaching, training, coaching, and facilitating systemic change. Effective family engagement leads to higher student attendance, improved student outcomes, healthier school climate, and greater teacher retention. It can also improve relationships and trust between educators and families, better equip families to monitor and support student learning and extend home and community learning opportunities. This session on Family Engagement Essentials will introduce you to:
(2 Hours) |
Classroom Educators, ESOL Educators, Administrators, Educational Technicians, Special Educators |
Day 1 - 10:00am - 12:00pm Day 1 - 1:30pm - 3:30pm |
| 148 |
The F WordThe greatest obstacle in public education is (FEAR) |
Shanna Peeples Assistant Professor, Education & Social Sciences Texas A&M |
The greatest obstacle we are facing in public education is fear. But the good news is that we can defeat this fear with authenticity and connection. When we are authentic in our process, products, and purpose, we beat back the fear that keeps us thinking small and safe. Now is the time when we need our best selves, our best ideas, and our most innovative lessons. When we connect to our colleagues and our students, we can co-create classrooms that ignite both teachers’ joy and students’ promise. (60 Minutes) |
All Educators | Day 3 - 2:45pm - 3:45pm | |
| 149 |
Ensuring Success for All: Strategies for Bringing Out the Best in Students |
Shanna Peeples Assistant Professor, Education & Social Sciences Texas A&M |
One size does not fit all when it comes to student learning. Dr. Peeples, the 2015 National Teacher of the Year, taught in Title I middle and high schools with students in Advanced Placement English, refugee students, English Language Learners, and students in remedial classes. She encourages teachers to focus on achievement for students in humanizing and empowering ways. Bringing together the various strands of differentiation, RTI and other protocols, this session helps teachers and administrators see the big picture and bring the strands together to create effective learning experiences for students. (60 Minutes) |
All Educators | Day 3 - 4:00pm - 5:00pm |