Timeline of Education Transformation

View an Infographic of This Timeline

🔺 April 2014 US Department of Education Grants for the Integration of Schools and Mental Health Systems

Providing training for the school personnel and mental health professionals who will participate in the program. Developing collaborative efforts between school-based service systems and mental health service systems. Providing culturally competent services which is defined as such:

Cultural competence requires that organizations:

  • have a defined set of values and principles, and demonstrate behaviors, attitudes, policies, and structures that enable them to work effectively cross-culturally.
  • have the capacity to
    • (1) value diversity
    • (2) conduct self-assessment
    • (3) manage the dynamics of difference
    • (4) acquire and institutionalize cultural knowledge and
    • (5) adapt to diversity and the cultural contexts of the communities they serve.
  • incorporate the above in all aspects of policy making, administration, practice, service delivery, and involve systematically consumers, key stakeholders, and communities.

🔺 Dec. 2015S. 1177 Every Student Succeeds Act (ESSA) Federal Law

Voting record – House; Senate 

🔺 April 2016 LD 1253 An Act To Improve the Evaluation of Elementary and Secondary Schools.

Presented by Representative BATES of Westbrook. Cosponsored by Representatives: DAUGHTRY of Brunswick, GIDEON of Freeport, HUBBELL of Bar Harbor, PIERCE of Falmouth, POULIOT of Augusta.

To begin in the 2018-2019 school year an accountability system to measure school performance and student proficiency with not yet established requirements of the Every Student Succeeds Act (ESSA) was enacted by a veto override after being vetoed by Governor Paul Lepage. With any requirements that go beyond what is required under ESSA to be funded by Maine’s General Fund. The DOE created a school accountability work group to develop a school accountability system composed of various entities and stakeholders.

🔺 Nov. 2016 Maine ESSA Advisory Group

 Facilitator: Bob Hasson

Six key areas of ESSA Maine’s Blueprint for Future Generations

  • State Funding
  • Accountability
  • School Improvement
  • Consolidated Application
  • Educator Equity/ Educator Effectiveness

🔺 2016The ESSA Advisory Committee advises the Maine DOE in carrying out its responsibilities under Every Student Succeeds Act of 2015.

🔺 2016Teacher Leadership in Maine

🔺 March 2017 An Overview of Maine’s State Plan for the Every Student Succeeds (ESSA) Act

President Obama signed the Every Student Succeeds Act (ESSA) into law in 2015 to reauthorize the Elementary and Secondary Education Act (ESEA) of 1965 and replace key requirements of the outdated No Child Left Behind (NCLB) Act of 2001. In 2016, The U.S. Department of Education took the first steps to implement ESSA.

🔺 March 2018 Full-Service Community Schools Program USDOE grant funded under FIE

Funds primary health and dental care; activities that improve access to and use of social service programs and mental health services.

🔺 Jan. 2019 LD 92 An Act To Amend Educator Evaluation Requirements

Sponsored by: Representative David McCREA of Fort Fairfield Co-Sponsored by: Representative Mark BRYANT of Windham; Representative Richard FARNSWORTH of Portland; Representative Nicole GROHOSKI of Ellsworth; Representative James HANDY of Lewiston; Senator Erin HERBIG of Waldo; Representative Victoria KORNFIELD of Bangor; Representative Tiffany ROBERTS of South Berwick; Representative John SCHNECK of Bangor; Representative Stephen STANLEY of Medway

As of Sep. 2021 SAU’s are no longer required to include student learning and growth measures. Must reconfigure their steering committee membership.

🔺 March 2019Every Student Succeeds Act (ESSA) GUIDANCE (US Department of Education)

Created ESSA equitable services requirements in the Elementary and Secondary schools.

Side by side comparison to the No Child Left Behind Act

🔺 June 2019  LD 1478 Resolve, Regarding Legislative Review of Portions of Chapter 115: The Credentialing of Education Personnel, a Late-filed Major Substantive Rule of the Department of Education

Introduced by: Representative Victoria KORNFIELD of Bangor

🔺 June-Sep. 2019 MDOE Think Tanks

Some topics discussed:

  • Radical change with purpose;
  • Equity;
  • Stakeholders;
  • Social justice;
  • Diversity;
  • Mental health – socioemotional;
  • gender, sex, sexual orientation, gender expression;
  • Systemic injustice;
  • Currently the percentage of educators are overwhelmingly white women;
  • Coaching embedded quality and competency based for academic and SEL.

🔺 Aug. 2020 MDOE MLTI Advisory Board

A 31-member board  comprised of nominees from 16 different education associations and groups that represent the diverse needs and interests of all the school administrative units.

🔺 Den 2020 – Joint Statement of Commitment and Support for Diversity, Equity and Inclusion in Maine Schools

MDOE Statements 

🔺 2020 – MDOE created MOOSE

MOOSE stands for Maine Online Opportunities for Sustained Education. It is a “collection of independent educational learning modules and materials that are aligned to the Maine Learning Results”. Moose Leadership. See MOOSE featured modules below.

🔺 2021-2023 A Strategic Plan to Advance Diversity, Equity, and Inclusion (DEI) at the Maine Department of Health and Human Services (DHHS)

🔺 Jan. 2021Elementary and Secondary School Emergency Relief Fund (ESSER Fund I and II) funding

Maine received $43,793,319.00 in Elementary and Secondary School Emergency Relief (ESSER I) funding through the Coronavirus Aid, Relief, and Economic Security (CARES) Act. Maine received  $183,138,601.00 in the Elementary and Secondary School Emergency Relief Fund (ESSER II funds) through the Coronavirus Response and Relief Supplemental Appropriations (CRRSA) Act.

🔺 Jan 2021 –The Maine Comprehensive School Counseling Program Model 2.0 

 ASCA Student Standards

  • Mindsets/Behaviors
  • Social Justice Standard 
  • Group Mindsets & Behaviors

🔺 2021The American Rescue Plan: Impacts on Maine

🔺 Feb. 2021Moving Beyond the Movement Workshop: Fostering Authentic Transformation for Sustainable Outcomes

From the workshop page: “The Maine Department of Education is sponsoring a workshop by Amber Coleman-Mortley, Moving Beyond the Movement: Fostering Authentic Transformation for Sustainable Outcomes.  Amber Coleman-Mortley brings a diverse voice into civic education, manages a large network of education influencers, and has built a successful youth fellowship of students fighting for equity in civic education.” 

 Amber Coleman-Mortley 

🔺 April 2021 Guidance for Maine’s District and School Leaders

Topics include: Equity and access; Mental Health and SEL; Curriculum priorities

🔺 June 2021ARP ESSER State Plan

🔺 June 2021 LD 1189 (HP 867) An Act To Amend the Teacher Certification Statutes”(Emergency)

Committee AMENDMENT 

🔺 July 2021Office of Federal Emergency Relief Programs (OFERP) guidance on the ARP ESSER

Purpose; Requirements; Stakeholder groups;

🔺 Sep. 2021ARP ESSER Plan letter

Requests descriptions on how it will use the funds it reserves under sections 2001(f)(1), (2) and (3) of the ARP Act on evidence-based interventions to address:

  • (1) the academic impact of lost instructional time
  • (2) summer learning and enrichment programs,
  • (3) comprehensive afterschool programs;
  • and must describe how the interventions it identifies will address the disproportionate impact of COVID-19 on certain groups of students.

🔺 Dec. 2021Maine State Board of Education 5-Year Strategic Plan 2022-2026

🔺 March 2022 – Key Policy Letter to State Governors Signed by the Education Secretary

🔺 May 2022 HHS Awards Nearly $25 Million to Expand Access to School-Based Health Services  

$881,728 awarded to Maine through the Health Resources and Services Administration (HRSA) fund by the American Rescue Plan Act of 2021 (ARP)

  • Investing in school-based health care including mental health support.
  • Working together to build resilience in children, youth, and families can promote equity and support recovery efforts.
  • Children and youth with intellectual or developmental disabilities and those with prior childhood trauma are at particular risk for pandemic-related mental health challenges, as are those who have faced previous discrimination in the health care system, including children and youth of color, immigrant children, children with disabilities, and those who are LGBTQ+.
  • Working together to build resilience in children, youth, and families can promote equity and support recovery efforts.

🔺 Aug. 2022School Based Health Center Services Grant Funding FY 2023 Application

Applicants awarded through this RFA process will be conditionally awarded a contract for up to a two (2) year period.

  • Provide School Based Health Center (SBHC) services at school(s) that serve students between seventh (7th) and twelfth (12th) grades.
  • SBHC services must be provided by a nurse practitioner, physician assistant, or physician who is available over a minimum of two (2) days.
  • Provide Preventative and Acute Medical and Behavioral Health Services for Enrolled Students.
  • Create a Community Advisory Board, to include, at a minimum, Appropriate and relevant SAU Staff; Family members of students; Clinical and public health professionals; and Other interested stakeholders.
  • Ensure Medical Services and Behavioral Health Services are provided by a professional which shall include: Nurse Practitioner; Physician Assistant; Medical Doctor;  Psychologist; Licensed Social Worker; Licensed Clinical Social Worker; Licensed Master Social Worker; Licensed Clinical Professional Counselor.

🔺 Dec. 2022MDOE RFA# 202211180 Restorative Practices for System Involved Youth in Maine Schools

  • School-based restorative justice programs
  • Mentoring services for juveniles involved in the juvenile legal system
  • Collaborating with the Department and/or its Restorative Practices Office to develop a sustainable, multi-disciplinary approach including mental health services, safety & law enforcement personnel, restorative practices, mentors and career development.
  • Planning partnerships with community stakeholders
  •  providing trauma-informed care, social-emotional support, mental health and/or addiction services

🔺 Jan. 2023 State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund

  • The MDOE has identified needs and priorities through multiple widespread discussions with stakeholders
  •  The Department will focus on social-emotional learning, mental and behavioral health programs
  •  The Maine Online Opportunities for Sustained Education (MOOSE) was developed at the onset of the pandemic and additional modules will be added for the 2021-2022 school year that will focus on cultural awareness specific to Maine’s demographics
  • The Maine Department of Education developed its first, state owned and free, PreK-12th grade Social Emotional Learning (SEL) Curriculum, referred to as SEL4ME. The SEL4ME Team, consisting of diverse Maine experts and stakeholders
  •  LEAs applied to use CARES Act ESSER and CRF program funds to contract for extra time with psychologists who completed the required evaluations
  •  Department of Education has established summer educational program and proposes to encourage local school districts to operate summer programs for children of transient migrant workers.
  •  Initiatives that impact culture and education in ways to promote more equitable, inclusive, productive, and resilient society
  •  The MOOSE program which used previous funding sources to develop model curricular activities for use in a variety of ways will expand to develop lessons that include learning both implicitly as well as explicitly about the history of marginalization of individuals who identify as LGTBQ+. Curricular units will also highlight pioneers in the struggle for acceptance of individuals who identify as LGTBQ+ as well as leaders in the struggle for civil rights for individuals who identify as LGTBQ+. Curricular materials that focus directly (i.e., learning about Harvey Milk ) and indirectly (i.e., including stories of families that have same gender parents in routine classroom lessons) normalize individuals who identify as LGBTQ+ and make the learning environment more welcoming for students. Exe. The Graphic Novel  Fun Home by Alison Bechdel
  •  The ARP State Plan’s guiding commitments are diversity, equity, inclusion, access, and opportunity while focusing on the priorities.
  •  The Department will focus on the whole student approach with the guiding commitments, which are diversity, equity, inclusion, access, and opportunity. 
  •  The MOOSE materials are also being integrated into the Making Access a Priority (MAP) Guide to Continuity of Learning.
  •  The Teen Trendsetters and Book Explorers programs (Now renamed ReadSquad) have proven to be effective to improve reading skills of 1st, 2nd, and 3rd grade students.
  •  Models of curricular modules in MOOSE that address health and wellness, and career readiness, will embed learning about the ways gender stereotypes and expectations of conformity limit the social, emotional, and cognitive development of students of all genders and will provided needed models of education about healthy dating relationships, consent, harassment, and assault. Models of this kind will address needs of students who identify as LGBTQ+ as well as students for whom schools have traditionally been unwelcoming due to local norms (perhaps unsanctioned, but existing) about gendered roles and expectation as well as harassment based on gender expression of many kinds.
  •  During the winter of 2021, the Department of Education’s Diversity, Equity, and Inclusion (DEI) team met on an on-going basis and a subgroup of that team – the education sub-committee – secured funding for evening Professional Development sessions that were open to any educator in the state. In total, there were 9 evening sessions.
  • Beyond the Movement series of 2021, to move beyond the beginning stages of anti-oppressive educational practices to support the learning of under-represented groups of students – especially students of indigenous descent, children of immigrant families, students of color, students who identify as LGBTQ+, and students from families with low-income.

🔺 March 2023 Letter from Office of Elementary and Secondary Education approving Maine’s American Rescue Plan Elementary and Secondary School Emergency Relief (ARP ESSER) State plan

🔺 March 2023 MECAS Maine Comprehensive Assessment System

              MECAS Guidelines 

🔺 April 2023 American Rescue Plan Elementary and Secondary School Emergency Relief Funds (ARP ESSER): State and Local Educational Agency (LEA)/School District Plan

🔺 June 2023MDOE Office of School and Student Supports RFA# 202305111

Comprehensive Electronic Health Record Pilot

The MDOE will provide funding to public school systems to adopt a comprehensive electronic health record (EHR) system during fiscal year (FY) 2023-2024. The funding must be used for EHR systems that are utilized by all schools within the school system.

Documentation platform for nursing services, mental health services, social work;

  • Synchronize demographic data from school information system
  •  Interact with the state immunization system (ImmPact)
  •  Easily sync or communicate with a billing system for MaineCare
  •  Have referral management for various screenings
  •  Have medication inventory and administration records 
  •  Meet industry standards for privacy and confidentiality
  •  Provide 24/7 support to users;

🔺 2023 Additional Resources

Teen and Young Adult Health Program – Division of Disease Prevention – Maine CDC: DHHS Maine

The Maine State Board of Education has four standing committees

MDOE Educator Talent Committee ( MDOE staff; Stakeholders) & Strategic Plan Writing Subcommittee

MDOE reviewing your curriculum 

LGBTQ+ Studies | Department of Education (maine.gov)

Diverse Books | Department of Education (maine.gov)

Equity and Excellence in Maine Schools (EEMS) 

View an Infographic of This Timeline

Scroll to Top