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COVID-19 Guidance

Maine DOE

Office of Special Services

Updated 4/9/2020

Agenda4/9/2020

• Introductions

• Transition Planning

• New Resources

• What's Next

– ListServ was sent 4/8/2020

– Continuing to work on scheduling a Zoom Meeting for

Related Service Providers

– School Share Out – Contact Roberta Lucas

Vocational Rehabilitation

Libby Stone-Sterling, Director

Division of Vocational Rehabilitation

https://www.maine.gov/rehab/73422/maine_cew/cew_transition/index.html

Maine’s Guiding Principles

Maine Department of Education

Maine Learning Results

Guiding Principles

http://www.maine.gov/doe/learning/diplomas/MaineLearningResults

Maine’s Guiding Principles

Skills versus Content

Maine’s Guiding PrinciplesSpecify that Maine students leave school as:

A. A clear and effective communicator who:

1. Demonstrates organized and purposeful communication in English and at least one other language;

2. Uses evidence and logic appropriately in communication

3. Adjusts communication based on the audience; and

4. Uses a variety of modes of expression (spoken, written, and visual and

performing including the use of technology to create and share the

expressions);

Maine’s Guiding PrinciplesSpecify that Maine students leave school as:

B. A self-directed and lifelong learner who:

1. Recognizes the need for information and locates and evaluates resources;

2. Applies knowledge to set goals and make informed decisions;

3. Applies knowledge in new contexts’

4. Demonstrates initiative and independence;

5. Demonstrates flexibility including the ability to learn, unlearn and relearn;

6. Demonstrated reliability and concern for quality; and

7. Uses interpersonal skills to learn and work with individuals from diverse

backgrounds;

Maine’s Guiding PrinciplesSpecify that Maine students leave school as:

C. A creative and practical problem solver

who: [1995, c. 649, §1 (new).]

1. Observes and evaluates situations to define problems;

2. Frames questions, makes predictions, and designs data/information

collection and analysis strategies;

3. Identifies patterns, trends, and relationships that apply to solutions;

4. Generates a variety of solutions, builds a case for a best response and

critically evaluates the effectiveness of the response;

5. Sees opportunities, finds resources, and seeks results;

6. Uses information and technology to solve problems; and

7. Perseveres in challenging situations;

Maine’s Guiding PrinciplesSpecify that Maine students leave school as:

D. A responsible and involved citizen who:

1. Participates positively in the community and designs creative solutions to meet human needs and wants;

2. Accepts responsibility for personal decisions and actions;

3. Demonstrates ethical behavior and the moral courage to sustain it;

4. Understands and respects diversity;

5. Displays global awareness and economic and civic literacy; and

6. Demonstrates awareness of personal and community health and

wellness;

Maine’s Guiding PrinciplesSpecify that Maine students leave school as:

E. An integrative and informed thinker who:

1. Gains and applies knowledge across disciplines and learning contexts and to real life situations with and without technology;

2. Evaluates and synthesizes information from multiple sources;

3. Applies ideas across disciplines; and

4. Applies systems thinking to understand the interaction and influence of

related parts on each other and on outcomes.

Chat Box Check In

Core Components of Self Determination:

• Choice Making – the skill of making a choice between two known

options

• Decision Making – the skill of choosing among more than two known

options

• Problem Solving – the skill used when a solution not readily known;

decision-making and choice making are part of the process

• Goal Setting & Attainment – the skill of determining how you are

going to accomplish what you want (setting the goal, plan for

implementation and measuring success).

Core Components of Self Determination:

continued

• Self-Regulation (skills include self-observation, self-evaluation; self

reinforcement) – the process of monitoring one's own actions

• Self-Instruction – skills that assist the student in using their own

verbal prompts for solving problems.

• Self-Advocacy – skills necessary to be able to speak up or defend

a cause of person.

• Internal Locus of Control – the belief that one has control over

outcomes that are important to life.

Core Components of Self Determination:

continued

• Self-Efficacy – the conviction that one can successfully execute

the behavior required to produce a given outcome.

• Efficacy Expectations – the belief that if a specific behavior is

performed, it will to lead to anticipated outcomes.

• Self-Awareness and Self-Knowledge – the skills of knowing one's

own strengths, weaknesses, abilities and limitation AND knowing

how to use these unique attributions to beneficially influence one's

own life.

Chat Box Check In

Wisconsin Suite of Self Advocacy Resources

https://becomingaselfadvocate.weebly.com/wisconsin-

suite-of-self-advocacy-resources.html

Explore Work

https://explore-work.com/

ZOOM Fatigue Article:Leah D. Schade

ZOOM Fatigue continued

ZOOM Fatigue continued

How to Avoid ZOOM Fatigue:

Avoid back to back

meetings if possible

Chat Box Check In

Where do I go for Current Updates?

Federal government documents:

OCR Fact Sheet (03/16/2020)

http://bit.ly/COVIDOCRFacts

FERPA Guidance (03/12/2020)

http://bit.ly/FERPA-COVID19

OSEP Guidance (03/21/2020)

Supplemental Fact Sheet

Where do I go for Current Updates?

Maine Department of Education Special Services Website:

https://www.maine.gov/doe/learning/specialed

State Director, Erin Frazier, has updated questions/answers, which

can be found in the Director's Corner on the Maine Department of

Education website:

https://www.maine.gov/doe/learning/specialed/director

Disclaimer:

The links and websites shared in this

PowerPoint are for information and reference

only and are not endorsed in any way by the

Maine Department of Education.

Resource List:

Speech and Communication – Social Pragmatics

https://www.verywellhealth.com/pragmatic-speech-delays-in-autism-260049

Super Teacher Worksheets

https://www.superteacherworksheets.com/letter-writing.html

Belly Breath

https://www.youtube.com/watch?v=9tOJZQhO_Uw

NASP – National Association of School Psychologists

https://www.nasponline.org/resources-and-publications/resources-and-podcasts/covid-19-resource-center/family-and-educator-resources

https://montessoriguide.org/an-introduction-to-practical-life/

PBIS

https://www.pbis.org/announcements/4-resources-to-support-students-during-the-pandemic

Ongoing Resource List continued:

Learning Games

https://www.education.com/games/?msclkid=cce362c7d2b41d7871953c40a251c144&utm_source=bing&utm_medium=cpc&utm_campaign=Search%20-%20Games%20-

%20Exact&utm_term=learning%20games%20online&utm_content=Learning%20Games

Google Keep

https://www.bing.com/videos/search?q=google+keep&docid=608015752113556487&mid=864BEBF45318B090400B864BEBF45318B090400B&view=detail&FORM=VIRE

Rubric Templates

https://www.thoughtco.com/rubric-template-2081369

Rubric Maker

https://www.rubric-maker.com/

Internet Safety

https://www.netsmartzkids.org/videos/

https://b4uclick.org/

Ohio Center for Autism and Low Incidence – OCALI

https://www.ocali.org/

Ongoing Resource List continued:

Thought Co.

https://www.thoughtco.com/abc-antecedent-behavior-and-consequence-3111263

Child Mind Institute

https://childmind.org/article/managing-problem-behavior-at-home/

Classroom Management and Positive Behavior Supports

https://www.slideshare.net/bloomu/classroom-management-and-positive-behavior-supports

Life with Greyson and Parker

http://www.lifewithgreyson.com/2018/06/understanding-functions-of-behavior.html

Crash Course on the Four Functions of Behavior

https://crayonsandcompliance.wordpress.com/2017/12/20/crash-course-on-the-four-functions-

of-behavior/

Remember...

Please know that MDOE is here to support you and will

continue to provide you with the most updated information

as we receive it.

Maine DOE is offering Contact Hours for each

Special Services Zoom meeting you view.

Please follow these steps:

1. Email Leora Byras at leora.byras@maine.gov on Friday with the

codes for each Zoom meeting you viewed.

2. You can go back and watch prior Special Services Zoom

meetings.

3. Allow at least 5 business days to receive your certificate of

participation.

Code for Contact Hours

- coaching49

Contact InformationAnn Belanger – Deputy Director for Special Services

ann.belanger@maine.gov

Roberta Lucas – Federal Programs Coordinator

roberta.lucas@maine.gov

Leora Byras – Special Education Consultant

leora.byras@maine.gov

Anne-Marie Adamson – Special Education Consultant

anne-marie.adamson@maine.gov

Colette Soldati-Sullivan – Special Education Consultant

colette.soldati@maine.gov

Who’s Who at MDOE• Pender Makin – Maine State Commissioner of Education

• Erin Frazier – State Director of Special Services B-20

• Ann Belanger – Deputy Director for Special Services

• Roberta Lucas – Federal Programs Coordinator

• Mary Adley – Coordinator of State Agency Programs and Special Projects

• Roy Fowler – State Director Child Development Services

• Barbara McGowen – Finance Coordinator

• Shawn Collier – Data and Research Coordinator

• David Emberley – Due Process Consultant

• Tracy Whitlock – Special Education Consultant/Special Projects

• Colette Sullivan – Special Education Consultant

• Leora Byras – Special Education Consultant

• Anne-Marie Adamson – Special Education Consultant

• Colene O’Neill – Secretary Specialist

• Julie Pelletier – Secretary Associate

Weekly Schedule

• Monday - Here are some of the questions from

the week. Ann Belanger to participate/facilitate.

• Tuesday - Accessibility/engagement - ANNE-

MARIE

• Wednesday - Elementary/Middle school -

COLETTE

• Thursday – High school/transition - LEORA

• Friday - Recap all from the week