2021 Summer Learning & Enrichment: Guidance for Maine's District and School Leaders
Summary
This is a draft titled 2021 Summer Learning & Enrichment: Guidance for Maine's District and School Leaders, updated 4.30.2021. The contents list sections on organizing for success, mental health and social-emotional learning, curriculum and assessment, acceleration supports including high-dosage tutoring and acceleration academies, professional learning, and family and community engagement, with an appendix on funding sources. The introduction says that in Maine nearly every school has been open for some in-person instruction since Fall 2020 and that summer 2021 provides an immediate opportunity to address inequities.
Summary drafted by a model from the document's text below and checked by script against that text before publication. It is a navigation aid, not a reading of what the document proves. Where AI is used
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- Congressional materials
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- Department Of Education Pdf Www Ed Gov 61073382B8
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- Department Of Education Pdf Www Ed Gov 61073382B8
Cite this document
“2021 Summer Learning & Enrichment: Guidance for Maine's District and School Leaders.”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/department-of-education-pdf-www-ed-gov-61073382b8/
, SHA-256 4ba6d5c385173cf0f477176df19d18e7c810679abca2d4ff9f43daf2a73ad7dc.Full text
Draft 2021
Summer
Learning &
Enrichment:
Guidance for
Maine’s District
and School
Leaders
2021 Summer Learning & Enrichment:
Guidance for Maine’s District and School Leaders
Updated 4.30.2021
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Contents
Introduction 3
Organizing for Success 10
Planning and Communication 11
Delivery Models 12
Staffing 12
Scheduling 13
Curriculum Priorities 13
Equity and Access 13
Funding 14
TABLE 2: Organizing for Success in Summer 2021: Helpful Resources 15
Mental Health and Social-Emotional Learning (SEL) 17
Mental Health and SEL for Students 17
TABLE 3: Mental Health and SEL for Students: Building Developmental Relationships 19
TABLE 4: Mental Health and SEL Resources for Students 21
TABLE 5: Mental Health and SEL Resources for Educators 23
Curriculum and Assessment 24
TABLE 6: Curriculum and Assessment: Helpful Resources 25
Acceleration Supports: High-Dosage Tutoring and Acceleration Academies 26
TABLE 7: Acceleration Supports: Helpful Resources 27
Professional Learning 28
TABLE 8: Professional Learning: Helpful Resources 29
Family and Community Engagement 30
TABLE 9: Family and Community Engagement: Helpful Resources 31
BIBLIOGRAPHY 32
APPENDIX A: FUNDING SOURCES 34
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2021 Summer Learning & Enrichment:
Guidance for Maine’s District and School Leaders
Updated 4.30.2021
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Introduction
School systems across the country have faced
extraordinary challenges over the past year,
educating students at a distance and in
classrooms through the many disruptions of the
COVID-19 pandemic.
In Maine, nearly every school has been open for
some in-person instruction since Fall 2020. In most
schools across the country, particularly in high-
poverty and underserved communities, partially
or fully remote instruction has lasted for the
majority of the 2020-2021 school year.1
Summer 2021 provides an immediate opportunity
to address inequities. A whole student approach
that is based in the science of learning and
development can help schools in addressing the
conditions and needs for student growth2.
A Whole Student Approach to
Summer Learning
Research has repeatedly demonstrated the benefits of robust summer programming for
building academic and social-emotional skills.3 A whole student approach optimizes the
learning environment and instructional strategies for equitable and individualized growth and
development for students. Following the passage of the American Rescue Plan Act of 2021
and the nearly $412 million in new Elementary and Secondary School Emergency Relief (ESSER)
funding for Maine schools, coupled with previous relief funding from the federal government,
our state and local education agencies now have access to much-needed fiscal support.
While we cannot expect to fully accelerate learning and close the equity gaps by fall,
thoughtfully planned summer learning and enrichment can serve as a foundation for building
long-lasting, strategic systems of support. It also can serve as a testing ground to monitor,
1
Diliberti, M.K., & Kaufman, J.H. (2020). Will this school year be another casualty of the pandemic? Key findings from the
American Educator Panels fall 2020 COVID-19 surveys. RAND Corporation. Link.
2
Educating the Whole Child: Improving School Climate to Support Student Success. Link
3 McCombs, J.S., Augustine, C.H., Pane, J.F., & Schweig, J. (2020). Every summer counts: A longitudinal analysis of outcomes from
the National Summer Learning Project. RAND Corporation. Link.
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evaluate, document and potentially scale-up whole student education strategies that could
continue into the next school year and beyond.
The 2021 Summer Learning & Enrichment: State Guidance for District and School Leaders offers
practical suggestions and ideas to consider by Maine school and district leaders, which they
can adapt and share with their local school communities as they plan for summer 2021
learning opportunities to meet the most pressing needs of students and teachers in this
uniquely challenging school year. The resources and considerations in this document are
based on leading research and evidence-based, best practices for summer learning and
closing learning gaps, and are designed to prompt creative and inclusive program design. It
also includes suggestions on how to use ESSER funding to integrate school and community
resources to create innovative summer learning programs.
The road to recovery over the next several months and years may be difficult, but it is also full
of possibility. This guidance, while specific to summer 2021, contains ideas, suggestions, and
resources that are based on best practices and can guide schools to ongoing development
and refinement of innovative summer programming. As the new U.S. Secretary of Education
Miguel Cardona told The Washington Post in March 2021:
“There may be an opportunity to reimagine
what schools will look like. It’s always
important we continue to think about how to
evolve schooling, so the kids get the most out
of it.”1
It is helpful to consider the shifts from traditional summer learning programs to programs that
address the current needs of millions of American children, as depicted in Table 1, on the
following page.
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TABLE 1: Shifting to Whole Student Approach in Summer 2021
From… To…
Traditional Summer Learning Whole Student Summer
Learning 2021
• Prioritizing social and
Goals of Summer • Intervention and
emotional connections
remediation
Learning and academic
opportunities for
• Credit recovery
students
• Frontloading the next
school year’s learning to
give students a jumpstart
to the 2021-22 school
year
• Implementing high-
dosage tutoring, in
tandem with the core
curriculum, to close
learning gaps
• Piloting robust, well-
resourced school-based
Multi-Tiered System of
Supports (MTSS) teams
that focus on the most
vulnerable students
• Credit recovery
• Students identified by MTSS • Students who are English
Target Students as needing additional learners
support (academic, • Students experiencing
social/emotional) homelessness or housing
instability
• Secondary students who • Students identified for
need to meet promotion special education or 504
requirements or complete accommodations
graduation credit(s) • Students who were not
able to meaningfully
access remote and/or
hybrid learning
opportunities
• Early learners who have
not yet mastered
foundational reading
skills
• Students who have had
poor attendance since
spring 2020
• Students who would
benefit socially or
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2021 Summer Learning & Enrichment:
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emotionally most from
connections with peers
and adults
• Students who are
furthest behind
• Secondary students who
need to meet promotion
requirements or
complete graduation
credit(s)
• Written communication to • Regular meetings about
Family Engagement keep family members student progress
informed of student progress throughout summer
learning
• Regular family
education sessions to
ensure students receive
targeted academic
support at home
• IEP team input
• Low-stakes formative
Assessment • Assessment for evaluation or
assessment of
summative purposes
mathematics and ELA
competencies aligned
• Frequent assessment to
to focused work of prior
inform grading
and upcoming grades
• Capturing qualitative
information about a
student’s progress on
particular competencies
rather than using a
traditional grading
measure
• Using summative
assessment data to
inform who needs a full
diagnostic assessment
• Using school’s MTSS
systems and assessments
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• Grade-and curriculum-
Professional Learning • One day in advance of
specific training in core
summer learning opening
and Collaboration for for classroom setup and small-group
Teachers instruction
• Regular meetings
between teachers and
academic tutors
• Regular common time
for grade-alike teachers
to plan virtual and in-
person lessons and
connect with social-
emotional learning (SEL)
staff and intervention
teachers
• Regular faculty meetings
to ensure staff wellness
and opportunities for
problem-solving
• Include specialists such
as special education
and ESOL teachers in
planning and
development
• Professional Learning
opportunities for all staff
to understand the
McKinney-Vento
Homeless Education Act,
signs of homelessness,
and how to refer to their
local liaison
• Traditionally not included • Highly recommended in
High-Dosage Tutoring tandem with core
curriculum for the most
vulnerable students
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2021 Summer Learning & Enrichment:
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Considerations
1.Lead with empathy — and without
assumption. Students, families and
educators are coping with myriad
social, emotional, and physical
challenges that the pandemic has
caused and exacerbated. Identifying
and acknowledging these burdens can
help all members of the school
community to thrive. For this reason,
aligning summer programming with
evidence-based brain science is
critical. This includes providing adults
with tools for development of their own
emotional intelligence skills.
2. Ensure that all students have equitable access to rigorous learning opportunities
and high-quality resources. It is important for school leaders to regularly evaluate
their progress toward closing educational access and opportunity gaps for
students of color, students living with poverty, students with disabilities, students
experiencing homelessness or housing instability, and English learners. Offer
transportation to summer programming for students as needed. The goal of
recovery this summer (and in upcoming years) is not to return to the status quo
but to create more equitable learning conditions for all students everywhere.
3. Prioritize vulnerable students and those who need to gain high school credit. Offer
additional support for specific students, especially English learners, students with
disabilities and students experiencing homelessness or housing instability. Consider
how districts can be flexible in awarding full and partial credits for work
completed over the past year.
4. Focus on student success in the coming school year. Provide foundational
experiences to pre-k and kindergarten learners who may not have had access to
high quality programming. Use summer 2021 to innovate and try out new
strategies and structures to meet students’ needs in the fall. The goal is to set
students up for success in the 2021-2022 school year. There are additional
considerations and resources for early learners.
5. Focus summer learning on a few critical areas. Determine what are the most essential
standards, and what knowledge and skills students need to start fall 2021 successfully.
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6. Prioritize regular communication with families and students. Consider how and
when the students best engage in learning, and what support they or their
families may need for successful engagement. Ensure that communication is
meaningful through interpreters, translators, and cultural brokers. Consider
alternative ways to contact families, such as the use of texting, WhatsApp
messaging, or providing highly mobile students with ways to ensure
communication with schools.
7. Engage a cross-functional team in front-
end planning. Teachers, administrators,
counselors and specialists will be the front-
line providers and supporters of students,
to ensure that their voices and needs are
built into the plan. Include community-
based partners who can provide support
either virtually or in person, and include
parents and guardians— who may be the
closest overseers of their children's work.
Include students’ voices in the planning
process when feasible.
8. Coordinate efforts with local community
groups to provide in-person SEL supports
and high-interest learning options, in
addition to academic summer learning.
Consider partnering with local recreation
departments, summer camps, 21st Century
Learning Programs and other community
organizations to complement and support
enrichment programming, SEL, and high
interest learning experiences. This is an
exciting opportunity for Maine schools to
engage the whole community in learning.
9. Coordinate efforts for referrals for families to address basic needs. Recognize many
students may not be prepared for learning as they have other needs that must be met
first. Coordinate with social workers, school counselors, McKinney-Vento liaisons, and other
staff to support students and families in accessing resources to address food insecurity,
housing instability, and other needs.
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2021 Summer Learning & Enrichment:
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Organizing for Success
Aligning adequate staff, schedules, safety
protocols, funding and other essential resources
for what is likely to be more students than in a
typical summer term—and doing so in an
environment that is atypical— will require
creativity and shared leadership to ensure that
all learners and their families feel safe, engaged
and prepared to participate.
The infusion of resources from the three COVID
relief bills (the Coronavirus Aid, Relief, and
Economic Security/CARES Act; the Coronavirus
Response and Relief Act/CRRSA; and the
American Rescue Plan/ARP), in addition to
existing federal, state and local funds, provides
an incredible opportunity for districts and schools
to be bold. Note: A detailed overview of the
three COVID relief bills may be found in Appendix A.
Summer 2021 programming provides an opportunity for educators to test long-term structures
and strategies to mitigate education inequities. For example, schools should consider robust
and well resourced, school-based Multi-Tiered Systems of Support (MTSS) that focus on the
needs of their most vulnerable students. Moreover, MTSS teams will need the training (and
time) to rapidly identify, analyze and respond to students’ progress through universal screening
and ongoing monitoring.
As schools develop their summer 2021 learning plans, it may be helpful to consider the
following questions.
Note: Maine and national resources and tools to support decision-making follow this section.
These resources are provided to assist schools and are not endorsements of any product or
program. Questions and considerations in this document are intended to serve as a supportive
guide.
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2021 Summer Learning & Enrichment:
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Planning and Communication
• Who might be a resource for planning the
summer learning strategy? Consider teachers,
specialists, IEP teams, administrators, partner
organizations, IT staff, student support services, food
services, transportation, custodial staff,
parents/guardians, community advocates,
community-based partners, students, McKinney-
Vento liaisons, etc.
• How will your district monitor and evaluate
summer learning? What will you evaluate, how will
you measure success, and how will the findings be
used?
• How can your district resource its time and
talent to designate enough staff members with the
necessary skills to design and coordinate all
academic and social and emotional supports for
students?
• How might your district enhance its support for
and expectations of the MTSS to ensure it is
appropriately resourced to provide rapid response
and support to all educators and students?
• How are students’ and families' perspectives and experiences reflected in summer
programming communication plans? How, and at what points in the planning process,
will your district communicate decisions to families and other key stakeholder groups?
• What information will your district collect to assess the implementation and impact of its
summer learning plan? With whom and how will your district share this data to ensure
coherence into the fall 2021 semester?
• Summer Learning opportunities should be considered in addition to compensatory
services and/or extended school year services for students with disabilities. Special
Education Compensatory Services Guidance
• How can summer programming for early learners (preK, K) create or reinforce skills and
readiness for classroom learning in fall 2021? Early Learning Summer Guidance 2021.
• How will schools provide for meals and take advantage of the USDA waivers that are
available to ensure the nutritional needs of students are met?
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Delivery Models
• What strategies will your district implement to connect with students who enrolled in but
do not attend summer learning or engage with instructional materials?
• How will teachers meet with the students who attend summer learning programs
remotely and provide feedback on their work?
• How will information on IEPs be communicated in advance to prepare teachers?
Staffing
• How will your district provide supports for students’ physical and mental health? Will
these services be available to summer learning students only, or to all students? How will
staff know where to refer students for wraparound services (e.g., medical services, food
resources)?
• If your district is enrolling a larger number of students in summer learning than in previous
years, how will you select and fund additional staff, both teaching and non-teaching,
to support those additional students?
• How will the mental health community be included in support services for children? And
how will educators be trained to know when to recommend mental health support for
students?
• How will your district define the role of principals and other administrators during
summer learning? How will principals support the social and emotional needs of its
faculty members during the summer?
• If your district works with community partners, how will it communicate and align whole
child supports (e.g., use the same technology platforms, share data, communicate
jointly and consistently with teachers and families)?
• If your district engages outside partners to support students’ academic and/or social
and emotional needs, what mechanisms will be established for collaborative planning
and data analysis with classroom teachers? Will your district engage these partners
beyond the summer learning session?
• Are there specific specialists that need to be included in staffing, such as special
education or English learner educators, nurses or homeless liaisons?
• Who will be responsible for contact tracing and symptom screening?
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Scheduling
• If summer is used as an opportunity to pilot a robust, rapid-response MTSS process, how
will your district allow time for the team to test out new and intensive systems? Will there
be time for schools to share information about effective MTSS practices?
• How will the student summer programming experience be structured? Will extended
learning time for students be embedded in the schedule? Will the summer learning
session be extended? How will your district build in time for small-group instruction or 1:1
tutoring support?
• If the school is implementing a shorter workday than during the regular school year for
instructional staff, how will your district give summer learning instructors time for
collaborative planning?
• Consider scheduling for extended year services (ESY) and compensatory education
opportunities, making sure students have access to general education summer
programming in addition to ESY.
Curriculum Priorities
• Which content priorities or learning outcomes will your district focus on for each grade?
• If your district has an adopted set of instructional materials, what are the most essential
content and aligned instructional activities in which students should engage?
• From what high-quality, standards-aligned curriculum resource(s) will instructional
activities be selected? (See suggested resources below.)
• How will your district choose the content for high-dosage tutoring support for students?
Equity and Access
• How will your district ensure that teachers are prepared to build strong relationships with
students; that they are able to express care, challenge growth, provide support and
share power; and that these relationship-building actions are done with an equity lens—
meaning that they support positive racial, cultural and ethnic identity development?
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• How will your district train staff to recognize and validate the learning that occurred
outside of the (virtual) classroom over the past year?
• For students who have not attended school regularly in the 2020-2021 school year, or
who are experiencing housing instability, how will they be prioritized for instruction
during summer learning?
• How will accommodations and supports be delivered for students with 504 plans or
IEPs? How will teachers and support staff ensure that instruction is inclusive of, and
accessible to, students with disabilities? Will an amendment of the child’s IEP be
required to provide additional services? General education is not described in the IEP
beyond supplementary aids and accommodations.
• How will your district maintain communication with students who are experiencing
homelessness or home instability? How will those students be supported in accessing
instructional materials, meal options and other essential needs for summer learning?
• How will your district maintain communication with English learners, their families, and
their communities? How will teachers and support staff provide linguistically and
culturally appropriate supports for summer learning activities?
• How will your district consider disciplinary practices, with the consideration that many
children have faced significant trauma this past year? How can your district work with
restorative justice practices and partners?
• How will your district ensure that there is transportation for any/all students that need it?
• How will your district ensure all students have access to healthy meals?
Funding
• How will your district pay for summer learning (e.g., ESSER and GEER; Title I, II and IV
funding streams; IDEA; Perkins; state and local funds; private and public grants; etc.)?
• Will summer learning planning efforts build in time and funding to innovate and try out
programming that could become the “new normal” in fall 2021?
• Are there private organizations or foundations in the community that could help provide
support wraparound services?
• The Coronavirus Aid, Relief, and Economic Security (CARES) Act; the Coronavirus
Response and Relief Supplemental Appropriation (CRRSA) Act; and the American
Rescue Plan (ARP) Act (See Appendix A)
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Privacy and Security
• How will your district ensure that summer 2021 programs align with FERPA, COPPA
and other relevant regulations?
TABLE 2: Organizing for Success in Summer 2021: Helpful Resources
Dimension Resources
Planning & • US Department of Education COVID 19 Handbook Volume 2
Communication • CCSO: Restart and Recovery Considerations for Teaching
and Learning TNTP: Planning for Summer School 2021
• Maine DOE MTSS Resources
• Maine DOE Early Childhood Guidance
• Colorado DOE: MTSS Guidance
• Chalkbeat: 6 Tips for Making Summer School Successful
Delivery Model • Texas Education Agency: Four Staffing Models
& Staffing • Teaching Innovation: New School Staffing Strategies Inspired
by the Pandemic
Scheduling • Education Week: Districts Eye Summer and Beyond to
Recoup Learning Losses. Here’s What 3 Have on Tap.
• The Education Trust: Expanded Learning Time
Curriculum • Maine Online Opportunities for Sustained Education
Priorities (MOOSE)
• Maine DOE Summer Engagement Opportunities
• Wilderness Adventures and Virtual Engagement for Students
(WAVES)- Virtual Communities
• TNTP: Learning Acceleration Guide
• Maine DOE Early Childhood Guidance
Equity & Access • Maine DOE Covid-19 Special Education Resources
• Family Engagement Toolkit
• Opportunity Culture: Quick Guide to Free & Cheap
Technology to Engage with Students Online
• WIDA ELD Standards Framework
• Diverse Learners Cooperative: Conducting Virtual IEP
Meetings
• Educating All Learners Resource Library
• Maine DOE Summer Food Service Program
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Funding • CCSSO COVID-19 Relief Fact Sheet
• CCSSO Commonly Asked Questions about Allowable ESSER
and GEER Activities
• U.S. Department of Education ARP ESSER Fact Sheet (ESSER III)
• U.S. Department of Education ESSER II Fact Sheet
• U.S. Department of Education ESSER I FAQs
• The American Rescue Plan Fund Uses
U.S. Department of Education ESSER website
• Education Counsel's Summary of the American Rescue Plan
Act of 2021
• CCSSO Restart & Recovery: ESEA & COVID-19 State
Strategies for Supporting Local Educational Agencies in
Confronting the Effects of the Pandemic
• CCSSO Restart & Recovery: Federal Funds & COVID-19 A
System Workbook for States
Privacy & • U.S. Department of Education: FERPA & COVID-19 Frequently
Security Asked Questions
• Education Week: How to Keep Students and Staff Safe on
Videoconferencing
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Mental Health and Social-Emotional
Learning (SEL)
Mental Health and SEL for Students
Many students have been exposed to trauma, disruptions in learning, physical isolation, and
disengagement from school and peers, which negatively affects their mental health.
Underserved students have experienced a disproportionate burden of the pandemic4 . As a
result, many students will require additional supports and interventions to take risks in their
learning so they can achieve at higher levels.
Research on the science of learning5 has established that while adverse experiences can
have profound effects on students, learning environments and conditions can be designed in
ways that that can help students overcome these effects and thrive. This research also shows
that social, emotional, cognitive, and academic development are all interconnected.
Improving academic outcomes for students requires nurturing each of these areas of
development in ways that are asset-oriented6 and personalized to meet students where they
are as they return to school.7
Given the unsettled nature of schooling for students and staff over such an extended period,
there is a critical need for schools to engage in purposeful training and instruction in current
social emotional learning practices. Schools which place intentional emphasis on training staff
in the key elements of emotional intelligence and provide ongoing social, emotional, and
physical health support during summer learning will ensure that students and staff are better
prepared for school re-entry.
School-Based Social Emotional Learning:
It is important for schools to provide wraparound services that assess and support both staff
and students' mental, emotional and physical health needs regularly. Targeted support will be
especially important for students transitioning between schools. When developing relationships
with and among students and determining necessary wraparound services, districts should
consider:
4
U.S. CDC COVID-19 Racial and Ethnic Health Disparities Link
5
Science of Learning & Development Alliance Link
6
Edutopia: 3 Steps to Developing an Asset-Based Approach to Teaching Link
7
U.S. Department of Education, Office of Planning, Evaluation and Policy Development, ED COVID-19 Handbook,
Volume 2: Roadmap to Reopening Safely and Meeting All Students’ Needs Washington, DC, 2021.Link.
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• Assessing students’ social, emotional and mental health needs through the use of
universal health screenings, surveys, one-on-one wellness check-ins, and/or parent and
teacher interviews;
• Prioritizing and dedicating time to re-socialization and the development of social-
emotional skills and growth mindsets; making sure they are reinforced and practiced
across instruction;
• Identifying students who have had traumatic experiences or who may be suffering from
anxiety and depression, and helping them access local and culturally relevant support;
and
• Building a culture in which relationships are prioritized and all students and adults feel safe
and supported and experience a sense of belonging and agency. (See “Building
Developmental Relationships” chart on the following page.)
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TABLE 3: Mental Health and SEL for Students: Building Developmental
Relationships
BUILDING DEVELOPMENTAL RELATIONSHIPS9
Elements Sample Actions (and Explanations)
Express Care • Be dependable (Be someone I can trust)
• Listen (Really pay attention)
• Encourage (Praise my efforts and achievements)
• Believe in me (Make me feel known and valued)
Challenge Growth • Expect my best (Expect me to live up to my potential)
• Hold me accountable (Insist I take responsibility for my actions)
• Help me reflect on failures (Help me learn from my mistakes)
• Stretch me (Push me to go further)
Provide Support • Navigate (Guide me through hard situations)
• Empower me (Build my confidence to take charge of my life)
• Advocate (Defend me when I need it)
• Set boundaries (Establish limits to keep me on track)
Share Power • Respect me (Take me seriously and treat me fairly)
• Include me (Involve me in decisions that affect me)
• Collaborate (Work with me to solve problems and reach goals)
• Let me lead (Create opportunities for me to take action)
Expand • Inspire (Inspire me to see possibilities for my future)
Possibilities • Broaden horizons (Expose me to new experiences, ideas, and
places)
• Connect (Introduce me to more people who can help me)
Additional • Search Institute
Resources • ASCD Whole Student Network
9 Adapted from page 4 of Roehlkepartain, E.C., Pekel, K., Syvertsen, A.K., Sethi, J., Sullivan, T.K., & Scales, P.C. (2017).
Relationships first: Creating connections that help young people thrive. Search Institute. Link.
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As provisions for SEL supports become a part of summer learning plans, consider the following
guiding questions as suggestions for your summer planning.
Guiding Questions
• How much time during the summer learning schedule will be devoted to student SEL?
(See sample summer learning schedules in the “Organizing for Success” section.) How
much of this time will be in-person experiences?
• How will students be supported in transitioning to in-person learning and to new school
buildings?
• How will districts place emphasis on SEL and mental health needs of staff and students
while maintaining attention to grade level educational outcomes?
• What materials/programs will be used? How will your district ensure that
materials/programs are organized around a high-quality SEL curriculum?
• How will your district identify staff and students who have had traumatic experiences
over the past year and who may require mental health supports? How will your district
help them access appropriate and culturally relevant supports in person and/or
remotely?
• What face-to-face and virtual support systems will be available for students who are
feeling anxious and depressed?
• What opportunities will teachers have for 1:1 check-ins with students?
• What additional personnel (e.g., therapists, nurses, counselors) may be needed to
support the mental and emotional health needs of students and staff? How could
community mental health providers help?
• How will students participate in reflective and expressive activities, such as mindfulness,
yoga, art, music and other physical and emotional health practices?
• What resources will schools utilize to support a sensory motor, brain-based approach to
optimal student learning?
• What interest-based activities will be available to students to keep them motivated to
participate in summer learning?
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• What opportunities/platforms will be available for students to interact with their peers
and teachers, one-on-one and in groups, to build and maintain collaboration and
connections?
• How can high-dosage tutoring serve as SEL, and academic, support?
• What safety protocols will be maintained for in-person instruction? What adjustments or
improvements will be necessary?
TABLE 4: Mental Health and SEL Resources for Students
SEL and Mental Health Resources for Students
SEL4ME: Maine’s PreK-12 Social Emotional Learning program
Whole Student Education: Research and actionable steps for supporting student well-being
and success.
CASEL Reunite, Renew, and Thrive: Social and Emotional Roadmap for Reopening School
BrainPOP: SEL lessons, activities, and resources for all students (ESOL resources included)
Edutopia: Keeping Students with Learning Disabilities Motivated at Home
EdSurge: 10 Ways Parents Can Bring Social-Emotional Learning Home
BellXcel Summer Program: includes support for program planning, whole student curriculum,
professional development, family engagement, and strategies for measuring effectiveness
Learning for Justice (formerly Teaching Tolerance): resources for supporting educators,
including “do something” adaptable projects
Frog Street (PreK-3)
HighScope (Pre-K-3)
WorldWHYs (Pre-K-3)
Calm Classroom (PreK-3)
Emotional ABCs (PreK-3)
PATHS Program (K-5)
Second Step: COVID-19 Support (K-5)
Harmony SEL (K-5)
Facing History and Ourselves (6-12)
Commonsense.org SEL Toolkit
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Mental Health and SEL Supports for Educators
States and school districts have learned over this past year that, just like their students, the
adult members of the school community need social and emotional support to work
effectively. As districts build staff supports into their summer 2021 learning plans, it will be
helpful to consider the following questions.
Guiding Questions
• What opportunities can your district provide educators to reflect on the successes and
challenges they faced in their teaching experiences this past school year? How will that
information shape the social and emotional supports schools will provide for teachers
and staff during the summer session and beyond?
• How will educators and support staff be trained prior to the start of summer in how to
identify students’ SEL and mental health needs?
• What specific processes and activities are in place to build a community of support
and reduce students’ stress levels and help them reconnect with their peers and adults
in the school?
• What supports will educators have to engage with students in a way that supports
positive racial, cultural and ethnic identity development?
• What types of flexibility will staff have? For example:
o Time for planning, collaboration, and rest during the workday
o Opportunities to express and reflect on their experiences and feelings
o Freedom to choose whether to work in-person or remotely
• How might teachers and other staff participate in activities such as mindfulness, yoga or
other physical and emotional health practices to reduce their stress and anxiety?
• What online platforms and in-person opportunities will be available to enable educators
to regularly interact with their peers and/or supervisors, in order to build and maintain
collaboration and connections?
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TABLE 5: Mental Health and SEL Resources for Educators
Resources
Maine DOE SEL4ME Website
Maine DOE Mental Health Trainings and Support: Practical mental health
applications
Maine DOE SEL Training and Support: SEL trainings and technical support
Maine DOE Trauma Informed SEL Toolkit
Aperture Education: educator reflection and social-emotional training guide
CCSSO Restart & Recovery: Considerations for Teaching and Learning - Wellbeing
and Connection
Learning Sciences International: SEL learning supports for virtual and on-site
educators
The Washington Post: How The Pandemic Is Reshaping Education - When Students
Struggle
Educational Leadership: Why SEL Alone Isn’t Enough
Illuminate Education: Social-Emotional Learning vs. Mental Health - What’s the
Difference?
The University of British Columbia: The Connection Between SEL and Mental Health
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Curriculum and Assessment
It is critical for districts to spend time and attention on
instruction— and specifically on prioritized, grade-level
instructional content. Educators can use information
from formative assessments as primary data sources
with regard to what students know and can do.
Formative assessment practices can be used
throughout the summer to help educators identify
specific competencies. Recommendations for these
practices can come from high-quality instructional
materials.
Schools may want to consider several intervention and
support strategies for this summer, such as offering
extended summer learning time for as many students as
possible— making sure that the programming includes
direct instruction in core curricular areas and provides
opportunities for daily practice that is personalized for
each student. (Note that some technology-based
programs are listed below.) In addition, schools may
want to offer free, high-dosage tutoring and
acceleration academies to as many students as
possible, particularly among student populations most
at risk for unfinished learning over the past year. (See section below: Acceleration Supports:
High-Dosage Tutoring and Acceleration Academies.)
Guiding Questions
• Which students will be prioritized for summer programming? For example:
- High school students at risk of non-completion
- Students with achievement scores in the lowest 25%
- Students with the lowest attendance rates in the last year
- Specific grade levels
• How will students in grades K-2 who have not mastered foundational skills be
assessed and taught missing skills to close knowledge gaps prior to fall 2021?
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• Which curricular materials and resources will be used? (See vetted resources below.)
Are they aligned to state content standards?
• How will summer learning curriculum choices jump-start student learning for fall 2021
through a focus on prioritized standards?
• How will your district help educators to plan and use effective formative assessment
practices as a primary means of data collection to inform instructional decisions?
• What additional supports will be employed for students who need additional help,
such as high-dosage tutoring or technology-based programs, personalized for each
student?
TABLE 6: Curriculum and Assessment: Helpful Resources
Area Resources
High-Quality • MOOSE (interdisciplinary PK-12 learning modules)
Curricula • CCSSO: High-Quality OER Curriculum & Resources
• Instructional Materials Alignment Tool
• Student Achievement Partners Achieve the Core: ELA/Literacy
Foundational Skills
• Amplify: core, supplemental, and assessment programs
• READS for Summer Learning: at-home reading program
• OverDrive: free ebooks and audiobooks
Assessing Student • Student Achievement Partners Achieve the Core: ELA/Literacy
Progress Foundational Skills Assessment Protocol
• U.S. Department of Education: Competency-Based Learning or
Personalized Learning
• Dylan Wiliam Center: Practical Ideas for Classroom Formative Assessment
Supplemental • DreamBox Learning: online, assessment-driven, tailored mathematics
Technology-Based learning for K-8 students
Programs to • IXL Math and IXL ELA (K-12)
Provide Daily Math • Imagine Math
• MobyMax (K-8)
Practice
• The Dana Center at UT Austin
Personalized for
Each Student
College • Yleana Leadership Foundation: The College Experience
Preparation
Additional • The Washington Post: What ‘Learning Loss’ Really Means
Resources • D.C. Summer "Earn and Learn" Program
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Acceleration Supports: High-Dosage
Tutoring and Acceleration Academies
Districts should respond with new tools and approaches to make sure the most high-need
students are not left behind.10 High-dosage tutoring is emerging as a powerful, research-based
approach to reducing individualized learning gaps for a wide range of students.11 Studies
show that, when well designed and aligned to the core curriculum, either three to four tutoring
sessions per week can be effective. Trained tutors working one-on-one or with very small
groups of two to three students can dramatically improve student performance.12
Intensive “vacation academy” programs, where small groups of struggling students focus on a
single subject over week-long vacation breaks also have proven to be successful13 under the
right conditions, including having highly effective teachers leading instruction.
For older students, summer learning can include extended learning opportunities like work-
based learning or community service. Districts can look for opportunities to partner with high-
quality mentorship or workforce training programs to re-engage disconnected students.
Tutoring and acceleration academies alone are not a panacea for the education inequities
exposed and exacerbated by the pandemic. However, if done well, they can help your
school start addressing learning gaps this summer. In developing such interventions, educators
should take into account the following questions.
Guiding Questions
• How many students will require high-dosage tutoring?
• How will your district make sure your programs for high-dosage tutoring and
acceleration academies are inclusive and provide equitable access to all students?
• How will your district recruit and train tutors and/or teachers? Consider how to seek out
tutors who share identities with the students they will be working with – race, gender,
10 Patrick, K., Socol, A., Grossman, J.B., & Shih, M.B. (2021). Strategies to solve unfinished learning: Targeted intensive tutoring.
The Education Trust and MDRC. Link.
11 Ritter, G.W., Barnett, J.H., Denny, G.S., & Albin, G.R. (2009). The effectiveness of volunteer tutoring programs for elementary and
middle school students: A meta-analysis. Review of Educational Research, 79(1), 3-38. Link.
12 Robinson, C.D., Kraft, M.A., & Loeb, S. (2021). Accelerating student learning with high-dosage tutoring (EdResearch for
Recovery Design Principles Series). Annenberg Institute for School Reform at Brown University. Link.
13 Robinson, C.D., Kraft, M.A., & Loeb, S. (2021). Accelerating student learning with high-dosage tutoring (EdResearch for
Recovery Design Principles Series). Annenberg Institute for School Reform at Brown University. Link.
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ethnicity, language, lived experience, etc.
• Are there existing summer programs, such as camps, that could partner with your
school to add time for tutoring or instruction to their planned activities?
• What will be the focus of the tutoring? Will it be a follow-up to daily instruction of the
core curriculum? Will tutoring support include independent learning materials or
programs? Will it include SEL?
• How will tutors interact with teachers and other support staff?
• How will acceleration academy staff be selected and communicate with their
students’ school teachers?
• How will your district evaluate the effectiveness of all acceleration supports?
TABLE 7: Acceleration Supports: Helpful Resources
Resources
Annenberg Institute for School Reform at Brown University: Accelerating Student Learning with
High-Dosage Tutoring
Saga Education14
AmeriCorps Tutoring Resources
Match Education
Tutoring: Ensuring Equity and Inclusion for ALL Students
The Golden Ticket: Lawrence (MA) Acceleration Academies A description of the model of
one district’s Acceleration Academies
Robert Slavin: Proven Tutoring Programs
The 74: 6 Principles for Tutoring
The 74: Now Recruiting - Online Army of Volunteer Tutors to Fight ‘COVID Slide’
14 Ander, R., Guryan, J., & Ludwig, J. (2016). Improving academic outcomes for disadvantaged students: Scaling up individualized
tutorials. The Hamilton Project. Link.
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Professional Learning
Professional learning is an essential ingredient of any school's improvement path. Educators15
As districts plan to provide educator professional learning in a virtual environment, consider
the following guiding questions.
Guiding Questions
• Given the typical time and capacity constraints for summer educators, how will your
district/school prioritize professional learning to focus on the most essential skills or
strategies teachers will need in the fall?
• How will your district/school train teachers how to identify students needing SEL or mental
health support and how to connect them to appropriate support resources?
• How will the summer teachers’ workday reflect your district's/school’s commitment to
collaborative learning and coaching?
• How will the needs of students who are experiencing homelessness or housing instability
be addressed collaboratively by school staff? How will staff be trained on identification of
students who may be experiencing homelessness or housing instability?
• How will the needs of students who are English learners or who need special education
services be addressed collaboratively by all educators?
• How will summer teachers and other educators be compensated for time spent working
beyond the regular school day?
• How will your district/school train educators in best practices for elevating student interest
and engagement in instructional tasks without compromising the rigor of essential
learning outcomes?
15
Darling-Hammond, L., Hyler, M.E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
Link.
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TABLE 8: Professional Learning: Helpful Resources
Resources
Learning Policy Institute: Effective Teacher Professional Development
Novak Education: The Ultimate Guide to Universal Design for Learning (UDL)
Linda Darling-Hammond in Edutopia: Teacher Learning That Supports Student Learning
Understood: Best Practices for Online Assessments
Instruction Partners: Rethinking Intervention (video series)
Maine DOE Professional Development Calendar
Maine DOE McKinney-Vento Training Materials
Maine DOE MTSS Professional Learning Resources
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Family and Community Engagement
Collaborating with families, community organizations such as the community recreation
departments or local summer camps may be an effective partnership strategy and necessary
to ensure strong, balanced summer programs.
Guiding Questions
• What forms of communication, proven to be successful with families, will districts/schools
employ to inform and guide parents before, during and after summer learning? What
might need to be added/modified? What key district and school staff will be charged
with managing communications?
• How frequently will teachers be expected to connect with every child's family during
summer learning?
• How will your district engage families and community organizations in the planning
process for summer learning to address concerns around safety and support?
• What plan or framework will your district/schools use to engage families in supporting their
children’s progress in summer learning?
• How will in-district parent organizations mobilize to support families with communication,
problem solving, and access to district and community services during summer learning?
• How will your district communicate to families about their child's progress on specific
knowledge areas or skills, as opposed to a traditional grade report
• How can districts ensure parents and families feel a sense of inclusion and belonging in
the school community?
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TABLE 9: Family and Community Engagement: Helpful Resources
Resources
Maine DOE Family \Engagement Resources
The Dual Capacity-Building Framework for Family-School Partnerships (Karen Mapp)
Barbara Bush Foundation for Family Literacy: Reading Mentoring Programs
National Center for Learning Disabilities: A Family's Guide to Equity and Excellence for Your Child
During COVID-19
¡Colorín Colorado! Communicating with ELL Families During COVID-19 - 10 Strategies for Schools
+OST=Perfect Together: A Conference Report
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BIBLIOGRAPHY
Ander, R., Guryan, J., & Ludwig, J. (2016). Improving academic outcomes for disadvantaged students:
Scaling up individualized tutorials. The Hamilton Project. Link.
Berliner, B., Barrat, V.X., Fong, A.B., & Shirk, P.B. (2008). Reenrollment of high school dropouts in a large,
urban school district (Issues & Answers Report, REL 2008 - No. 056). U.S. Department of Education,
Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance,
Regional Educational Laboratory West. Link.
Boser, U., Chingos, M., & Straus, C. (2015). The hidden value of curriculum reform: Do states and districts
receive the most bang for their curriculum buck? Center for American Progress. Link.
Curriculum Associates. (2021). What we’ve learned about unfinished learning: Insights from midyear
diagnostic assessments. Curriculum Associates. Link.
Darling-Hammond, L., Hyler, M.E., & Gardner, M. (2017). Effective teacher professional development.
Learning Policy Institute. Link.
Diliberti, M.K., & Kaufman, J.H. (2020). Will this school year be another casualty of the pandemic? Key
findings from the American Educator Panels fall 2020 COVID-19 surveys. RAND Corporation. Link.
Diliberti, M.K., Schwartz, H.L., & Grant, D. (2021). Stress topped the reasons why public-school teachers
quit, even before COVID-19. RAND Corporation. Link.
Dorn, E. (2021). COVID-19 and student learning: The disparities are real, and students need help
[PowerPoint presentation]. National Summer Learning Association Summer Bootcamp: Get Ready
for Summer Series. Link.
Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, E. (2020). COVID-19 and learning loss—disparities grow
and students need help. McKinsey & Company. Link.
Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, E. (2020). COVID-19 and student learning in the United
States: The hurt could last a lifetime. McKinsey & Company. Link.
Gerber, C. (2020, July 7). DESE changes attendance standards due to COVID-19. The Missouri Times. Link.
Goldhaber, D., Lavery, L., & Theobald, R. (2015). Uneven playing field? Assessing the teacher quality
gap between advantaged and disadvantaged students. Educational Researcher, 44(5), 293-307.
Link.
Jones, C. (2020, May 13). Student anxiety, depression increasing during school closures, survey finds.
EdSource. Link.
Korman, H.T.N., O’Keefe, B., & Repka, M. (2020). Missing in the margins: Estimating the scale of the
COVID-19 attendance crisis. Bellwether Education Partners. Link.
Leeb, R.T., Bitsko, R.H., Radhakrishnan, L., Martinez, P., Njai, R., & Holland, K.M. (2020). Mental health-
related emergency department visits among children aged <18 years during the COVID-19
pandemic—United States, January 1-October 17, 2020. Morbidity and Mortality Weekly Report
(MMWR), 69(45), 1675-1680. Centers for Disease Control and Prevention. Link.
Marchitello, M., & Korman, H.T.N. (2020). Serving those with the greatest needs will benefit all students:
Results from a COVID-19 education survey. Bellwether Education Partners. Link.
McCombs, J.S., Augustine, C.H., Pane, J.F., & Schweig, J. (2020). Every summer counts: A longitudinal
analysis of outcomes from the National Summer Learning Project. RAND Corporation. Link.
Patrick, K., Socol, A., Grossman, J.B., & Shih, M.B. (2021). Strategies to solve unfinished learning: Targeted
intensive tutoring. The Education Trust and MDRC. Link.
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Reich, J., Buttimer, C.J., Fang, A., Hillaire, G., Hirsch, K., Larke, L., Littenberg-Tobias, J., Moussapour, R.,
Napier, A., Thompson, M., & Slama, R. (2020). Remote learning guidance from state education
agencies during the COVID-19 pandemic: A first look. MIT Teaching Systems Lab. Link.
Ritter, G.W., Barnett, J.H., Denny, G.S., & Albin, G.R. (2009). The effectiveness of volunteer tutoring
programs for elementary and middle school students: A meta-analysis. Review of Educational
Research, 79(1), 3-38. Link.
Robinson, C.D., Kraft, M.A., & Loeb, S. (2021). Accelerating student learning with high-dosage tutoring
(EdResearch for Recovery Design Principles Series). Annenberg Institute for School Reform at Brown
University. Link.
Roehlkepartain, E.C., Pekel, K., Syvertsen, A.K., Sethi, J., Sullivan, T.K., & Scales, P.C. (2017). Relationships
first: Creating connections that help young people thrive. Search Institute. Link.
St. George, D., Strauss, V., Meckler, L., Heim, J., & Natanson, H. (2021, March 15). How the pandemic is
reshaping education. The Washington Post. Link.
Thompson, C. (2020, December 6). Schools confront ‘off the rails’ numbers of failing grades. AP News.
Link.
U.S. Department of Education, Office of Planning, Evaluation and Policy Development, ED COVID-19
Handbook, Volume 2: Roadmap to Reopening Safely and Meeting All Students’ Needs Washington,
DC, 2021.Link.
_____________________________________________________
“This resource draws on a resource created by the Council of Chief State School Officers (CCSSO, 2021).” The original report, 2021
Summer Learning & Enrichment: State Guidance for District & School Leaders, except where otherwise noted, is licensed under a
Creative Commons Attribution 4.0 International License http://creativecommons.org/licenses/by/4.0. It is available at
www.ccsso.org.
© 2021 by the Council of Chief State School Officers (2021 Summer Learning & Enrichment: State Guidance for
District and School Leaders), except where otherwise noted, is licensed under a Creative Commons Attribution
4.0 International License http://creativecommons.org/licenses/by/4.0 It is available at www.ccsso.org
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APPENDIX A: FUNDING SOURCES
Overview of CARES, CRRSA and ARP Relief Programs
CARES Programs16 Elementary and Secondary School Emergency Relief Fund (ESSER1)
• State educational agencies (SEAs) may reserve and spend up to 10
Available for percent to address emergency needs to respond to COVID,17 which
obligation until could include summer programs. SEAs must award these funds within
September 30, 2022 one year of receiving them.18
• Local educational agencies (LEAs) receive the remaining 90 percent to
carry out a variety of activities to prevent, prepare for, and respond to
COVID, including summer learning.19
Governor’s Emergency Relief Fund (GEER)
• Governors may award funds to LEAs that have been most significantly
impacted by COVID to continue to provide educational services to
students and to support the LEA’s ongoing functionality.20 If permitted
by the Governor, this could include summer programs.
• Governors may also award funds to other LEAs or education related
entities essential for carrying out emergency educational services. 21 If
permitted by the Governor, this could include summer programs.
CRRSA Programs22 ESSER2
• Same as ESSER1 above. SEAs may reserve and spend up to 10 percent
Available for to address emergency needs to respond to COVID,23 which could
obligation until include summer programs. States must award these funds within one
September 30, 2023 year of receiving them.24
16 Please note the law itself says funds are available through September 30, 2021, but education programs, including ESSER and
GEER, are subject to another rule called the Tydings Amendment in the General Education Provisions Act (GEPA) that extends
the period of availability by one additional year.
17 CARES, Sec. 18003(e).
18 For the 90% of funds that must go to LEAs, funds are “awarded” when the SEA subgrants the fund to an LEA. For the 10% of
state reserve funds, funds are “awarded” when the SEA awards a contract or subgrant or retains the funds to spend directly.
See U.S. Department of Education. (2021). American Rescue Plan Act of 2021, Elementary and Secondary School Emergency
Relief Fund (ARP ESSER), pp. 4-5. Link.
19 CARES, Sec. 18003(d)(11).
20 CARES, Sec. 18002(c)(1).
21 CARES, Sec. 18002(c)(3).
22 Please note the law itself says funds are available through September 30, 2022, but education programs, including ESSER and
GEER, are subject to another rule called the Tydings Amendment in the General Education Provisions Act (GEPA) that extends
the period of availability by one additional year.
23 CRRSA, Sec. 313(e).
24 For the 90% of funds that must go to LEAs, funds are “awarded” when the SEA subgrants the fund to an LEA. For the 10% of
state reserve funds, funds are “awarded” when the SEA awards a contract or subgrant or retains the funds to spend directly.
See U.S. Department of Education. (2021). American Rescue Plan Act of 2021, Elementary and Secondary School Emergency
Relief Fund (ARP ESSER), pp. 4-5. Link.
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• Same as ESSER1 (previous page). LEAs receive the remaining 90
percent to carry out a variety of activities to prevent, prepare for, and
respond to COVID, including summer learning. 25
GEER2
• Same as GEER1 (previous page). Governors may award funds to LEAs
that have been most significantly impacted by COVID to continue to
provide educational services to students and to support the LEA’s
ongoing functionality.26 If permitted by the Governor, this could include
summer programs.
• Governors may also award funds to other LEAs or education related
entities essential for carrying out emergency educational services. 27 If
permitted by the Governor, this could include summer programs.
ARP Programs28 ESSER3
• As listed below, SEAs must reserve and spend at least 7 percent for certain
Available for mandatory activities, and may reserve and spend another 3 percent for
obligation until additional optional activities (total of 10 percent). SEAs must award these
September 30, 2024 funds within one year of receiving them.29
o SEAs must reserve and spend at least 5 percent to address learning
loss through evidence-based interventions which can include summer
learning or summer enrichment.30
o SEAs must reserve and spend at least 1 percent to implement
evidence-based summer enrichment programs.31
o SEAs must reserve and spend at least 1 percent to implement
evidence-based comprehensive afterschool programs.32
o SEAs may reserve an additional 0.5 percent for administration and 2.5
percent for emergency needs (total of 3 percent).33
• LEAs receive the remaining 90 percent from which:
o LEAs must reserve and spend at least 20 percent to address learning
loss through evidence-based interventions which can include summer
learning or summer enrichment.34
25 CRRSA, Sec. 313(d)(11).
26 CRRSA, Sec. 312(c)(1).
27 CRRSA, Sec. 312(c)(3).
28
Please note the law itself says funds are available through September 30, 2023, but education programs, including ESSER and
GEER, are subject to another rule called the Tydings Amendment in the General Education Provisions Act (GEPA) that extends
the period of availability by one additional year.
29 For the 90% of funds that must go to LEAs, funds are “awarded” when the SEA subgrants the fund to an LEA. For the 10% of
state reserve funds, funds are “awarded” when the SEA awards a contract or subgrant or retains the funds to spend directly.
See U.S. Department of Education. (2021). American Rescue Plan Act of 2021, Elementary and Secondary School Emergency
Relief Fund (ARP ESSER), pp. 4-5. Link.
30 APR, Sec. 2001(f)(1).
31 ARP, Sec. 2001(f)(2).
32 APR, Sec. 2001(f)(3).
33 ARP, Sec. 2001(f)(4).
34 ARP, Sec. 2001(e)(1).
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o LEAs may spend the rest to carry out a variety of activities to prevent,
prepare for, and respond to COVID, including summer learning and
summer enrichment.35
35 ARP, Sec. 2001(e)(2)(M).
36
PK-12 and Adult Education Public Health Guidance
Introduction
This document provides requirements and guidance for school reopening that prioritizes returning as
many students as possible to in-person learning—safely, following a comprehensive set of health and
safety requirements. This guidance includes best practices developed by the American Academy of
Pediatrics, U.S. Centers for Disease Control and Prevention (CDC), and other states. 1,2,3 Because COVID-
19 is a novel disease, scientific literature is growing rapidly with new information emerging almost every
day. Guidance will continue to evolve as the science develops. Official minimal requirements for schools
are included as part of the Maine Department of Education’s Framework for Returning to Classroom
Instruction. No single action or set of actions will completely eliminate the risk of COVID-19 transmission,
but taken together, the following health and safety measures can greatly reduce that risk. Schools should
establish a culture of health and safety that focuses on regularly enforcing these important practices.
COVID-19 is primarily spread when people are in relatively close proximity, through respiratory droplets
generated through coughing, sneezing, or talking with an infected person. Among the most effective
preventive measures—when used consistently and in combination—are masks/face coverings, physical
distancing, hand hygiene, cohorting groups, and cleaning and disinfecting frequently touched surfaces.
Preventing person-to-person transmission, via respiratory droplets, is more important than frequent
cleaning and disinfection.
1 As described by the AAP: “Schools are fundamental to child and adolescent development and well-being and provide our
children and adolescents with academic instruction, social and emotional skills, safety, reliable nutrition, physical/speech and
mental health therapy, and opportunities for physical activity, among other benefits. Beyond supporting the educational
development of children and adolescents, schools play a critical role in addressing racial and social inequity. As such, it is critical
to reflect on the differential impact SARS-CoV-2 and the associated school closures have had on different races, ethnic and
vulnerable populations.” American Academy of Pediatrics, COVID-19 Planning Considerations: Guidance for School Re-entry,
https://services.aap.org/en/pages/2019-novel-coronavirus-covid-19-infections/clinical-guidance/covid-19-planning-
considerations-return-to-in-person-education-in-schools/
2 Massachusetts Department of Elementary and Secondary Education, Initial Fall School Reopening Guidelines, June 25, 2020,
http://www.doe.mass.edu/
3 San Francisco Department of Public Health, Reopening TK-12 Schools for In-Person, On-Site Instruction, July 8, 2020,
https://www.sfdph.org/dph/alerts/covid-guidance/Preliminary-Guidance-TK12-Schools.pdf
Best current evidence suggests that children, particularly younger children, are less likely than adults to
be infected with COVID-19. 4,5 Furthermore, infected children may be less likely to transmit COVID-19 to
others. 6,7 The ability to transmit the virus appears to increase as children age. This fact may partially
explain why, to date, schools do not appear to have played a major role in COVID-19 transmission. 8,9
Informing Maine's guidance is the experience in other countries and states, where schools are already
open or where schools and daycares never closed. For instance, in countries such as Denmark, the
Netherlands, Finland, Belgium, and Austria, the pandemic has continued to subside, even as schools
reopened this spring. 10,11 This evidence supports a safe in-person return to school if health and safety
protocols are followed.
Physical distancing is an important practice that helps mitigate transmission of the virus. There is no
precise threshold for safety; indeed, studies suggest that physical distancing of three feet or more leads
to reduced transmission, with additional distance providing additional protection. According to the
American Academy of Pediatrics, evidence suggests that spacing as close at three feet may approach the
benefits of six feet of space, particularly if students are wearing face coverings and are asymptomatic. 12
13
Simultaneously, attention to adult-adult transmission in school should not be overlooked. Evidence
from childcare and summer camp settings to date suggests that adult staff, and not children, are most
4 Coronavirus Disease 2019 in Children — United States, February 12–April 2, 2020. MMWR Morb Mortal Wkly Rep
2020;69:422–426. DOI: http://dx.doi.org/10.15585/mmwr.mm6914e4
5 Davies, N.G., Klepac, P., Liu, Y. et al. Age-dependent effects in the transmission and control of COVID-19 epidemics. Nat Med
(2020). https://doi.org/10.1038/s41591-020-0962-9
6 Zhu, Y., Bloxham, C. J., Hulme, K. D., Sinclair, J. E., Tong, Z. W. M., Steele, L. E., ... & Gilks, C. (2020). Children are unlikely to
have been the primary source of household SARS-CoV-2 infections. Available at
https://www.medrxiv.org/content/10.1101/2020.03.26.20044826v1
7 Mannheim, J., Gretsch, S., Layden, J. E., & Fricchione, M. J. (2020). Characteristics of Hospitalized Pediatric COVID-19 Cases—
Chicago, Illinois, March–April 2020. Journal of the Pediatric Infectious Diseases Society.
8 Leclerc, Q. J., Fuller, N. M., Knight, L. E., Funk, S., Knight, G. M., & CMMID COVID-19 Working Group. (2020). What settings
have been linked to SARS-CoV-2 transmission clusters?. Wellcome Open Research, 5(83), 83. Available at
https://wellcomeopenresearch.org/articles/5-83/v2
9 National Centre for Immunisation Research and Surveillance (NCIRS) (2020). COVID-19 in schools – the experience in NSW.
Available at http://ncirs.org.au/sites/default/files/2020-
04/NCIRS%20NSW%20Schools%20COVID_Summary_FINAL%20public_26%20April%202020.pdf
10 Vegas, Emiliana, Reopening the World: Reopening Schools – Insights from Denmark and Finland, Brookings Institution, July 6,
2020, https://www.brookings.edu/blog/education-plus-development/2020/07/06/reopening-the-world-reopening-schools-
insights-from-denmark-and-finland/
11 Couzin-Frankel, Jennifer, Gretchen Vogel, and Meagan Weiland, “School openings across globe suggest ways to keep
coronavirus at bay, despite outbreaks,” Science, July 7, 2020, https://www.sciencemag.org/news/2020/07/school-openings-
across-globe-suggest-ways-keep-coronavirus-bay-despite-outbreaks
12
World Health Organization. (2020). “Considerations for school-related public health measures in the context of COVID-19:
annex to considerations in adjusting public health and social measures in the context of COVID-19,” 10 May 2020. World Health
Organization. https://apps.who.int/iris/handle/10665/332052
13 Chu, Derek K; Akl, Elie A; Duda, Stephanie ; Solo, Karla; Yaacoub, Sally; Schünemann, Holger J, “Physical distancing, face
masks, and eye protection to prevent person-to-person transmission of SARS-CoV-2 and COVID-19: a systematic review and
meta-analysis,” Lancit, July 1,2020, https://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(20)31142-9.pdf
2
often the source of COVID-19 exposure in a facility. This fact informs our recommendation of maintaining
six feet of distance between adults and between students and adults as much as possible.
Schools should aim for six feet of distance between students where feasible. At the same time, a
minimum physical distance of three feet between students has been established when combined with
the other measures outlined in this list of safety requirements (e.g., masks/face coverings, use of
outdoor spaces). Because of the reduced susceptibility in children and lower apparent rates of
transmission, establishing a minimum physical distance of three feet is informed by evidence and balances
the lower risk of COVID-19 transmission and the overarching benefits of in-person school. Schools should
seek to maximize physical distance among individuals within their physical and operational constraints.
Adult students and staff should adhere to six feet of distancing as much as possible, given their higher
susceptibility to COVID-19. The minimum physical distancing requirement of three feet does not apply to
settings outside of schools.
Families and communities play a critical role in supporting the new culture of health and safety that each
school must establish. Most importantly, families can help mitigate the transmission of COVID-19 in their
school communities by checking their children daily for any COVID-19 symptoms and keeping them home
from school if they are sick or have had close contact with a person diagnosed with or suspected of having
COVID-19. Families can also contribute by supporting the use of masks in school and on the bus, arranging
alternate transportation whenever possible; communicating with teachers, school leaders and local
authorities; and continuing to follow State health and safety guidelines outside of school.
The wellbeing of teachers and staff is paramount to opening safely. Scientific evidence about transmission
suggests to date that embedded public health protection measures in school operations, including
physical distancing and cohorting together with provision of protective equipment for staff and teachers,
helps prevent spread in the school setting. Teachers and staff can employ and model these normative
behaviors for students. Reopening plans will reflect novel solutions to balancing the need to reopen
schools with the health and safety of people in the school community (Updated 8/12/20 for clarity).
The August 12, 2020 version of this document is reorganized. First, it lists the public health requirements
for in-person learning that are identical to those in Part I.2. of the Maine Department of Education
Framework for Returning to Classroom Instruction. Second, it lists public health considerations,
recommendations, and strategies for the six requirements for safely opening schools in the fall. Third, it
includes additional public health guidance that may be of use to schools in their planning. The purpose of
this document is to offer more detailed information that schools may use to ensure safety during the
pandemic for in-classroom education. Changes from the version originally posted on July 17, 2020 are
called “Updated” with the date of the change. Changes that correct grammar or are made for clarity rather
than for substantive reasons are labelled as “for clarity.” If the parenthetical is within the sentence, only
the sentence has changed; if it is after the period at the end of the paragraph, the whole paragraph was
changed. (Updated 8/12/20)
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Public Health Requirements for In-Person Learning (Identical to “6
Requirements for Safely Opening Schools in the Fall” in the Framework)
Symptom Screening at Home Before Coming to School (for all Staff and Students) - Students
(parents/caregivers) and staff members must conduct self-checks for symptoms prior to boarding buses
or entering school buildings each day. Schools should provide information to families in their primary
language to support them in conducting this check. Any person showing symptoms must report their
symptoms and not be present at school. Schools must provide clear and accessible directions to
parents/caregivers and students for reporting symptoms and absences.
Physical Distancing and Facilities - Adults must maintain 6 feet of distance from others to the extent
possible. Maintaining 3 feet of distance is acceptable between and among students when combined with
the other measures outlined in this list of safety requirements. 6 feet of physical distancing is required for
students while eating breakfast and lunch, as students will be unable to wear masks at that time. A
“medical isolation space” (separate from the nurse’s office) must be designated for students/staff who
exhibit COVID-19 symptoms during the school day. Adequate ventilation is required for classrooms, with
schools having flexibility in implementation such as using properly working ventilation systems or outdoor
air exchange using fans in open windows or doors. Groups in any one area, room, or classroom must not
exceed the Governor’s gathering size limits.
Masks/Face Coverings - Adults, including educators and staff, are required to wear a mask/face covering.
Students age five and above are required to wear a mask/face covering that covers their nose and mouth.
(Updated 7/31/20) Masks are recommended for children ages two to four, when developmentally
appropriate. (Updated 7/31/20). Masks/face coverings must be worn by all students on the bus. Face
shields may be an alternative for those students with documented medical or behavioral challenges who
are unable to wear masks/face coverings (Updated 8/12/20). The same applies to staff with medical or
other health reasons for being unable to wear face coverings. Face shields worn in place of a face covering
must extend below the chin and back to the ears.
Hand Hygiene - All students and staff in a school must receive training in proper hand hygiene. All
students and staff must wash hands or use sanitizing gel upon entering the school, before and after eating,
before and after donning or removing a face mask, after using the restroom, before and after use of
playgrounds and shared equipment, and upon entering and exiting a school bus.
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Personal Protective Equipment - Additional safety precautions are required for school nurses and/or
any staff supporting symptomatic students in close proximity, when distance is not possible, or when
students require physical assistance. These precautions must at a minimum include eye protection (e.g.,
face shield or goggles) and a mask/face covering. Classrooms and/or areas that have been used by an
individual diagnosed with COVID-19 must be closed off until thorough cleaning and sanitization takes
place.
Return to School after Illness - Sick staff members and students must use home isolation until they meet
criteria for returning to school.
Public Health Considerations, Recommendations and Strategies
The following sections provide more detailed recommendations about the six health and safety
requirements along with additional information to assist with planning and implementation of risk
mitigation strategies. (Updated 8/12/20)
Masks/Face Coverings
As the primary route of transmission for COVID-19 is respiratory, masks/face coverings are among the
most critical components of risk reduction. Face coverings help prevent respiratory droplets from
traveling into the air and onto other people or surfaces when the person wearing the face covering
coughs, sneezes, talks, or raises their voice.
Face coverings should cover your nose and mouth, and fit snuggly against the sides of your face. Cloth
face coverings should have multiple layers of cloth. For additional information about face coverings,
review U.S. CDC guidance on how to make cloth face coverings, wear and remove masks/face coverings,
and wash cloth face coverings.
1. Adults, including educators and staff, are required to wear a mask/face covering.
2. Students age five and above are required to wear a mask/face covering that covers their nose and
mouth. Masks are recommended for children ages two to four, when developmentally
appropriate. (7/31/20)
3. Face shields may be an alternative for those students with documented medical or behavioral
challenges who are unable to wear masks/face coverings. The same applies to staff with
documented medical or other health reasons for being unable to wear face coverings. (Updated
8/12/20)
a. Face shields worn in place of a face covering must extend below the chin and back to the
ears.
4. Transparent face coverings may be valuable to teachers and students in classes for deaf and hard
of hearing students.
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5. Alternatives to mask/face covering requirements must be made for those for whom it is not
possible due to medical conditions, disability impact, or other health or safety factors.
6. Masks/face coverings may be removed during mealtime and outdoor activities where students
and staff can maintain at least six feet of physical distancing from others and have ready access
to put them back on as needed when activity stops (guidance on mask breaks was removed).
(Updated 8/12/20)
a. Teach and direct students to cough or sneeze into their elbow when not wearing a face
covering or alternatively, cough or sneeze into a tissue, discard the tissue into a trash
container, and then perform hand hygiene.
7. Masks/face coverings should be provided by the student/family, but extra disposable masks
should be made available by the school for students who need them. Districts and schools with
families experiencing financial hardship and unable to afford masks/face coverings should provide
masks for students.
8. Reusable masks/face coverings provided by families should be washed by families daily.
9. Masks/face coverings should be replaced when soiled or wet. If the mask/face covering becomes
soiled, remove and safely discard disposable masks, or store reusable face coverings in a sealed
container or plastic bag for laundering. Perform hand hygiene after changing a soiled mask/face
covering.
10. Masks/face coverings—or face shields for those who need them as described above—are
required to be worn by everyone on the bus during school bus transportation.
11. Schools should provide information on proper use, removal, and washing of face coverings to
staff, students, and parents/guardians (Updated 8/12/20 for clarity).
12. The use of masks with exhalation valves is highly discouraged as the valve can allow a
concentrated stream of exhaled air containing droplets, putting others nearby at transmission
risk. (Updated 8/12/20)
Physical Distancing
Physical distancing is another important practice that helps mitigate transmission of the virus. Schools
should aim for six feet of distance between individuals where feasible. At the same time, a minimum
physical distance of three feet between students is adequate when combined with the other measures
outlined in this document, including the use of masks/face coverings, stable cohorts, screening, and hand
hygiene. Because of the reduced susceptibility in children and lower apparent rates of transmission,
establishing a minimum physical distance of three feet is informed by evidence and balances the lower
risk of COVID-19 transmission and the overarching benefits of in-person school.
1. Consistent with the requirements, schools should seek to maximize physical distance among
individuals within their physical and operational constraints. Schools should aim for a physical
distance of six feet when feasible, and three feet is the minimum distance allowed (Updated
8/12/20 for clarity).
2. Evaluate classroom capacity on a case-by-case basis, based on the maximum capacity consistent
with health and safety guidelines. Schools should seek to maximize physical distance between
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students within their physical and operational constraints, consistent with the requirement.
(Updated 8/12/20 for clarity)
a. To the extent possible, aim for desks to be spaced six feet apart (but no fewer than three
feet apart) and facing the same direction.
b. In classrooms that seat students at tables rather than desks, consider installing tabletop
partitions that extend above the seated height of the students.
3. Consider repurposing alternative spaces in the school (e.g., cafeteria, library, and auditorium) to
increase the amount of available space to accommodate the maximum distance possible.
a. In larger spaces, establishing consistent cohorts/classes with at least 14 feet of separation
between the cohorts/classes provides another option to maximize these spaces safely.
4. Hold classes and activities outside whenever possible.
5. Adults and adult staff within schools should attempt to maintain a distance of six feet from other
persons as much as possible, particularly around other adult staff. Strategies to increase adult-
adult physical distancing in time and space include the following:
a. Conduct meetings, trainings, curriculum planning, and parent-teacher conferences
virtually, to the greatest extent possible, even if all staff are on the school campus.
b. Discourage congregation in shared spaces, such as staff lounge areas, in the copy room,
when checking mailboxes, etc.
c. Stagger drop-offs and pick-ups. Do drop-offs and pick-ups outside when weather allows.
d. Parents should, in general, be discouraged from entering the school building.
e. Physical barriers, such as plexiglass, should be used in reception areas and employee
workspaces where the environment does not accommodate physical distancing. Limit
activities that require staff to enter within six feet of another person, regardless of
whether physical barriers are installed.
6. Additional safety precautions are required for school nurses and/or any staff supporting students
with disabilities in close proximity, when distance is not possible. These precautions must at a
minimum include eye protection (e.g., face shield or goggles) and a mask/face covering.
7. Attention to physical distancing should include when students are moving throughout the school,
such as in hallways between class periods.
At-Home Symptom Screening
Families and caregivers can help mitigate the transmission of COVID-19 in their school communities by
keeping their children home from school if they are sick or have had close contact with a person diagnosed
or suspected of having COVID-19. Checking for symptoms each morning by families and caregivers is
critical, and will serve as the primary screening mechanism for COVID-19 symptoms. Schools should
provide information to families in their primary language to support them in conducting this check.
1. Parents/guardians should screen their children for illness before sending them to school and
should not send their children to school if they are ill. The following questions are recommended
for screening:
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a. Do you feel sick with any symptoms consistent with COVID-19? (such as new cough,
shortness of breath, or other)
b. Have you been around anyone who is unwell?
c. Have you been in close contact with a person who has COVID-19?
d. Within the past 24 hours have you had a fever (100.4 and above) or used any fever
reducing medicine?
2. Universal temperature checks of students upon entry to school premises is not recommended
due to the high likelihood of potential false positive and false negative results.
3. Any student or staff member with a fever of 100.4 degrees or greater, symptoms of possible
COVID-19 virus infection, or use of any fever reducing medicine in the past 24 hours should not
be present in school.
a. The U.S. CDC maintains a list of COVID-19 symptoms that will be updated as more is
learned about COVID-19.
b. Although children manifest many of the same symptoms of COVID-19 infection as adults,
some differences are noteworthy. According to the CDC, children may be less likely to
have fever, may be less likely to present with fever as an initial symptom, and may have
only gastrointestinal tract symptoms.
4. Screening procedures are not required at the point of entry to the school. However, school staff,
as well as bus drivers, should observe students throughout the day and refer students who may
be symptomatic to the school healthcare point of contact.
5. Prepare a “medical isolation space” for students/staff who exhibit COVID-19 symptoms during the
school day that is a distinct, enclosed area (Updated 8/12/20).
6. Additional guidance on return to school after illness is forthcoming from DOE/MCDC.
7. Students and staff who travel outside of Maine during the school year must follow the Governor’s
Executive Orders related to travel. (Updated 8/12/20)
Hand Hygiene
Frequent hand hygiene reduces the risk of transmission of COVID-19 by removing pathogens from the
surface of the hands.
1. All students and staff must receive initial training on good hand hygiene practices and methods
and receive frequent and ongoing reminders through verbal prompts, signage, and other means.
2. Require all students and staff to exercise hand hygiene (handwashing or hand sanitizer) upon
arrival to school, before and after eating, after using the restroom, before and after using shared
or playground equipment, before putting on and taking off masks, and before dismissal. After
eating, the mask is put back on, and then hand hygiene should be done.
3. All students and staff should wash their hands using soap and water for at least 20 seconds
whenever hands are visibly soiled and after using the bathroom. Dry hands with disposable paper
towels.
4. Handwashing is the best option. When handwashing is not practicable, use a hand sanitizer with
at least 60% alcohol.
8
5. Apply hand sanitizer to all surfaces of the hands and in enough quantity that it takes 20 seconds
of rubbing hands together for the sanitizer to dry.
6. Hand sanitizer should be placed at key locations (e.g., near building entrances, classrooms, and
cafeteria).
7. Hand hygiene should be performed before and after touching shared equipment, consistent with
the requirements (Updated 8/12/20 for clarity).
8. Remind students to avoid touching their face or face coverings.
9. Students using the school bus for transportation to school or for school activities must use hand
sanitizer upon entering the bus and exiting the bus.
10. Teach and direct students to cough or sneeze into their elbow when not wearing a face covering
or alternatively, cough or sneeze into a tissue, discard the tissue into trash container, and then
perform hand hygiene.
Personal Protective Equipment
1. Schools should have an inventory of standard healthcare supplies (e.g., masks and gloves). Use of
supplies may be optional based on type of tasks performed (e.g., teachers do not need to wear
gloves while teaching but may need to during necessary contact with students, such as when
providing physical support to students with disabilities).
2. School health staff should be provided with appropriate medical PPE to use in health suites. This
PPE should include N95 masks, surgical masks, gloves, disposable gowns, and face shields and
other eye protection. Additional guidance about appropriate use of this PPE by school health staff
is available from the National Association of School Nurses (NASN).
3. School health staff should be aware of the CDC guidance on infection control measures.
4. Due to the aerosol-generating nature of nebulizer treatments, nebulizers should be reserved for
emergency situations. If a student uses a nebulizer, families should contact their health care
provider to discuss switching to metered dose inhalers for school situations.
5. School health staff should wear gloves, an N95 facemask, and eye protection if a student receives
a nebulizer treatment or uses a peak flow meter at school. If N95s are not available, the best
alternative is a face shield and a procedure mask. (Updated 7/31/20)
6. Nebulizer treatments should be performed in a space that limits exposure to others and with
minimal staff present. Rooms should be well ventilated, or treatments should be performed
outside. After use of the nebulizer, the room should undergo routine cleaning and disinfection.
7. Work with the MDOE School Safety Center on procurement of Personal Protective Equipment
(PPE).
8. School staff working with students who are unable to wear a cloth face covering and who must
be in close proximity to the students should wear a procedural mask in combination with a face
shield or goggles or glasses. Face shields or other forms of eye protection (e.g. goggles or glasses)
should also be used when working with students unable to manage secretions.
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Additional Public Health Considerations, Recommendations and
Strategies
Stable Cohorts
The US CDC and the National Academies of Science recommend cohorting (sometimes called podding) as
a strategy that schools may use to limit contact between students and staff as part of their efforts to limit
transmission of SARS-CoV-2 (the virus that causes COVID-19). 14 This strategy works by keeping groups of
students – and sometimes staff – together over the course of a pre-determined period of time, preferably
for the duration of the academic term/curriculum. Ideally, the students and staff within a cohort will only
have physical proximity with others in the same cohort, including during lunch and recess. This practice
may help prevent the spread of COVID-19 by limiting cross-over of students and teachers to the extent
possible. The utility of cohorting is in being able to quarantine exposed individuals while maintaining
school operations in other cohorts. (Updated 8/12/20)
To the extent feasible, elementary schools should aim to keep students in the same group throughout the
day for the duration of the academic term/curriculum, and middle and high schools should minimize
mixing student groups. Cohorting strategies may differ between school districts, schools, and classrooms
depending on class size, physical space limitations, and community transmission. (Updated 8/11/20)
1. Schools should divide students into small groups that remain with each other throughout each
day to the extent feasible. Schools should look for ways to isolate cohorts of students and prevent
inter-group contact to the extent feasible.
2. Faculty and staff should remain with a specific cohort to the extent feasible (Updated 8/12/20 for
clarity).
3. When in classrooms, all students should have assigned seating.
4. There are no required maximum cohort or group sizes, as long as schools adhere to the physical
distancing requirements in this guidance. Schools should utilize the smallest cohort size
practicable.
5. Cohorting students in middle and high schools presents unique challenges. Strategies to assist
with cohorting in middle and high schools include:
a. Block schedules (much like some colleges, intensive 1-month blocks or semester courses).
b. Consider limiting the use of lockers or assign them by cohort to reduce need for hallway
use across multiple areas of the building. This strategy would need to be done in
14 U.S. Centers for Disease Control and Prevention, “Preparing K-12 School Administrators for a Safe Return to School in Fall
2020,” Accessed August 6, 2020, https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/prepare-safe-
return.html; National Academies of Sciences, Engineering, and Medicine, 2020, Reopening K-12 Schools During the COVID-19
Pandemic: Prioritizing Health, Equity, and Communities, Washington, DC: The National Academies Press,
https://doi.org/10.17226/25858.
10
conjunction with planning to ensure students are not carrying home an unreasonable
number of books and may vary, depending on other cohorting and instructional decisions
schools are making. (Updated 8/12/20)
c. Have teachers rotate instead of students when feasible.
d. Support interdisciplinary courses with co-teaching teams (Updated 8/12/20).
Cleaning and Disinfecting
Cleaning and disinfection of frequently touched surfaces is recommended as the virus can be spread if
someone touches a surface contaminated with the virus and then touches their eyes, nose, or mouth.
However, as COVID-19 is primarily spread through respiratory droplets, preventing person-to-person
transmission is more important than frequent cleaning and disinfection.
The following strategies and protocols are recommended (Updated 8/12/20 for clarity and with deletion
of items in the maintenance / facility guidelines):
1. Clean and disinfect frequently touched surfaces (e.g., door handles, sink handles, drinking
fountains, keyboards, light switches) within the school and on school buses at least daily or
between uses as practicable.
2. Develop a schedule for increased, routine cleaning and disinfection.
3. Ensure safe and correct use and storage of cleaning and disinfection products, including storing
products securely away from children. Use products that meet EPA disinfection criteria.
4. Have users wash their hands before and after using shared objects. Focus increased cleaning and
disinfecting on high-touch items (Updated 8/12/20 for clarity).
5. Use only routine maintenance for outdoor playgrounds and other natural play areas, as hand
hygiene will be emphasized before and after use of these spaces. Outdoor play equipment with
high-touch surfaces such as railings and handles should be cleaned and disinfected regularly if
used continuously (Updated 8/12/20 for clarity).
6. Install signage and equipment to enable effective health and safety procedures.
7. Ensure organizations that share or use the school facilities follow the health and safety guidelines
established in this guidance (Updated 8/12/20 for clarity).
Shared Objects
1. Discourage sharing of items that are difficult to clean or disinfect.
2. Avoid sharing electronic devices, toys, books, and other games or learning aids.
3. Keep each child’s belongings separated from others’ and in individually labeled containers,
cubbies, or areas.
4. Ensure adequate supplies to minimize sharing of high touch materials to the extent possible (e.g.,
assigning each student their own art supplies, equipment) or limit use of supplies and equipment
by one group of students at a time and clean and disinfect between use.
5. Clean and disinfect frequently touched surfaces (e.g. keyboards) at least daily or between uses as
much as possible (Updated 8/12/20 for clarity).
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6. Ensure hand washing before and after use of shared materials (Updated 8/12/20 for clarity).
Facility Considerations
1. Communicate and consult with business managers, as well as facilities, grounds, and maintenance
teams when preparing the facility for the resumption of in-person learning.
2. Identify and procure necessary equipment, materials, and supplies for supporting the public
health requirements (e.g., hand washing stations, hand sanitizer, appropriate cleaning and
disinfecting supplies).
3. Adequate ventilation is required for classrooms, with schools having flexibility in implementation
such as using properly working ventilation systems or outdoor air exchange using fans in open
windows or doors. Do not open windows and doors if doing so poses a safety or health risk (e.g.,
risk of falling, triggering asthma symptoms) to individuals using the facility. Additional information
on readying ventilation systems is available from the U.S. CDC.
4. To minimize the risk of Legionnaire’s disease and other diseases associated with water, take
steps to ensure that all water systems and features (e.g., sink faucets, drinking fountains,
decorative fountains) are safe to use after a prolonged facility shutdown.
5. Using drinking fountains for refill only is recommended. Staff and students should bring water
bottles, and cups should be provided for drinking fountain use for those who do not have a water
bottle. Drinking fountains should be cleaned and disinfected and have signage/instruction for
individuals to wash hands after use.
6. Thoroughly clean and disinfect buildings and classrooms prior to the resumption of in-person
classes (see the Cleaning and Disinfecting section of this guidance for additional information).
7. Clean and disinfect high-touch areas frequently (doorknobs, desktops, faucets, etc.). See the
cleaning and disinfecting section of this guidance for additional information.
8. Eliminate lines to the greatest extent practicable. Where lines are unavoidable (e.g. near doors,
sinks, bathrooms, or other places where students may line up), ensure three to six feet of distance
between individuals. This can be accomplished by demarcating three- to six-foot distances on
floors or walls. Three feet is the minimum amount of distance recommended in the school setting;
six feet of physical distance is preferred.
9. Modify building traffic flow to minimize contact between individuals. Consider one-way
entrances, exits, and hallways, if possible. Mark hallways to keep traffic flow to the right side
where one-way passage is not possible. Use floor decals and/or signage to establish travel
patterns.
10. Minimize traffic in enclosed spaces, such as elevators and stairwells. Consider limiting the number
of individuals in an elevator at one time and designating one directional stairwells, if possible.
11. Consider installing non-porous physical barriers such as partitions or plexiglass barriers to protect
staff in high traffic areas. Barriers should be placed in front office areas, service counters, and
other similar locations where it is not possible to maintain a minimum of six feet of physical
distance. Limit activities that require staff and/or visitors to enter within six feet of another
person, regardless of whether physical barriers are installed.
12
12. Place signage at entrances and throughout buildings (particularly high traffic areas), alerting staff
and students to physical distancing requirements, face covering policies, and hand hygiene
protocols.
13. Plan vehicle traffic flow, drop-off, and pick-up logistics and place signage as needed.
14. If needed, set up additional hand washing or sanitizing stations outside school entrances and at
convenient locations outside classrooms and common areas.
15. School libraries are not expected to pose a significant transmission risk. Nevertheless, students
should wash or sanitize their hands upon entering and leaving libraries. School libraries should
post reminders to maintain physical distance and arrange seating areas to allow for appropriate
distance. Shared surfaces such as counters and computers should be regularly cleaned and
disinfected.
Recommendations for Busing/Transportation
1. Encourage alternative modes of transportation for students who have other options.
a. Consider how you will manage increased traffic flow from families who decide to drop
off/pick up their children.
b. Promote alternatives such as walking and biking.
c. Advise school staff and families to carpool with the same stable group of people. Open
vehicle windows and maximize outdoor air circulation. Face coverings are required for
everyone in the vehicle (Updated 8/12/20).
2. If transport vehicles (e.g., buses) are used by the school, drivers should practice all safety actions
and protocols as indicated for other staff (e.g., hand hygiene, cloth face coverings).
3. For students riding the bus, symptom screening should be performed by families prior to being
dropped off at the bus.
4. Physical distancing at bus stops and during pick-up and drop-off is recommended.
5. Masks/face coverings are required to be worn by everyone on the bus during school bus
transportation.
6. Hand sanitizer should be available and used when entering and exiting the bus.
7. Assign seating. Students from the same household should sit together.
8. Use tape marks and signage to show students where to sit.
9. To minimize contact between passengers, load the bus from back to front and unload the bus
from front to back.
10. Drivers should be a minimum of six feet from students to the extent possible; drivers must wear
a face covering; consider physical barriers for driver (e.g., plexiglass behind driver’s seat) (Updated
8/12/20).
11. Minimize number of people on the bus at one time within reason.
12. Adults who do not need to be on the bus should not be on the bus.
13. Have windows open if weather allows.
14. Routinely clean and disinfect buses or other transport vehicles. See the Cleaning and Disinfecting
section of this guidance for additional information.
15. To the extent possible, maximize the distance between children in the vehicle. Since vehicles have
difference sizes and capacities, there is no single recommendation for spacing. That said, filling a
13
vehicle to its maximum capacity even with masks/face coverings poses a public health risk and is
inadvisable. (Updated 8/12/20)
Student Nutrition Services
School meals play an important role in addressing food security for students. COVID-19 has not been
shown to be a food-borne disease. However, eating together is a high-risk time for COVID-19 transmission
because people must remove their face coverings to eat and drink. People often touch their mouths with
their hands when eating. In addition, meals are usually considered time for talking together, which further
increases risk, especially if children must speak loudly to be heard. Standard food preparation guidelines
should be followed, with special consideration for masking and physical distancing between food service
staff in the kitchen and when in contact with students/staff.
1. Masks/face coverings cannot be worn during meals. In order to achieve six feet of physical
distance between individuals, consider ways to conduct breakfast and lunch that support physical
distancing of at least 6 feet between/among students (e.g., stagger time, build in other breaks,
etc.). (Updated 8/12/20 for clarity)
a. Prepare to hold breakfast and/or lunch in classrooms or outdoors, instead of the cafeteria
or common areas.
b. If serving food in the cafeteria, develop staggered schedules that minimize mixing of
cohorts and enforce physical distancing protocols.
2. Adjust food preparation and service procedures to minimize shared items (i.e. serving utensils),
maintain physical distance, and support compliance with health and safety protocols.
3. In the event students continue with, or transition to, remote learning, provide school meals as
needed for days they are not in the school building.
Staff Break Rooms/Teacher Work Rooms
Adults often do not view themselves and colleagues as sources of infection, and forget to take
precautions with co-workers, especially during social interactions such as breaks or lunch time, in the
copy room, when checking mailboxes, etc. (Updated 8/12/20 for clarity)
1. Post the maximum occupancy for the staff rooms, based on 6-foot distancing. Mark places on the
floor 6 feet apart for staff to sit or stand.
2. Post signage reminding staff to stay 6 feet apart, keep their masks/face coverings on unless eating,
wash their hands before and after eating, and disinfect their area after using it (Updated 8/12/20
for clarity).
3. Discourage staff from eating together, especially indoors. Consider creating a private outdoor
area for staff to eat and take breaks.
4. Open windows and doors to maximize ventilation, when feasible, especially if staff are eating or
if the room is near maximum occupancy.
14
Gatherings, Visitors, and Field Trips
1. Pursue virtual group events, gatherings, or meetings, if possible, and promote social distancing of
at least six feet between people if events are held. Limit group size to the extent possible. Groups
must not exceed the Governor’s gathering size limits.
2. Limit any nonessential visitors, volunteers, and activities involving external groups or
organizations as much as possible—especially with individuals who are not from the local
geographic area (e.g., community, town, city, and county).
3. Field trips are not recommended at this time. Pursue virtual activities and events in lieu of field
trips, student assemblies, special performances, school-wide parent meetings, and spirit nights,
as much as possible. (Updated 8/12/20)
4. In-person performances present risk mitigation challenges and are discouraged at this time. If
schools or school systems elect to allow in-person performances, they must follow all applicable
guidelines in the Performing Arts Venues checklist. (Updated 8/11/20)
Courses Requiring Additional Safety Considerations (Updated 7/31/20)
Students and staff must follow all required health and safety measures while on school grounds or
engaged in school courses in other locations. Certain classes such as music, theater, dance, physical
education, and the visual arts have unique characteristics that require special consideration. Research
into how to safely engage in these types of activities is ongoing, and the following guidance will be updated
as the research evolves.
At this time, for courses and activities that require increased respiration, including chorus, singing, brass
or woodwind instrument use, physical education, dance, and theater, holding courses and activities fully
or partially online is highly recommended. If they are held in person, it is strongly recommended – and at
times required – that these activities occur outdoors.
Safety requirements for these activities are as follows:
Chorus and Singing Instruction / Musical theater
Singing and voice projection carry a relatively higher risk of virus transmission because it can aerosolize
respiratory droplets to a distance of at least 13 feet (Updated 8/12/20 for clarity).
1. If outdoors, with masks encouraged, these activities can occur with at least 14 feet of distance
between individuals. Note: At this time, these activities should not take place indoors.
2. All students should face in one direction instead of facing one another. Avoid singing in a circle or
semicircular formation. (Updated 8/12/20)
3. Students and teachers should avoid sharing materials as feasible. Any sharing of equipment,
including music stands, props, set pieces, rails, and voice amplification equipment, should follow
the guidelines in the “Shared Objects” section of this guidance. Do not share makeup or anything
15
that comes into close contact with mouth or eyes (e.g., microphones). Avoid sharing costumes
and wigs. (Updated 8/12/20)
Non-Musical Theater
1. If outdoors, with masks encouraged, these activities can occur with 6 feet of distance between
individuals.
2. If indoors, with masks required, these activities can occur with 6 feet of distance between
individuals.
3. Note: These activities cannot occur indoors without a mask.
Band and the Use of Musical Instruments
Some musical instruments carry a relatively higher risk of virus transmission. Instruction for brass and
woodwind instruments must follow the relevant guidance related to indoor/outdoor activities,
masks/face coverings, and physical distancing this in this document. In addition:
1. Instruction for musical instruments that require air blowing (e.g., flute, oboe, clarinet, trumpet,
saxophone, trombone) can only occur outdoors when individuals are at least 14 feet apart. These
instruments should never be shared.
2. Instruction for musical instruments that do not involve air blowing (e.g., strings, percussion, and
piano) may continue indoors or outdoors as long as health and safety requirements are met. If
needed, these instruments can be shared between students in accordance with the guidelines in
the “Shared Objects” section of this document.
3. Students should be encouraged to clean their instruments regularly, especially the mouthpiece
and high-touch surfaces, such as finger pads.
Dance
While dance does not typically involve vocalization, it is an intense physical activity, similar to physical
education, and can result in an increased risk of transmission due to increased respiration. Dance courses
and activities must follow the relevant guidance related to indoor/outdoor activities, masks/face
coverings, and physical distancing on page 15 of this document. In addition:
1. Prioritize forms of dance that allow for adequate distancing or adapt dances reliant on close
proximity to allow for physical distancing.
2. All sharing of equipment should follow the guidelines in the “Shared Objects” section of this
document.
3. Consider keeping music at a volume that minimizes the need for the instructor to project their
voice.
Visual arts
Visual arts courses and activities may involve the sharing of specialized equipment among students, such
as paint brushes, paints, and cameras.
1. Minimize the use of shared equipment, as possible. If equipment must be shared, follow the
guidelines in the “Shared Objects” section of this document.
16
a. Add disposable protective covers to shared cameras and any other equipment that
requires close eye or mouth contact.
Physical Education
With physical activity, individuals tend to breathe more heavily and speak louder or yell, which increases
the potential for dispersal of respiratory droplets. Physical education classes and activities should follow
the relevant guidance related to indoor/outdoor activities, masks/face coverings, and physical distancing
described in this document. In addition:
1. Physical education classes must not include activities with close physical contact (Updated
8/12/20 for clarity).
2. Physical education should prioritize activities that do not require shared equipment. If any shared
equipment is used, clean and disinfect equipment between uses and at least daily.
3. Prioritize outdoor activities, whenever possible.
4. Students must wash or sanitize hands before and after physical education. Particular attention
should be paid to washing and sanitizing hands before and after masks are removed and put on,
if applicable.
5. No sharing of water bottles, towels, mouth guards, helmets or other equipment that comes into
contact with the nose or mouth is allowed.
6. If feasible, close communal areas, including athletic locker rooms. If not feasible, stagger locker
assignments and access such that students who need to use lockers at the same time (e.g., those
in the same physical education class) will be able to maintain physical distancing. Athletic locker
rooms should be cleaned and disinfected at least daily.
7. Students may be encouraged to wear comfortable clothing and safe footwear to school that
allows for safe movement and is appropriate for the weather in order to participate in physical
education without the use of a locker room.
8. All sharing of equipment should follow the guidelines in the “Shared Objects” section of this
document (Updated 8/12/20).
9. Physical activities should follow the following precautions: (Updated 8/12/20)
a. If outdoors, without masks, these activities can occur with 14 feet of distance between
individuals.
b. If outdoors, with masks, these activities can occur with 6 feet of distance between
individuals.
c. If indoors, with masks required, these activities can occur with 6 feet of distance between
individuals.
17
ALERT: Stay up to date on Maine’s COVID-19 Response
About Maine Educators Teaching & Learning Maine Schools Assessment & Accountability
Data & Reporting Funding
Maine Department of Education
Coronavirus Update Framework Resources Resources
2021
Summer
Find the latest information about Maine’s Department of Educationfor Return for for
Learning
response to the 2019 novel coronavirus, or COVID-19, to School Schools Parents
Guidance
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Home → Coronavirus (COVID-19) Resources for Schools → COVID-19 ToolKit → COVID-19 ToolKit
COVID-19 ToolKit
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Quick Links:
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additional supports. for out of state travel
Contact them from 8 AM to 8 PM, 7 days a week by calling (207) 221-8196 or Framework for
text the word "frontline" to 898-211 for support. Reopening Schools and
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Updates Guidance PDF
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Celebrating 200 Years of Statehood
Back to School: Every Maine school
district's reopening plan, organized by
county
Governor Janet Mills admin. issued the color-coding system for Maine schools to reopen after the
coronavirus pandemic. Every Maine school reopening plan by county.
Gabrielle Mannino (NEWS CENTER Maine), Jackie Mundry (NEWS CENTER Maine)
Play V
I
t’s been a question and topic of concern for thousands of Maine families for months:
What will school look like this fall with COVID-19, coronavirus precautions? Is it safe to
send my kids back to school? While Governor Janet Mills' administration has provided
recommendations and insight to help answer those questions, many still have concerns.
The Mills administration has designated all of Maine’s 16 counties as “green ,” suggesting they
have a relatively low risk of COVID-19 spread and that schools may consider in-person
instruction as long as they’re able to implement the required health and safety measure.
The Health Advisory System categorizations are defined as follows:
RED: Categorization as “red” suggests that the county has a high risk of COVID-19
spread and that in-person instruction is not advisable.
YELLOW: Categorization as “yellow” suggests that that the county has an elevated risk
of COVID-19 spread and that schools may consider additional precautions and/or hybrid
instructional models as a way to reduce the number of people in schools and classrooms
at any one time.
GREEN: Categorization as “green” suggests that the county has a relatively low risk of
COVID-19 spread and that schools may consider in-person instruction, as long as they
are able to implement the required health and safety measures. Schools in a “green”
county may need to use hybrid instruction models if there is insufficient capacity or other
factors (facilities, staffing, geography/transportation, etc.) that may prevent full
implementation of the health and safety requirements.
All Maine counties given the 'green' light to resume in-per…
RELATED: All Maine counties remain green in Mills administration's updated return-to-
school designations
Despite being given the green light to reopen to in-person instruction, nearly all of Maine’s
more than 150 school districts have opted for a hybrid model, which is designated as “yellow”
in the State’s definition.
Here’s how each school district is planning to reopen, by county. Given the lengthy list of
districts—we will update this story daily to work towards including all 16 counties.
We will continuously update this information as we go, but if we missed a district, and you
have a link to the information, please let us know by texting 207-828-6622. Use the hashtag
#backtoschool so we can easily find the text. The information we are publishing is publicly
available info on the school district website.
ANDROSCOGGIN COUNTY
A
uburn
A hybrid model with options for a 4-day or 2-day schedule, or a full remote learning
option. Parents must indicate their choice of schedule—4-day, 2-day, or fully
remote. If no indication was given before Friday at 5 p.m., students will be placed on the 4-day
schedule unless told otherwise.
Lewiston
Parents can choose to remote or hybrid learning for their kids.
Lisbon
This is one of the only districts in Maine that is giving the option to have
full in-person learning this fall . Twenty percent of parents in a recent survey said they plan to
continue with remote learning or homeschooling options.
MSAD-52
Three options of a hybrid model—a final decision will be made based on parent surveys.
Based on the most recent survey, the district has chosen a model that has two groups of
students in-person for the same two days each week: Cohort A on Monday and Tuesday,
Cohort B on Thursday and Friday with Wednesday being a remote check-in day with teachers
to allow for cleaning. Some parents are opting for a full remote option.
RSU-04
Hybrid model with students broken up into four cohorts. Detailed information will be sent to
parents on Aug. 26.
RSU-16
Hybrid model with K-12 students having 2 days in-person and 3 days remote. Students will be
divided into two cohorts to alternate in-person days: Cohort A is in-person Mondays and
Tuesdays; Cohort B is in-person Thursdays and Fridays.
AROOSTOOK COUNTY
SAD-1
M
MSAD 1 district will open in GREEN mode with restrictions.
Madawaska
Opening in GREEN mode. K-6 start September 10 and 7-12 start August 27
MSAD-20
MSAD 20 will open in YELLOW with a hybrid plan . The district will have two cohorts that are
Monday/Tuesday and Thursday/Friday with Wednesday as a cleaning day.
MSAD-24/RSU 88
The district will return to school on August 19th in YELLOW, hybrid mode. That will go through
to the harvest break when the district will reassess.
MSAD-27
The district will open in GREEN with cohort days scheduled. School will begin August 19
RSU-29
RSU-29 will open the year in GREEN but with many precautions. Remote learning is available
as well.
MSAD-32
The district will open school on September 8 in GREEN mode, but with some restrictions.
MSAD-33
The district will open the year in GREEN but with many precautions. Remote learning is
available as well.
MSAD-42
Central Aroostook already returned to school under GREEN mode
MSAD-45
Planning to open August 19 under GREEN protocol.
MSU122
The district plans to open GREEN on August 28.
MSAD-70
MSAD-70 will start in GREEN mode September 3 for K-8 and September 4 for 9-12.
SACS
Southern Aroostook will open in GREEN but will offer parents many other options is desired.
CUMBERLAND COUNTY
B
runswick
The Brunswick school board voted to reopen the school year on September 14th,
providing a full-virtual option for all grades as well as an in-person hybrid model for
all students. The board is also looking for parents to fill out a survey so they can determine
how many students will choose the in-person hybrid. That survey can be found here .
Cape Elizabeth
The school district has sent delayed final decision pending responses to letters to Cape
parents that will help determine what the first semester will look like. Parental responses are
due August 17th. You can find the form here .
Falmouth
The Falmouth draft plan has moved to YELLOW zone. All schools will adopt a cohort schedule
that allows adherence to all Maine DOE and CDC guidelines. Parents who wish remote
learning will be able to do so but will have to maintain that form for the entire first semester.
Here is a link to the full draft plan .
Gorham
The Gorham school board voted Tuesday, Aug. 18 that high school students will be going to
school with only four classes each semester and will be using four rooms at the municipal
center. As of the vote Monday the 10th, all other grades will open under Yellow rating. That will
allow for a hybrid setup. See all of Gorham's plans here .
MSAD-15
As of August 14th, MSAD 15 has opted to open under YELLOW conditions. YELLOW means
school hours will be adjusted, cohorts will be put in place for all students. Click
here for a detailed plan .
MSAD-51
MSAD-51 directors voted to open their year in YELLOW, which means hybrid learning for the
district. K-12 will start on September 8.
MSAD-61
The current proposal is to open under GREEN conditions. The school board will vote Monday
August 17 to approve the plan.
Portland
The Portland School Board will vote Monday, August 17 on school open color zone.
RSU-5
RSU-5 officials voted to start school on September 8. The plan calls for the district to open in
the YELLOW hybrid model. The district is also offering a plan that allows K-7 students to come
to school five days a week if parents need that service .
Scarborough
Scarborough plan has yet to be determined, but district officials will hold informational forums
the week of August 17. First, at 4 pm Wednesday, August 19, K-5 forum will take place . The
Middle school forum will take place following the K-5 forum.
South Portland
South Portland will open the year September 8 in YELLOW. All hybrid cohorts have been
assigned and distributed.
Westbrook
Westbrook schools will open under YELLOW hybrid learning conditions. Details should be
released week of August 17.
RSU-14
Windham/Raymond school officials voted to open in YELLOW with a couple of options.
Parents can choose a hybrid, which would mean two days of in-person learning and the rest
remote learning. Parents can also choose a 100% home-learning option.
Yarmouth
FRANKLIN COUNTY HANCOCK COUNTY KENNEBEC COUNTY KNOX COUNTY LINCOLN COUNTY
The tentative plan is for Yarmouth schools to re-open September 8 in YELLOW hybrid learning
assignments. Plans should be finalized the week of August 17.
Do what you love Find vacation homes
FRANKLIN COUNTY
M
SAD-58
This district will open in a GREEN and YELLOW hybrid model
RSU-73/Spruce Mountain School District
K-12 students start school Sept. 8, Pre-K students start Sept. 10. Starting the school year with a
hybrid model and offering a fully remote option. In the hybrid model option, students are
broken up into two cohorts.
RSU-78
A plan hasn't been approved yet, but school officials are meeting Wednesday, Aug. 19 to
discuss.
Mount Blue Regional
The district will open in YELLOW hybrid for both K-5 and 6-12
HANCOCK COUNTY
A
OS91
AOS91 will start the year RED, 100% remote learning from September 8 through
September 25. The district will re-evaluate on September 21st at the latest.
Superintendent Dr. Mark Gousse told WDEA that the outer island schools may be ready to
have full in-person learning well before the September 25 deadline.
RSU-93
Opening with GREEN conditions but two cohort models.
RSU-76
The union will open in either GREEN or YELLOW with safety precautions in place.
RSU-24
RSU24 will open the school year September 8 in YELLOW conditions. Here is the
latest release from the superintendent.
RSU-25
The district plans to return to school on September 8 in YELLOW conditions. Check site for
updates.
KENNEBEC COUNTY
A
ugusta
The Augusta School Board will vote Wednesday, August 19 to approve a proposal
to open schools in YELLOW, hybrid learning mode.
Winslow
Winslow will open the year in GREEN mode with cohort days scheduled. There is a board
meeting Wednesday, August 19, so plans should be finalized.
RSU-2
RSU 2 will open the year in YELLOW, hybrid mode. The district will use Monday/Tuesday and
Thursday/Friday modes with Wednesday as a school cleaning day.
Waterville
Waterville will return to school in a YELLOW, hybrid learning scenario . Cohorts have been set
up at this time. The school committee will hold a public forum on August 24 to release full
details. The meeting can be viewed here.
RSU-18
RSU-18 will open in GREEN mode, but will offer parents a hybrid model if they choose.
MSAD-49
MSAD 49 will start the school year September 8 in YELLOW, hybrid learning mode. Students
will be assigned specific cohort days to limit the number of people in buildings at one time.
This phase will last until September 24. According to the superintendent, the district will
assess the situation at a September 17 meeting.
RSU-38
RSU 38 schools will open for in-person GREEN learning on September 8. However, there will
be some hybrid learning. Pre-K will attend 2 days a week from 8:00 am to 1:00 pm. Each
group of students will attend either Monday, Tuesday, OR Thursday, Friday. Students in Grade
9 through 12 will be attending in-person 2 days a week and will be working remotely 2 days a
week. Wednesday will be an independent day for all K-12 students.
MSAD-11
MSAD 11 schools will open in YELLOW hybrid mode on September 8. Cohorts will be assigned.
The district will offer all remote to families that wish to remain remote. Here is the link to the
superintendent message on August 11
MSAD-58
MSAD 58 voted last week to open the school year September 8 in YELLOW hybrid mode with
Wednesdays as an instructional day. K-4 will be allowed to go in-school 4 days a week.
Here is the link for the last school board meeting.
Fayette Central
FC schools will open under GREEN mode with adjustments.
AOS98
AOS98 schools will open in YELLOW hybrid mode, but also offer families full virtual learning
options.
Vassalboro
Vassalboro schools will reopen September 2 in YELLOW mode. Cohorts will be assigned by
Monday, August 17.
Winthrop
To be determined. YELLOW reopen has been proposed.
KNOX COUNTY
amden Rockport
C
The Five Towns District will open up in GREEN mode with hybrid offerings. A combo
of in-class learning with remote learning will be available and used for most grades.
Here is the latest approved plan .
RSU-40
RSU 40 will start the school year in GREEN with some hybrid options.
RSU-13
The district will open in GREEN for K-5 with added precautions and YELLOW hybrid for 6-12. 6-
13 will have cohorts schedules
LINCOLN COUNTY
A
OS 93/Central Lincoln County School System
The five schools part of the AOS 93 district each has its own reopening plan.
Bristol Consolidated School: Will be operating under the GREEN plan with full, in-person
instruction.
Jefferson Village School: School Committee has voted to reopen for full, five-days-a-
week in-person instruction with safety measures in place. Remote learning options for
families that are not able to/not comfortable with in-person instruction are being
explored.
Nobleboro Central School: Full, in-person instruction.
Great Salt Bay Community School: First day of school is on Sept. 8; return to school
model has not been decided.
South Bristol School: GREEN--moving forward with two options: Complete return to
school in person while abiding by all guidelines highlighted in the reopening plan; Off-
site virtual learning curriculum with a remote instructor. There will be a grace period for a
couple of weeks for families to decide on which option they want to commit to for the
first trimester (End of November - Beginning of December).
AOS 98 /Boothbay Region
In-person/hybrid learning with remote options available. Hybrid approach will be used to
begin the school year, with a goal of 100% in-person instruction as soon as it's feasible.
RSU-12
Beginning school on Sept. 1 under their GREEN plan, which is in-person instruction. A fully
remote option will be available for those interested.
___
OXFORD COUNTY
M
SAD-44
In-person instruction with a remote option available
MSAD-17
The district will vote to approve a final plan on August 17. SAD 17 Superintendent Rick Colpitts
told the Sun Journal , Oxford Hills High School will have an in-person cohort plan of two or
three-day rotations. All other MSAD 17 schools will have in-person teaching if parents choose.
Here is a link to the MSAD 17 coronavirus page.
MSAD-55
Parents can choose if their kids will attend in-person or be fully remote. Students Pre-K-8 have
three options that prioritize in-person opportunities. Grades 9-12 have two hybrid options and
a fully remote option.
MSAD-72
Parents could choose in-person or remote learning for their kids. Choices will remain in place
until the end of December, but parents who initially chose in-person can opt to move remote if
they choose.
RSU-10
For elementary level students, parents can choose between in-person instruction or fully
remote; for middle and high school students, parents can choose between a hybrid model or
fully remote.
Rumford-Region 9
Will open for in person instruction on Sept 9 with two groups of students Details will be sent
Will open for in-person instruction on Sept. 9 with two groups of students. Details will be sent
to parents in the coming weeks.
PENOBSCOT COUNTY
Mostly hybrid models with some
modifications.
B
angor
A choice of either 5 days a week in person, a hybrid model where students go to
school for 2 days and attend remote classes for 3 days, or an entirely remote
option. Each school is releasing its own plans on www.bangorschools.net
Brewer
A hybrid model where students work in the classroom 2 days a week and remotely for 3 days.
Wednesday is also a flex day where no one is in the school buildings. Parents can also choose
to have their students attend all remote learning.
East Millinocket Schools
According to Medway Middle School , it was determined at a school board meeting on August
24 that students will not begin the 2020-2021 school year until September 14. At that time
students will begin in a fully remote mode.
MSAD-22
If Penobscot County is in the GREEN Zone, as defined by the Maine DOE and CDC, MSAD-22
will use a hybrid plan. 50% to 60% of students will be in the buildings sometimes. The district
will use two cohorts of Monday/Tuesday and Thursday/Friday with a flex day on Wednesdays.
Families do have the ability to choose 100% remote learning if desired. For the descriptions of
plans for each color, you can see the details on the MSAD-22 School Board Presentation .
MSAD-30
Will be opening with all students and staff for in-person instruction.
MSAD-31
In-school classes on Mondays, Tuesdays, Thursdays, and Fridays, with remote learning and
deep cleaning on Wednesdays. This plan is not posted online anywhere, but School Board
Chair Priscilla Hanscom Clark told NEWS CENTER Maine this is their plan.
MSAD-46
Students K-5 can attend in-person school five days a week. Students 6-12 will have a hybrid
model, attending in-person classes two days a week and remote classes three days a week.
MSAD-63
All schools will participate in a hybrid model.
MSAD-64
‘Hybrid/blended model’ where Pre-K – 5 will attend school five days a week and 6-12 will
attend in-person class two days a week and remote learning three days a week.
RSU-19
K-6 will attend four days a week of in-person learning. 7-12 will attend two days of in-person
learning a week.
RSU-67
Students have a choice of five days in-person learning or five days of remote learning.
RSU-87
The district is expecting a hybrid model but is still waiting for parents to complete surveys.
___
PISCATAQUIS COUNTY
G
reenville School District
Will be voting on its re-opening plan on August 19.
MSAD 4
N/A
MSAD 41
All students attend classes 4 days in person and 1 person remotely.
MSAD 68
Students in grades PreK-5 in the building every day except for Wednesday afternoon, which
will be an early release. Students in grades 6-8 will have a hybrid schedule.
SAGADAHOC COUNTY
The two school districts both are using
modified hybrid options.
L
ower Kennebec RSU-01
For the first week only, 50% of students in grades Pre-K-12 will go to school Tuesday
and Thursday, and the other 50% on Wednesday and Friday. No remote learning
option on the first week. After the first week, grades 6-12 will begin a hybrid model where 50%
of students will attend either on Monday/Thursday or Tuesday/Friday. PreK-5 will follow this
same model, without remote learning, until September 25. Beginning on September 28, the
plan is for PreK-5 to shift to in-person instruction five days per week. The Board of Directors
will finalize this plan at a special meeting on August 18.
MSAD-75
Students have two options:
1. Students will attend in-person teaching and learning to the fullest extent possible, and
parents will know that there is a high degree of likelihood that the schools will transition
between plans A, B, and C.
2. Parents will commit their children to plan D for the first trimester/semester. Plan D is
online only.
SOMERSET COUNTY
R
SU 74
RSU 74's first day of school is pushed back to Sept. 8 after a student tested positive
for COVID-19, Superintendent Mike Tracy said Sept. 1.
MSAD-13
MSAD 13 will open the year September 2 in GREEN plan but with cohorts for students.
MSAD-49
MSAD 49 will start the school year September 8 in YELLOW, hybrid learning mode. Students
will be assigned specific cohort days to limit the number of people in buildings at one time.
This phase will last until September 24. According to the superintendent, the district will
assess the situation at a September 17 meeting.
MSAD-53
The district will open September 3 in GREEN mode with cohorts schedules for students. The
district is asking parents to answer some survey questions ASAP.
MSAD-54
MSAD-54 will open in a soft start GREEN/YELLOW mode with cohorts scheduled for students
MSAD-59
MSAD-59 will return under GREEN with cohorts scheduled for students
MSAD-74
The district will open in YELLOW hybrid with cohort schedules for students. Families should
receive cohort information by August 19.
MSAD-12
MSAD 12 has decided to open the year in GREEN mode with stringent safety precautions in
place
___
WALDO COUNTY
R
SU-71
RSU 71 will have a tiered open. K-8 will open under GREEN conditions and 9-12 will
be under YELLOW, with cohort schedules. The first day of school will Wednesday,
September 2.
Lincolnville Central
The department is starting is YELLOW hybrid mode. Parents have until August 20 to decide if
students will attend in person or remote learning.
RSU-3
The district will open in a GREEN/YELLOW hybrid mode.
RSU-20
The district will decide final plans on August 20 special school board meeting. Here is a
video link to that meeting .
WASHINGTON COUNTY
M
oosabec Central School District
The school district has listed options but has not yet voted on the reopening
plan. The district did vote to postpone the start of school until September 28 .
MSAD 37
Students in this district can take their pick of regular in person, hybrid learning, or all remote
learning.
YORK COUNTY
A
cton (N/A)
Biddeford
Modified Hybrid option 2—Pre-K-8 students in school Monday, Tuesday, Thursday,
Friday; 9-12 will return hybrid, with Cohort A on Monday and Tuesday and Cohort B on
Thursday and Friday. All students will have a Flex Day on Wednesday
Kittery
Chronological 4-phased plan, with each school having various approaches.
MSAD-06
A hybrid model with a remote learning option for grades K-5, 6-12.
MSAD-35
A hybrid plan to start with hopes to transition to full in-person instruction.
MSAD-57
The start date was pushed back to Sept. 14 following a positive COVID-19.
Plans to reopen with full-time access to physical schools while offering a remote option for
families who choose it. The school year will be divided into segments of school days, after
which each family can revisit their personal choice of in-person or remote school options
based on the changing conditions and the risk mitigation strategy employed by the district.
MSAD-60
A hybrid model with fully remote options available.
RSU-21
Will begin the year with Plan B of a Hybrid model—no more than 50% return to school with
additional measures in place. Students may opt for distance learning for the quarter/trimester.
RSU-23
Begin with a hybrid plan that will continue through December 2020. Remote learning options
for families who choose not to send their children to school.
Saco
Saco schools will adopt a GREEN but hybrid approach when schools open September 8 . Final
decisions should be made week of August 17th.
Sanford
No official plan yet—the school board will meet Aug. 17 to discuss options laid out in the draft
of the district’s reopening plan.
Wells-Ogunquit
Weighing two hybrid options, not yet finalized.
York
A hybrid model with a homeschooling option for all.
This story will be updated daily. Stay tuned here for additional counties to be added.
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designations
Teacher Shortage Area Report
School Year: 2020_2021 State: Maine County:
School District: Geographic Region: Grades by Age: -
Subject Matter: - Discipline: -
Grades: -
School Year State Country School Geographic Subject Matter Discipline Grades Grades by
District Region Age
2020_2021 Maine - - - Academically Gifted Pre-K, K, 1, 2, 3, 4, -
Advanced Education 5, 6, 7, 8, 9, 10,
11, 12
2020_2021 Maine - - - Early Childhood - Pre-K Age below
5
2020_2021 Maine - - - English as a English as Pre-K, K, 1, 2, 3, 4, -
Second Language a Second 5, 6, 7, 8, 9, 10,
Language 11, 12
2020_2021 Maine - - - World Languages Spanish Pre-K, K, 1, 2, 3, 4, -
5, 6, 7, 8, 9, 10,
11, 12
2020_2021 Maine - - - Career and Food 9, 10, 11, 12 -
Technical Production
Education Manager
2020_2021 Maine - - - Career and Auto 9, 10, 11, 12 -
Technical Mechanics
Education
2020_2021 Maine - - - Career and Carpentry 9, 10, 11, 12 -
Technical
Education
2020_2021 Maine - - - Special Education Generic Pre-K, K, 1, 2, 3, 4, -
Special 5, 6, 7, 8, 9, 10,
Education 11, 12
2020_2021 Maine - - - Core Subjects Elementary K, 1, 2, 3 -
Education
2020_2021 Maine - - - Career and Machine 9, 10, 11, 12 -
Technical Tool/Machi
Education ne Shop
2020_2021 Maine - - - Career and Child Care 9, 10, 11, 12 -
Technical and
Education Guidance
2020_2021 Maine - - - Career and Computer 9, 10, 11, 12 -
Technical Technology
Education
2020_2021 Maine - - - Science Physical 7, 8, 9, 10, 11, 12 -
Science
2020_2021 Maine - - - Art and Music Theatre Pre-K, K, 1, 2, 3, 4, -
Education 5, 6, 7, 8, 9, 10,
11, 12
2020_2021 Maine - - - World Languages French Pre-K, K, 1, 2, 3, 4, -
5, 6, 7, 8, 9, 10,
11, 12
2020_2021 Maine - - - World Languages Italian Pre-K, K, 1, 2, 3, 4, -
5, 6, 7, 8, 9, 10,
11, 12
Teacher Shortage Area Report Page No : 1
Teacher Shortage Area Report
School Year State Country School Geographic Subject Matter Discipline Grades Grades by
District Region Age
2020_2021 Maine - - - Science General 5, 6, 7, 8 -
Science
2020_2021 Maine - - - Career and Welding, 9, 10, 11, 12 -
Technical Brazing,
Education and
Soldering
2020_2021 Maine - - - Career and Agricultural 9, 10, 11, 12 -
Technical Business
Education and
Production
Technology
2020_2021 Maine - - - Career and Business 9, 10, 11, 12 -
Technical Administrati
Education on/Manage
ment
2020_2021 Maine - - - Career and Plumbing 9, 10, 11, 12 -
Technical
Education
2020_2021 Maine - - - Career and Public 9, 10, 11, 12 -
Technical Safety/Prot
Education ective
Services
2020_2021 Maine - - - Career and Forestry 9, 10, 11, 12 -
Technical Products
Education and
Processing
2020_2021 Maine - - - Mathematics - 7, 8, 9, 10, 11, 12 -
2020_2021 Maine - - - Health and Health Pre-K, K, 1, 2, 3, 4, -
Physical Fitness Science 5, 6, 7, 8, 9, 10,
11, 12
2020_2021 Maine - - - Career and Emergency 9, 10, 11, 12 -
Technical Medical
Education Services/Te
chnology
2020_2021 Maine - - - Career and Transportat 9, 10, 11, 12 -
Technical ion Careers
Education
2020_2021 Maine - - - Career and Auto Body 9, 10, 11, 12 -
Technical Repair/Colli
Education sion Repair
Technician
2020_2021 Maine - - - Career and Diesel 9, 10, 11, 12 -
Technical Mechanic
Education
2020_2021 Maine - - - Career and Marine 9, 10, 11, 12 -
Technical Maintenanc
Education e
2020_2021 Maine - - - Career and Electrical 9, 10, 11, 12 -
Technical Occupation
Education s
2020_2021 Maine - - - Career and Building 9, 10, 11, 12 -
Technical Maintenanc
Education e
Teacher Shortage Area Report Page No : 2
Teacher Shortage Area Report
School Year State Country School Geographic Subject Matter Discipline Grades Grades by
District Region Age
2020_2021 Maine - - - Career and Health and 9, 10, 11, 12 -
Technical Medical
Education Occupation
s
2020_2021 Maine - - - Science Life 7, 8, 9, 10, 11, 12 -
Sciences
2020_2021 Maine - - - World Languages Latin Pre-K, K, 1, 2, 3, 4, -
5, 6, 7, 8, 9, 10,
11, 12
2020_2021 Maine - - - Art and Music Art Pre-K, K, 1, 2, 3, 4, -
Education 5, 6, 7, 8, 9, 10,
11, 12
Teacher Shortage Area Report Page No : 3
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