Sheepscot students created this poster. Teacher John Hawley shared, ‘This says it all. I know there’s only one T in Sheepscot, but the sign was too perfect, and I didn’t have the heart to tell the kids they spelled it wrong.

At Mt. Ararat Middle School in MSAD 75, mornings in the Sheepscot Alternative Education Program begin not with a bell or worksheet but with music. On “Jazzy Tuesdays,” as students enter the classroom, the sounds of Herbie Hancock’s piano drift throughout the room, along with genuine and boisterous welcomes from alternative education teacher John Hawley and educational technician Huey Sheffler. As students find their seats, they settle into a “moment of chill” before the day begins.

“That time is intentional,” Hawley said. “We’re asking students to be fully present, so we create space for them to arrive, reset, and feel grounded before the day begins.”

A Different Approach to Learning

The Sheepscot Team has been redesigned from a small population in an all-day, secluded model to a thriving, project-based learning alternative education environment. Today, it serves 32 seventh- and eighth-grade students—about 16 students per grade—with a focus on relationships, project-based learning, and social-emotional learning.

Each day follows a consistent but flexible structure. After the morning’s “moment of chill,” students and staff head outside for their daily pond loop walk, regardless of the weather. The walk takes about five minutes and allows students to ground themselves in nature and connect with their classmates and teachers in a non-scripted manner.

“We go outside every day, no matter what,” Hawley said. “It’s part of who we are. Movement and fresh air help students regulate and get ready to learn.”

Sheepscot students on a pond loop walk following a fresh snow

Back in the classroom, students watch CNN 10 and generate questions about current events, which later fuel weekly review games and discussions.

From there, the day shifts into the heart of the program: project-based learning.

Learning That Feels Real

In Sheepscot, projects are not an add-on; they are the foundation of learning. Students explore rigorous academic projects through immersive, hands-on experiences that connect to real-world systems. Eighth graders are currently engaged in the “World Game,” where they design countries, manage resources, and navigate global relationships.

“You learn everything here, just in a different way,” one student shared. “It actually makes sense because you’re doing it. I feel smart in here.”

The seventh graders are currently working on a “Shark Tank”-style challenge to develop solutions to reduce plastic waste and address climate impacts. Each group approaches the problem differently, highlighting creativity, student voice, and healthy debate among students.

Other projects have included building skateboards to demonstrate Newton’s Laws of Motion and designing interdisciplinary units based on student interest, such as an exploration of ancient Pompeii.

Sheepscot students designing and building skateboards

“We give students choice through project menus,” Sheffler explained. “That ownership is what drives investment.”

An example of a project menu exploring the amendments to the US Constitution

Building Skills for Life

Beyond academics, the program integrates real-world skills into daily learning. Students participate in systems that simulate adult responsibilities, including personal finance and economic decision-making.

They earn paychecks based on attendance, work habits, and grades, allowing students to earn raises based on these behaviors. Students also learn about the stock market with investment profiles, credit scores, and stock market simulations. Students will soon experience a “bank run” that will wipe out their hard-earned savings.

A sample paycheck and Sheepscot students in line to deposit their weekly paychecks

“They feel the impact of their decisions, and that sticks with them,” Sheffler said.

Hawley and Sheffler intentionally include members of their school community in their learning. The Mt. Ararat Middle School office staff are invested members in the personal finance unit and have stock profiles. This approach teaches students that what they are learning in Sheepscot goes beyond their classroom walls.

Student Voice and Civic Engagement

Sheepscot students also engage deeply with civics and democratic processes. Through mock trials, elections, and student-led discussions, students explore topics like the presidency and Supreme Court.

In one activity, Sheepscot students simulated the three branches of the U.S. government. They elected a president who wanted the class to bake apple pies. The rest of the team served as a divided legislature trying to pass a bill for either blueberry or cherry pie. Three students were confirmed by the legislature to serve on the Supreme Court to uphold the rules of the process.  By using structured argument and legislative-style processes, the bill for blueberry pie was vetoed, and the team enjoyed baking and eating apple pie.

“It sounds simple, but they’re learning how to think, debate, and listen,” Sheffler noted. “Those are lifelong skills.”

Sheepscot students participating in a mock Supreme Court confirmation hearing

Pathways Into the Sheepscot Team

Enrollment in the Sheepscot Team is intentional and collaborative, with a clear, structured process. First, sixth-grade teachers recommend students for the Sheepscot Team. Next, the principal and counseling team review these recommendations with Hawley and Sheffler. They prioritize students based on need, school engagement, and overall fit for the program. They also work to ensure students will be positive and productive contributors.

Selected students then become candidates. Hawley contacts families to explain the program to them and obtain permission to move forward with the process. This step helps to establish an early foundation for positive relationships. Hawley and Sheffler then interview candidates to assess readiness for a project-based model of teaching and learning. Finally, candidates participate in a “Sheepscot experience.” This allows both staff and students to reflect on whether the program is the right fit for seventh grade.

“This only works if students want to be here,” Hawley emphasized. “It’s an opportunity, not a placement.”

Accepted students receive a “golden ticket” invitation. Hawley and Sheffler say they want students to know that it is a privilege to be part of this community.

An important piece to the enrollment process is how the Sheepscot Team begins building connections with prospective students early. All sixth graders participate in rotating five-week enrichment blocks that occur throughout the school year, introducing students to project-based learning and the program’s routines. Students work in teams and build team identities by creating team names, mottos, and handshakes. Then, they take on various challenges.

These enrichment blocks strengthen the Sheepscot Team’s connection with the school by including all students. They also allow Hawley and Sheffler to start to build relationships with future Sheepscot Team students, ensuring that the students entering the program are a good fit.

Connected to Community

While the program offers a distinct learning environment, it is not isolated. Students participate in mainstream classes and school activities, and staff across the school community engage with Sheepscot projects.

Families stay connected through regular updates and project sharing, and a new alumni initiative invites former students back to mentor and support current participants.

“We’re not an island,” Sheffler said. “This is part of a larger community that believes in these kids.”

A Model That’s Working

With a growing waitlist and strong student outcomes, the Sheepscot Team stands as a powerful example of what’s possible when education is designed around relationships, relevance, and student voice. Students, staff, and families all have stories of transformation, new friendships, and moments when a student who once dreaded school suddenly can’t wait to show up.

“There’s a sense of joy here,” Hawley reflected. “Students feel like they belong, and that makes all the difference.”

As Maine schools continue to explore innovative approaches to learning, programs like Sheepscot offer a compelling reminder: When students are engaged, supported, and seen, they thrive.

Pictured: Dirigo Program students make mini cupcakes for an open house to welcome RSU 24 community members to learn about the new alternative education program.

At Sumner Memorial High School in RSU 24 (Eastbrook, Franklin, Gouldsboro, Mariaville, Sorrento, Steuben, Sullivan, Waltham, and Winter Harbor), a new alternative education program is helping students reconnect with their education.

A few years ago, Sumner Memorial High School’s previous alternative education program, Pathways, was dissolved. Not long after that, school leaders noticed a troubling trend: The local dropout rate had increased. Determined to respond, Amy Watson, principal of Sumner Memorial High School, partnered with staff to reimagine a program that could once again support students whose needs were not being met in traditional settings.

The result is the Dirigo Program, which in its first year has created an environment designed to balance flexibility, accountability, and strong student support. The program currently serves 16 students in grades 10-12. Led by teachers Lexi Tracey and Michael Mutlu, it offers a highly individualized, relationship-centered approach to alternative education, helping students reconnect with their learning and stay on track for graduation.

A Personalized Approach to Learning

At the heart of the Dirigo Program is a commitment to student-centered learning. Students follow a variety of schedules. Some attend full-time, while others split their day between mainstream classes, online coursework, and the alternative education program. This flexibility allows students to stay connected to school while managing responsibilities outside the classroom.

“We recognize that not all students learn the same way, and not all students are navigating the same life circumstances,” Mutlu shared. “Our goal is to provide structure and support while also honoring their independence.”

Enrollment in the program is intentional. Students may self-refer or be referred by a school counselor, social worker, administrator, or family member. Before joining, prospective students meet with Tracey and Mutlu. Each student participates in an interview, shadows the program, and learns about and commits to the program’s expectations through a signed agreement. This process helps ensure students are enrolling in the program for the right reasons, are ready to engage, and will benefit from the opportunity.

Reengaging Students Through Flexibility and Support

This personalized approach is especially impactful for students who have struggled in traditional settings. For many, the Dirigo Program offers a critical second chance. One student, now enrolled in a hybrid schedule through an online platform, had previously struggled to stay engaged in the mainstream setting. After facing challenges during their sophomore and junior years, they found renewed motivation through the program.

“They like the accountability and guidance,” Tracey explained. “They also, though, appreciate that we understand life can be complicated.”

Now back on track, this student is expected to graduate on time, which they shared seemed impossible to them at one point.

In this coastal community, many students work in the local lobstering industry, often taking on long hours or overnight shifts to support their families. In the past, these responsibilities sometimes led students to disengage from school altogether. This program, though, takes a different approach.

Two Dirigo Program seniors break down traps at Traps 2 Treasure, an OceansWide project focused on cleaning ghost gear out of Maine oceans and recycling the materials, for a community service project in March 2026.

Through a structured check-in system, students communicate with teachers about their work schedules. This allows staff to provide flexibility around attendance while maintaining high academic expectations. Tracey and Mutlu have developed individualized tracking systems to monitor each student’s progress, breaking coursework into weekly goals and manageable steps. This model helps students balance real-world responsibilities with their education without feeling penalized for circumstances beyond their control.

“It’s about respect,” Mutlu noted. “These students are contributing to their families and communities, but they are still kids who need support and opportunities to succeed.”

Looking ahead, Tracey and Mutlu say they hope to expand opportunities for these students for extended learning opportunities (ELOs) and strengthen pathways into the trades. These efforts would further align students’ education with their career goals while supporting local workforce needs.

Hands-On, Interdisciplinary Learning

In addition to flexible structures and strong relationships, instruction in the Dirigo Program emphasizes project-based, interdisciplinary learning aligned with school and state standards and is held to high academic rigor.

Students have engaged in a range of creative and rigorous projects, including:

• Designing and scaling a large window display, integrating math and art.
• Researching influential women for an International Women’s Day project, combining English and history.
• Participating in a mock legislative session, where students developed and defended positions on real-world issues.
• Completing interactive, project-based work in science and social studies.

Tracey and Mutlu collaborate closely with their mainstream colleagues to ensure students remain on track academically, even as their learning experiences look different. The success of the program relies on strong collaboration across the school community. Regular coordination with the school counselor, school social worker, and administrators is critical for monitoring students’ progress and providing wraparound supports.

Tracey and Mutlu also maintain consistent communication with families, sending weekly updates that highlight attendance, academic progress, and student growth. Families have expressed appreciation for this level of connection, allowing them to know that their students are being supported.

“RSU 24’s students’ families typically only get calls from the school when something bad has happened,” Tracey said. “Our weekly updates in the Dirigo Program shift this narrative by sharing the positives and building trust with our families, so we can work together to support our students.”

Celebrating Success and Changing the Narrative

The Dirigo Program is not only redefining how students learn but also reshaping how they are celebrated and recognized for their work and contributions to the school community.

At Sumner Memorial High School, the Positive Behavioral Interventions and Supports (PBIS) framework is deeply embedded in the school culture, with a strong emphasis on recognizing student achievement. As a result, Tracey and Mutlu ensure that students in the the program are acknowledged at the school level during monthly assemblies. This visibility helps both students and staff better understand the program and appreciate the positive impact it is having across the school.

These efforts reflect a broader goal: ensuring that every student feels seen, valued, and capable of success.

“We want our students to know they belong here and that their story isn’t finished yet,” Tracey shared.

At the Dirigo Program’s Senior Application Day, seven seniors gathered with a school counselor to apply to post-secondary programs. The underclassmen cooked and served breakfast for the seniors, as they worked on scholarship applications.

Although the Dirigo Program is only in its first year, it is already making a meaningful impact on the RSU 24 school community. Tracey and Mutlu will have six seniors graduating from the Dirigo Program this spring who are planning to pursue a variety of post-secondary plans, including college and the workforce.

This story was written in collaboration with Sumner Memorial High School (RSU 24) as part of an ongoing series to highlight alternative education programs across Maine. For more information about alternative education, please visit the Maine DOE Alternative Education webpage or contact Aubrie Howard, Maine DOE Student Success and Wellbeing Specialist, at aubrie.howard@maine.gov. To submit a good news story to the Maine DOE, please fill out the good news submission form.

At Ellsworth High School, the alternative education program known as “4th Door” is built on a simple but powerful belief: Students succeed when they feel seen, supported, and connected. Through a personalized and flexible approach, this program helps students reach their unique potential while contributing to their learning community.

The 4th Door serves approximately 30 students in grades 11 and 12 each year. Teacher Christopher Betts has led the program for the past eight years.

“This program works because I am working with students—not just the material,” Betts said.

From left to right: Alternative educator Chris Betts, and ed techs Greg Lounder and Kristi Alexander. 

Student Agency at the Center

A defining feature of the 4th Door is its emphasis on student agency. Entry into the program is intentional. Students are referred into the program by school staff, counselors, families, or they may self-refer. From there, students complete a reflective application that considers their goals, strengths, and readiness for an alternative learning environment.

Students and families meet with Betts, observe the program in action, and determine if it is the right fit. Once accepted, students sign a contract outlining shared expectations for success. The contract includes:

• Attending classes, making progress, and completing assignments. 
• Passing both alternative and mainstream classes. 
• Limiting distractions that impact learning. 
• Giving back to the learning community. 

These expectations create a foundation of accountability while reinforcing students’ ownership of their learning.

Personalized Pathways to Success

Each student in 4th Door follows a personalized learning pathway supported by clear structures and consistent guidance. The program emphasizes hands-on, project-based, and individualized approaches to meet diverse learning needs. Betts has developed a comprehensive Google Classroom, dedicating countless hours to curating a wide range of curriculum resources, scaffolded assignments, and instructional videos. He noted that alternative education teachers often act as “hoarders” of curriculum, collecting and organizing materials, so they can effectively meet students where they are.

Most of Betts’ students are enrolled in both mainstream and alternative classes. To support them in managing their coursework, he maintains individualized checklists that track progress across all classes. He works closely with students to set weekly goals, breaking larger assignments into manageable steps. This approach helps students build momentum, reduce overwhelm, and gain confidence.

The program’s flexibility allows students to:

• Work at their own pace.
• Explore topics aligned with their interests. 
• Engage in meaningful discussions about real-world issues. 
• Contribute to the development of learning materials. 

This model places students firmly in the driver’s seat while ensuring they are supported every step of the way.

The program is also adaptable to individual postsecondary goals. For example, one of Betts’ seniors has been accepted to Eastern Maine Community College (EMCC) and the University of Maine (UMaine) to study mechanical engineering. He plans to attend EMCC for two years and then UMaine. Students in the program say it allows them to reconnect with their education and work toward their goals.

Accountability with Support

The 4th Door maintains clear expectations while also providing a highly supportive setting. Participation is viewed as a privilege, and students are expected to demonstrate effort and consistent progress.

When challenges arise, the program uses restorative practices to help students reflect, repair, and move forward. A structured system outlines expectations, consequences, and opportunities for students to regain good standing, and the system reinforces both responsibility and growth.

“This system allows for checks and balances. Students know I have their backs and that I will advocate for them, but they have to demonstrate they want to be here,” Betts said. “They do that by engaging in the program and contributing positively to our learning community.”

Connecting Learning to the Real World

Betts has recognized that many of his students balance full-time school with employment. In response, he has incorporated a work-based learning component into 4th Door by partnering with local employers to support students who need to work while attending school.

“Some students need to work. It is not a choice. They are showing up to school exhausted,” Betts explained.

Through the work-study component, students can earn up to two academic credits while developing essential career-readiness skills. Betts tracks progress by collecting pay stubs and employer evaluations, which focus on areas such as punctuality, professionalism, and communication.

Relationships at Its Core

At the heart of the 4th Door are authentic relationships. Social-emotional learning is not a separate initiative but something embedded in daily interactions and experiences.

Students consistently describe the program as a safe and inclusive space where they can be themselves without fear of judgment. For many, this sense of belonging is transformative. One student, for example, who struggled to engage in a traditional setting due to an undiagnosed chronic illness credits the program with helping them stay on track and ultimately graduate.

Betts explained that the classroom serves as a “home base,” especially for students who are experiencing anxiety. In this environment, students can show up authentically, build meaningful connections, and learn alongside peers with diverse experiences and learning styles.

A Dedicated Team

The program is supported by a dedicated team consisting of one teacher and two educational technicians. Together, they create a structured yet flexible environment that prioritizes responsiveness, relationships, and student success.

With eight years of experience leading the program, Betts emphasizes a guiding philosophy that this work is not just about delivering content; it is about supporting students as individuals and helping them build a path forward.

This story was written in collaboration with Ellsworth High School (Ellsworth School Department) as part of an ongoing series to highlight alternative education programs across Maine. For more information about alternative education, please visit the Maine DOE Alternative Education webpage or contact Aubrie Howard, Maine DOE Student Success and Wellbeing Specialist, at aubrie.howard@maine.gov. To submit a good news story to the Maine DOE, please fill out the good news submission form.

The Alternative Education Association (AEA) of Maine successfully hosted its 2026 Spring Conference on Friday, March 27, 2026, at Colby College in Waterville. The conference theme, “Building Resilience for All,”brought together alternative education teachers, administrators, superintendents, and school staff from across the state for a day of learning, collaboration, and renewed energy.

Nicole Davis, the Emerging Technology Specialist from the Maine Department of Education (DOE), kicked off the conference as the keynote speaker. Davis spoke about how Artificial Intelligence (AI) can spark powerful emotions—joy, fear, anxiety, excitement—and how alternative educators can navigate uncertainty, find confidence, and embrace AI as a meaningful tool to enhance teaching and learning.

Alternative educators at the AEA of Maine 2026 Spring Conference connected, engaged, and learned alongside one another, strengthening their work and advancing their impact.

Throughout the day, participants engaged in a variety of impactful sessions designed to support both student success and educator well-being through the alternative education lens. Presentation topics included:

• AI and Alternative Education 
• Resonance Language (Empathy for Everyone) 
• Restorative Practices 
• From Awareness to Action: Strengthening Trauma-Informed Practice in Your Classroom 
• Substance Abuse (Peer Support) from SEED (Students Empowered to End Dependence) 
• Sustaining the Helpers: Practical Tools for Burnout and Compassion Fatigue 
• Beyond the High School Model: Redefining Middle School Alternative Education 

Participants also had opportunities to share strategies, reflect on their practices, and build meaningful connections with colleagues dedicated to alternative education pathways.

AEA of Maine extends its sincere thanks to all presenters, participants, and organizers, as this continued commitment to innovation, equity, and resilience in education is what drives this work forward.

AEA of Maine hosts a Fall and Spring conference every year. to the AEA of Maine welcomes new and veteran alternative educators, administrators, superintendents, and school staff (e.g., education technicians, school counselors, school social workers, community partners, etc.) who support this work.

To learn about future AEA of Maine events or to get involved with AEA of Maine, please visit the AEA of Maine website or contact AEA of Maine President Tristen Hinkle at thinkle@msad54.org or AEA of Maine Vice President Tracey Menard at menart@portlandschools.org.

For additional information or resources on alternative education in Maine, please contact Aubrie Howard, Maine DOE Student Success and Wellbeing Specialist or visit the Maine DOE Alternative Education webpage.

MSAD 15 ExCEL students and teacher Laura Fralich support their local community through trail work.

As students at MSAD 15’s Gray-New Gloucester High School settle into their seats for English class, a calm, authentic energy fills the room. Laura Fralich, Expanding Choices for Each Learner (ExCEL) Alternative Education teacher, prepares to begin, having arranged her classroom so that the desks form a circle, and everyone can see one another. She starts each class by asking students a reflective question, intending to build relationships and community, which is the foundation of ExCEL.

This is Fralich’s’s sixth year leading ExCEL within MSAD 15 at Gray-New Gloucester High School. ExCEL is an alternative education program that serves up to 24 students in grades 10-12. It is designed for students whose academic success is strengthened through interdisciplinary and experiential learning in a small, student-centered environment.

Learning Through Experience

In a typical school year, ExCEL has two teachers, but this school year, Fralich has been teaching on her own. Fralich’s students have individualized schedules; some students complete all of their classes in the ExCEL program, while many blend their ExCEL classes with mainstream classes at Gray-New Gloucester High School or at the region’s Career and Technical Education (CTE) program in Portland Arts and Technology High School (PATHS) where students explore and earn certifications in a variety of career pathways. All ExCEL students in the work toward a Gray-New Gloucester High School diploma. Courses are held to the same academic standards as traditional classes, and students must earn the same credits required of their peers.

Fralich’s teaching approach emphasizes hands-on, community-connected learning that is woven throughout the curriculum. She continually ensures that her courses remain rigorous while meeting the diverse needs of her students.

“Instead of teaching five sections of the same course to 100 students, I have 24 students that I get to know over the course of several years,:” Fralich explained. “This allows me to build relationships while creating a curriculum that supports my students’ abilities to access education in a meaningful way.”

Several community partnerships have helped shape the ExCEL curriculum. Funding from Planson International in New Gloucester, and local community members helped establish a greenhouse at the school, which anchors experiential science instruction. Students plant seedlings, design vertical growing systems, experiment with plant-based tie-dying, maintain worm compost systems, and host an annual plant sale. These projects integrate science with sustainability, entrepreneurship, and teamwork.

MSAD 15 students and teachers help to maintain and support the ExCEL greenhouse.

Community connections further enrich student learning. During a recent interdisciplinary study of Black history in Maine, ExCEL students visited Malaga Island and a cemetery at Pineland Farms where residents are buried. Students are currently learning about Indigenous history and will explore Indigenous art at the Portland Museum of Art and attend a Wabanaki storytelling performance at Merrill Auditorium. These experiences deepen students’ understanding through place-based engagement.

MSAD 15 ExCEL students took a trip to Malaga Island.

The arts are also integrated across subjects. In a current poetry unit, ExCEL students are reading and writing original poems and then sewing their work into lap quilts. Students are blending literacy, creativity, and craftsmanship into a meaningful final product.

Connecting Learning to Community

Service learning is embedded in the weekly ExCEL schedule. Each Friday, students volunteer in the community by serving as reading buddies at the local elementary school, helping clean and care for animals at the animal shelter, and visiting residential homes for adults with disabilities to build relationships and foster community connections. These experiences help students develop empathy, civic responsibility, and a stronger sense of connection to their community.

MSAD 15 ExCEL students read to local elementary students.

Building the ExCEL Community

Twice a year, Fralich sends out a request for student recommendations for the ExCEL program. Students are generally referred by school staff, but students can also self-refer. Referrals are reviewed by school-based mental health staff, administrators, and ExCEL teachers. School counselors then meet with interested students to discuss the program and schedule shadow days so they can experience the classroom firsthand and determine whether it is a good fit. These visits also allow prospective students to ask questions of both ExCEL teachers and current students.

ExCEL students frequently cite the program’s smaller setting, field trips, and immediate access to support as key benefits. Most importantly, they describe feeling comfortable and engaged in school because of the program. ExCEL demonstrates that alternative education can uphold high academic standards while centering relationships, student voice, and authentic learning. By creating a structured yet supportive environment, ExCEL keeps students on track for graduation while helping them build confidence and connection.

This story was written in collaboration with Gray-New Gloucester High School (MSAD 15) as part of an ongoing series to highlight alternative education programs across Maine. For more information about alternative education, please visit the Maine DOE Alternative Education webpage or contact Aubrie Howard, Maine DOE Student Success and Wellbeing Specialist, at aubrie.howard@maine.gov. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Students and teachers from the Mount Abram Alternative Education Program stacked emergency wood this past winter for the United Methodist Economic Ministry to support the community.

At Mount Abram High School (MSAD 58), a new approach to learning is helping students reconnect with school through experiential, student-centered practices.

Funding from the Carrabassett Valley Innovative Education Grant Program served as the catalyst for the Mount Abram Alternative Education Program’s launch, supporting the construction of a greenhouse and advancing a clear vision centered on project-based, hands-on learning for students who have become disengaged in traditional classroom settings. In its first year, the program was developed through a collaborative effort involving a former principal, school staff, and special educator Christie Naas, who identified a growing need for a more personalized and supportive learning environment.

Mount Abram Alternative Education Program students worked together to get their greenhouse ready for use. They designed growing systems, including benches, raised beds, and vertical planting structures. They plan to continue to improve the space throughout the year and for years to come.

A Small Program with Big Impact

The Mount Abram Alternative Education Program currently serves students in grades 11 and 12. The program meets every other day and is staffed by one teacher and one educational technician. In less than a year, students have demonstrated significant academic progress, with several moving from failing grades to honor roll status.

“I didn’t really like school before this,” one student shared. “Here, I actually want to show up. I feel like what we’re doing matters.”

Participating students can earn up to four credits per year toward the 24 credits required for graduation while benefiting from a flexible model that emphasizes relationship-building and individualized support.

Learning by Doing

Grounded in project-based and experiential learning, the Mount Abram Alternative Education Program allows students to apply academic concepts through hands-on work.

In the greenhouse, students have taken ownership of designing and maintaining growing systems, including benches, raised beds, and vertical planting structures. Through a partnership with the Maine Mathematics and Science Alliance (MMSA), students are also engaging with “smart greenhouse” technology, using coding and data collection to monitor plant growth under varying environmental conditions.

A highlight of the year has been the development of student-designed hydroponic systems. Working within a $15 budget, students plan, build, and test controlled growing environments, integrating science, engineering, and problem-solving skills.

A Mount Abram Alternative Education Program student put together a hydroponic system that he self designed.

Beyond agriculture, students participated in a maple syrup unit that included tapping trees, building stoves, and studying forest ecology. These experiences connect classroom learning to Maine’s natural environment and local traditions.

“The hands-on work changes everything,” Naas said. “Students aren’t just learning concepts; they are applying them right away, which builds confidence and deeper understanding.”

Building Skills for Life

The Mount Abram Alternative Education Program also emphasizes real-world skill development. Students explore topics such as budgeting, taxes, and financial literacy, while gaining hands-on experience through internships and community service. Projects have included cutting firewood and supporting local food pantries, helping students build responsibility and a sense of purpose.

Looking ahead, the program aims to expand its food production efforts, with goals of growing vegetables for community distribution and, eventually, introducing livestock.

A Supportive, Student-Centered Environment

Creating a safe, respectful, and inclusive learning environment is central to the Mount Abram Alternative Education Program’s success. Staff utilize a trauma-informed approach to ensure students feel valued and supported. The small group setting fosters strong relationships, with many students describing the program as “like a family.”

“It feels different here,” a student expressed. “People listen to you. The small class size makes it feel less overwhelming than traditional classes.”

Learning is tailored to students’ interests and needs, encouraging independence, creativity, and critical thinking. By integrating academics with real-world applications, the program helps students see the relevance of their education.

Early Success and Future Growth

In its first year, the Mount Abram Alternative Education Program has already demonstrated meaningful impact. Students are attending more consistently, engaging more deeply in their learning, and achieving academic success. They are also gaining confidence, practical skills, and a renewed sense of connection to their school and community.

Mount Abram High School’s work highlights how experiential, student-centered approaches can transform student outcomes by providing not only a pathway to graduation but a strong foundation for lifelong success. As the program continues to evolve, school leaders are working to formalize a referral process and establish clear participation criteria to ensure that more students can benefit from this innovative model.

For more information on alternative education, please visit the Maine DOE Alternative Education webpage or contact Aubrie Howard, Maine DOE Student Success and Wellbeing Specialist, at aubrie.howard@maine.gov.

This story was written in collaboration with the Mount Abram Alternative Education Program, MSAD 58, as part of an ongoing series to highlight alternative education programs across Maine. To submit a good news story to the Maine DOE, please fill out the good news submission form.

(Pictured: Oceanside Middle School students explore the river during their visit to Camden to observe a dam removal project.)

At Oceanside Middle School in RSU 13, a small alternative education program is helping students rediscover their potential by reconnecting them to learning and their community. Serving the communities of Owls Head, Cushing, Rockland, Thomaston, and South Thomaston, this program gives students in grades 6-8 the tools and confidence to thrive both inside and outside of the classroom through hands-on projects, supportive relationships, and real-world experiences.

For the past two years, Ryan Verill has led the program, guiding students through a model focused on relationships, hands-on learning, and meaningful connections to the local community. While the program has existed in various forms for many years, Verill has worked to shift it away from a behavior-focused model toward a learning environment where students build relationships with peers and teachers, develop agency in their education, and grow in confidence as learners.

“Many students come into the program feeling like school isn’t for them,” Verill explained. “We work to help them see that they are capable, that they are smart, and that learning can be meaningful.”

Hands-On Learning

At the heart of the Oceanside Middle School alternative education program is a commitment to relationship building. Small class sizes and flexible schedules allow Verill and Lucas Brower, an educational technician working with students in this program, to meet students where they are, respond to their needs in real time, and design learning experiences around students’ interests.

Verill is intentional about bringing students’ interests and learning experiences to life while aligning his curriculum with academic standards and the same grade promotion expectations as Oceanside Middle School. One way he does this is by ensuring students have access to a variety of hands-on tools that support engagement and creativity.

Technology is woven throughout the classroom, including coding kits, robotics sets, and 3D printers. These tools help students learn not only how to use digital resources but also how to use them responsibly.

“We talk a lot about AI and technology as tools,” Verill said. “We want to make sure students know how to use these resources thoughtfully and appropriately.”

Interdisciplinary projects are another key part of the program. Verill often connects literacy, history, and social issues to deepen student engagement. For example, students read books such as When Stars Are Scattered and Hidden Figures, exploring themes of resilience, identity, and leadership. They demonstrate their understanding through creative projects such as visual displays, posters, and timelines that connect the stories to their own experiences while also exploring perspectives beyond their small, rural coastal community.

Because the program serves a small group of students, Verill can incorporate field-based learning that brings academic concepts to life. Students have participated in Wabanaki Water Studies through the Maine Department of Education’s (DOE) MOOSE (Maine Online Open-Source Education) platform and visited Camden to observe a dam removal project. Students explored how restoring river systems impacts ecosystems and fish populations. Those who were once disengaged and not attending school are now showing up and ready to learn because of the experiential, interdisciplinary methods woven into this program.

Community Building

Community engagement is another defining feature of the Oceanside Middle School alternative education program. Students regularly walk into town to visit local businesses, purchase ingredients for cooking projects, and interact with community members. These experiences help students build positive relationships and reshape how they see themselves within their community—and how the community sees them.

One of the program’s most meaningful traditions is preparing and serving meals for seniors at the town hall each month. Students cook the food themselves and stay to share the meal and play games with community members.

Students also help in the school cafeteria by packing lunches and supporting food preparation during early-release days, allowing them to stay connected to their school environment. 

“These experiences help students feel valued and connected,” Verill said. “Many of them haven’t always felt successful in school spaces. When they see that people in the community recognize their effort and appreciate their work, it makes a difference.”

Preparing Students for the Future

With consistent support, humor, and trauma-informed practices, students in the Oceanside Middle School alternative education program are gradually rebuilding trust in their school and developing stronger self-awareness. Staff often see growth when students begin reflecting on their own behavior and taking responsibility for their choices.

“Sometimes students come to us with multiple school suspensions or a history of struggling in traditional classrooms,” Verill said. “When they start recognizing their own progress and advocating for themselves, that’s when we know the work is paying off.”

As students prepare for the transition to high school, this program helps them explore future pathways, rebuild their confidence, strengthen their connection to the community, and regain their ability to access learning. For many students, the alternative education program provides something they may not have experienced before: a sense of belonging. Students are rediscovering their potential and showing them that school can be a place where they thrive.

This story was written in collaboration with Oceanside Middle School, RSU 13, as part of an ongoing series to highlight alternative education programs across Maine. To submit a good news story to the Maine DOE, please fill out the good news submission form.

KHS Alternative Education Program students gather with their teachers, Jacqui Holmes (far left) and Edward Sharood (far right), for a group picture.

At first glance, the Alternative Education Program at Kennebunk High School (KHS) might look different from the traditional high school classroom. Students may be weatherizing a historic barn, building the foundation for their future business, or collaborating with local organizations—but they are still meeting the academic standards required to receive the same high school diploma as their peers. The difference is how they get there. 

Program Creation

The KHS Alternative Education Program began as a small initiative and has evolved over time. Today, its curriculum is fully aligned with Maine’s Learning Results and KHS’ academic standards, ensuring students meet all required graduation benchmarks and complete a 24-credit diploma. 

For more than 20 years, KHS alternative educator Edward Sharood, alongside his colleague, Jacqui Holmes—who has been with the KHS Alternative Education Program for a decade—has emphasized an approach to education centered on belonging, community connection, and project-based learning. 

“We’re not lowering standards,” Sharood said. “We’re redesigning the path.” 

Many students arrive at the KHS Alternative Education Program having struggled in the traditional school setting and in need of an opportunity to redefine their educational experience. The program is capped at 14 students and serves grades 10-12. That relatively small size fosters a relationship-centered culture in which students help create and set expectations, develop a shared code of conduct, and actively shape the program’s culture. Those who have participated in the program say they feel more comfortable, confident, and connected to their learning because they are part of a close-knit community.

Learning Structure  

Mornings at the KHS Alternative Education Program focus on independent or collaborative academic projects targeting specific standards. Afternoons often shift to large-scale community projects. Seven interdisciplinary projects are woven throughout the school year to ensure core content areas (e.g., English, social studies, science, math, and financial literacy) are addressed in meaningful ways that honor the individualized needs and interests of members of the group. 

Community partnerships are a central pillar of the program. Participating students are fully embedded in their local communities, gaining exposure to potential careers, apprenticeships, and workforce pathways they may not have known existed or that they were capable of achieving. These partnerships are intentionally symbiotic; students gain exposure and purpose, while partners—such as local businesses and organizations—gain energy and ideas and complete projects that benefit the broader community.

KHS Alternative Education Program students work to weatherize a three-story barn that will serve as a heated meeting space for students to learn about, and complete community projects on behalf of, the Kennebunkport Conservation Trust.

One of the most impactful partnerships is with the Kennebunkport Conservation Trust. Students spend time at the Trust learning and developing their skills in a variety of areas. They have renovated a house, restored a barn, contributed to trail-improvement projects, and supported field trips for younger students visiting the Trust. They have also partnered with the Kennebunk Land Trust. One student mapped the accessibility of trails, presented those findings, and saw that work adopted and shared more broadly. It was a tangible reminder for these students that their learning has real-world value and impact. 

KHS Alternative Education Program students read to local elementary students.

Participating students say they like the community partnerships model because it allows them to learn through a hands-on approach. It also teaches them to communicate, create and manage projects, build relationships, and develop countless professional skills, ultimately preparing them for the workforce. 

The KHS Alternative Education Program emphasizes wellness and social-emotional learning, too. Every Wednesday is “Wellness Wednesday.” Plus, initiatives like S.E.E.D (Students Empowered to End Dependency) support and empower students to make healthy decisions. This additional layer is woven into the program’s framework, helping to shape traditions while upholding expectations and creating a culture built on accountability, respect, and shared responsibility.

The path out of the KHS Alternative Education Program is not the same for everyone. Some students transition back to mainstream high school as they meet their goals, creating openings for new students. That allows the program—which has a growing waitlist—to operate with rotating enrollment. Other students complete high school through the program and enroll in community college or a four-year college.
Others move directly into their careers, equipped with clarity and confidence. Former KHS Alterative Education Program students have gone on to earn worker licenses, secure employment, and even return to mentor others navigating a similar path. 

The KHS Alternative Education Program has shifted the culture of school for many students from survival to belonging. Students who once hid in the bathroom are leading projects. Students who felt disconnected are present at community events.

KHS Alternative Education Program class of 2025 (from left to right): Wyatt Boulette, Eric Schoener, and Eliza Herring

Changing the Narrative on Alternative Education

Sharood and Holmes say there is often a misunderstanding about alternative education. To them, this program is a different model of learning for students whose potential is not realized in the traditional school setting. Within their school community, Sharood and Holmes note that they have observed generally three populations: students with a clear plan, students who “just do school,” and students who carry enormous, untapped potential. The KHS Alternative Education Program exists for that third group: students capable of far more than their academic journey might suggest.

The KHS Alternative Education Program dispels myths daily. Students earn the same diploma. They meet the same standards. They just demonstrate their learning through a different educational pathway. That work is visible across the community—in restored buildings, improved trails, strengthened partnerships, and meaningful contributions to local organizations. Most importantly, their growth is also visible within themselves.