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.