BCOPE students and staff gather for a group photo.

For more than three decades, the Belfast Community Outreach Program in Education (BCOPE), part of RSU 71, serving Belfast, Belmont, Morrill, Searsmont, and Swanville, has helped students reconnect with learning through strong relationships, flexibility, and community-based support.

Founded in 1990 through a grant, BCOPE began as a small pilot program serving 10 students in grades 10-12 with one teacher and one educational technician in a rented space. Today, the program serves approximately 43 students annually in grades 8-12.

“The focus has always been on meeting students where they are,” BCOPE Teaching Principal Helen Scipione said. “Relationships are at the heart of our work.”

Scipione joined the program in 1994 as an educational technician and later became teaching principal. As BCOPE expanded, staff and community partners worked together to create a permanent home for the program after the initial grant ended. With support from local partners, BCOPE purchased land and opened its current building in 2002. Students helped design the space, which was created to support academic, community building, and social-emotional learning.

Relationship-Based Learning

BCOPE’s educational philosophy centers on flexibility, individualized support, and creating an emotionally safe environment where students feel seen, heard, and valued. Community and consistency remain central to the program’s culture.

Rather than relying on a one-size-fits-all model, staff adapt instruction and support to meet each student’s academic and social-emotional needs. Many students arrive after facing challenging life experiences or barriers that have affected their school attendance and engagement.

Each school day begins and ends with a circle, creating consistent opportunities for communication, reflection, and connection. Staff say these routines help foster accountability, belonging, and trust throughout the school community.

“Students know they matter here,” Scipione said. “No one slips through the cracks.”

Staff say that sense of belonging is reinforced through close relationships across the school community. The staff team includes educators and staff members Helen Scipione, Lindsey Schortz, Randy Nichols, Veronica Maresh Mead, Nancy Nickerson, Pippa Jolie, and Laurel Murphy, who work collaboratively to support students. This year, one of their University of Maine social work interns, Mary Weiss, is a BCOPE alumna, contributing to a strong sense of continuity and shared experience.

“There’s a real sense of trust here,” Scipione said. “Many alumni stay connected, return to visit, or even come back to work.”

School culture is guided by a social contract emphasizing respect, honesty, equity, and accountability. Staff use restorative practices, mediation, and open communication to address conflict and support students rather than relying primarily on punitive discipline. Students also benefit from individualized academic and attendance support, social-emotional resources, and consistent access to food.

Hands-On and Real-World Learning

BCOPE uses performance and project-based instruction aligned with district standards and graduation requirements. Students demonstrate learning through hands-on projects and applied experiences. Student schedules are individualized to help them stay on track toward graduation while receiving the support they need.

BCOPE’s music room has an acoustic drum set, an electric drum set, multiple guitars and basses with multiple amps, keyboards, and two pianos. Student musicians receive individualized lessons based on their interests and learning styles.

“We recognize that success looks different for every student,” Scipione explained. “For some students, success may mean entering the workforce. For others, it may mean college, the trades, or contributing positively to the community.”

The program also emphasizes career readiness and real-world learning opportunities. Students participate in internships, job partnerships, and community-based experiences that connect academics to life beyond school.

“These projects help students see learning differently,” Scipione said. “They connect classroom lessons to real life.”

BCOPE students enjoy being outside. Hands-on learning helps BCOPE students regulate and find deeper connection to their learning.

One signature feature of the program is its greenhouse and garden project, which serves as both a learning space and a community-building effort. Science instruction is integrated into hands-on work, allowing students to apply classroom concepts in practical ways.

Family and Community Partnerships

Family involvement remains an essential part of the BCOPE experience.

BCOPE staff maintain close communication with families, recognizing parents and caregivers as key partners in supporting students. Many families have multi-generational connections to the program, and community support has remained strong throughout BCOPE’s history.

During times of need, staff and community members organize food and supply drives to support students and families.

Community partnerships also play a major role in sustaining the program and creating opportunities for students. BCOPE works closely with local businesses, organizations, and law enforcement, including the school resource officer, Kevin Littlefield, to support student learning and well-being.

“These relationships have sustained the program for more than 30 years,” Scipione said.

Sustaining Alternative Education

Like many alternative education programs, BCOPE faces ongoing challenges related to funding, staffing, and increasing student needs. Scipione credits strong community support and creative problem-solving with helping sustain the program over time.

“Our community has always stepped up,” Scipione added. “People believe in what we do because they’ve seen the impact on students and families.”

As Maine schools continue searching for ways to support students with diverse needs, BCOPE offers a model grounded in flexibility, hands-on learning, and community connection, helping students build confidence, find belonging, and create meaningful paths forward.

This story was written in collaboration with the Belfast Community Outreach Program in Education (BCOPE), part of RSU 71, 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. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Katahdin Program students boil sap they collected.

Located within Windham High School, RSU 14’s Katahdin Program provides students from Windham and Raymond with an alternative learning environment centered on hands-on instruction, outdoor learning, community partnerships, and strong relationships with staff. Through individualized support and experiential learning opportunities, the program helps students reconnect with school, complete graduation requirements, and build pathways toward future success.

“Alternative education deserves recognition,” Katahdin Program Director Rich Meserve said. “Education has to be different for some students. Relationships, trust, and flexibility are often what help students reconnect.”

Meserve started working in alternative education unexpectedly after a career in the business world. While living in Massachusetts, he began tutoring students who were struggling in traditional school settings and quickly found himself drawn to the work. He accepted a position in an alternative education program and later returned to school to pursue teaching professionally.

Originally from Maine, Meserve moved back to the state in 2004 to work at the REAL School before helping to launch the Katahdin Program in 2016. Many of the staff members who helped build the REAL School program transitioned to the Katahdin Program, bringing more than 120 years of combined experience in alternative and experiential education.

“That consistency matters,” Meserve said. “Students and families get to know the people here, and those relationships build over time.”

A School Within a School

The Katahdin Program operates as a “school within a school” at Windham High School, with its own entrance and dedicated learning spaces designed to create a smaller, more personalized environment. Approximately 23 students in grades 9-12 attend the program each year.

Many students come to the Katahdin Program after experiencing challenges in traditional school settings, including lack of attendance, anxiety, academic disengagement, or struggles finding a sense of belonging in larger school environments. The Katahdin Program is intentionally structured to provide individualized support while helping students rebuild confidence and connection to school.

Katahdin Program students attend a five-hour school day from 8:40 a.m. to 1:40 p.m. and are transported by district vans, with transportation staff viewed as an important part of the overall support system. They are often the first and last people students interact with each day. The daily structure emphasizes consistency, communication, and community. Students and staff eat lunch together each day, using that time to strengthen relationships and practice communication and social skills.

“We really focus on the soft skills and relationship-building,” Meserve said. “The more we get to know our students, their situations, and their needs, the more successful they become.”

Academics Connected to Real-World Learning

Students complete graduation requirements and earn credits aligned with district and state standards while participating in interdisciplinary and experiential learning opportunities. Academic instruction emphasizes STEM (science, technology, engineering, and mathematics) and humanities while integrating outdoor education, practical skills, and community engagement.

Students often work in multi-grade classrooms with individualized supports tailored to their learning goals and academic needs.

“We try to make experiences part of the academics,” Meserve explained. “Whether it’s going to the Museum of Fine Arts in Boston as part of a humanities unit on Ancient Egypt or interviewing veterans for the Library of Congress, those experiences are directly tied to learning.”

Project-based and community-based learning opportunities are embedded throughout the program. Students regularly participate in service projects across the region, including volunteering with local schools and food pantries, supporting older community members by stacking wood and delivering sand buckets in the winter, and partnering with organizations on environmental and outdoor stewardship projects.

The program also emphasizes practical and career-connected learning. Students have built picnic tables, birdhouses, trail infrastructure, and outdoor structures while developing teamwork, communication, and problem-solving skills.

Staff expertise helps expand these opportunities. Team members bring experience and certifications in wilderness first response, outdoor leadership, climbing, paddling, skiing, backpacking, and adventure-based counseling. Students participate in activities ranging from indoor and ice climbing to trail maintenance and outdoor leadership experiences.

“In the grand scheme of things, those experiences are just as important as what happens in the classroom,” Meserve said. “We want students learning through experiences as much as possible.”

Prioritizing Social-Emotional Support

The Katahdin Program places a strong emphasis on social-emotional support and restorative practices. The staffing team includes regular and special education teachers, counselors, educational support staff, a social work intern, and an administrator who work collaboratively to support students as whole individuals.

Counselors are embedded within the program and available throughout the day to support students with challenges both inside and outside of school. Staff maintain regular communication with families and work to build trust and partnership with caregivers.

“Many students and families come to us after difficult experiences in school,” Meserve said. “We work hard to build trust and create a true partnership with families.”

The program uses restorative practices as its primary approach to conflict resolution and accountability. Rather than focusing primarily on punishment, staff work with students to repair harm, reflect on situations, and rebuild relationships when challenges arise.

“Growth is a big piece of what we do here,” Meserve said. “Restoring harm and helping students move forward is important.”

Community Partnerships Strengthen Opportunities

Community partnerships have played a major role in expanding opportunities for students while helping reduce barriers to participation. Meserve credits years of relationship-building, grant writing, and community support for helping sustain many of the program’s experiential learning opportunities.

Students participate in partnerships and projects with local organizations, outdoor programs, food pantries, and community groups throughout the region. The program also relies on community donations, fundraising, and partnerships to expand access to outdoor equipment and learning experiences.

“We’ve been fortunate to have incredible support from our district, school board, and community,” Meserve said. “That support allows us to provide opportunities students may not otherwise have.”

Supporting Student Success Beyond Graduation

Meserve said attendance, engagement, and confidence often improve significantly after students join the program, with most graduates moving on to employment, college, military service, or other postsecondary pathways.

This year, the program will celebrate seven graduates, all of whom are currently employed, with several also pursuing college opportunities.

For Meserve, the success of the Katahdin Program reflects a broader commitment within RSU 14 to support students through flexible and innovative approaches to learning.

“I’m continually amazed by the foresight and commitment of district leadership and the school board,” Meserve said. “This program exists because people believe all students deserve opportunities to succeed.”

As schools across Maine continue to explore ways to support students with diverse strengths and needs, programs like the Katahdin Program demonstrate the important role alternative education can play in helping students build confidence, develop meaningful connections, and experience success in school and beyond.

This story was written in collaboration with Windham High School (RSU 14) 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. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Zenith Alternative Education Program students carve pumpkins.

At Camden Hills Regional High School, part of Five Town Community School District (CSD), an off-site alternative education learning community is redefining what high school can look like for students seeking a more personalized, project-based path.

Located at Rose Hall in Camden, the Zenith Alternative Education Program serves students in grades 10-12 through a model rooted in flexibility, relationships, and experiential learning. While the setting differs from a traditional high school, students at Zenith earn the same diploma and meet the same graduation requirements as their peers at Camden Hills Regional High School.

What differs is the approach.

“Traditional high school experiences can feel like conveyor belts in many ways,” Zenith teacher and coordinator Mae Applegate said. “It’s already mapped out, and it’s your job as a student to stay on it. Alternative education is responsive. It’s flexible. It’s built around the students who are actually in front of you.”

Applegate joined public alternative education during the 2025-2026 school year after years of approaching education through a nontraditional lens.

“One of the first questions in my interview was, ‘What brings you to alternative education?’” Applegate said. “My answer was that I’ve always been alternative. It’s the way I approach education and learning.”

Zenith currently serves approximately 20 students, with enrollment fluctuating throughout the year as students transition in and out of the program. Students attend by choice and complete a multi-step application process that includes shadow days, reflective activities, and interviews with staff and family members.

The intentional admissions process reflects the program’s philosophy: Students are active participants in shaping their own educational experience.

Learning Through Experience

At the Zenith Alternative Education Program, courses are organized into interdisciplinary nine-week units that combine academic standards with hands-on learning and real-world experiences.

In a recent history course exploring the cultural and historical significance of food, students brainstormed topics of interest, voted on areas to study, and helped shape the direction of the class. One particular unit in this class included apple dissections, pie baking for community donations during Thanksgiving, and learning about apple preservation methods.

“We’re always asking how we can connect learning to authentic experiences,” Applegate said. “Students are meeting graduation standards, but they’re doing it through projects and collaboration.”

Cross-curricular learning is also central to the program’s design. During one interdisciplinary unit, students explored the physics of sound in science and math classes, led by Zenith’s science and math teacher John Van Dis, by designing and building their own speakers and instruments. At the same time, students participated in an English songwriting course that blended scientific inquiry with creative expression. At the end of their coursework, students visited the local elementary school to share their instruments and creative processes with younger students while demonstrating the science behind sound and vibration.

“The elementary students loved having the high schoolers come in,” Applegate said. “It became a meaningful experience where our students were seen as leaders and mentors.”

Another recent course, “Star Wars: Physics Strikes Back,” expanded upon student interest to explore scientific concepts. As part of this class, students visited the planetarium at the University of Maine, combining academic content with exposure to a college campus and future pathways.

“It was both a science experience and a life experience,” Applegate said. “For some students, it was also an opportunity to imagine themselves in a four-year college environment.”

Building Community Through Leadership

Relationships are a foundational part of the Zenith Alternative Education Program, and students are encouraged to contribute actively to the community around them. Every day starts and ends with a community circle, including gratitude and reflective exercises. On Wednesdays, students participate in a dedicated “Community Day” focused on leadership, collaboration, and culinary programming. Students help plan and prepare meals, manage grocery budgets, lead lunch preparation, and support cleanup responsibilities.

This year, students have also spent time revisiting and redefining the program’s community agreements—the shared values that guide how students and staff interact.

“When I arrived, there were 10 community agreements,” Applegate said. “Some students could explain some of them clearly, and others couldn’t name more than three. We realized we needed to better define who we are as a community.”

Through discussions, writing exercises, debates, and collaborative activities, students distilled the program’s values into a single guiding acronym: GROWTH.

“We knew that if students are coming to Zenith, they’re committing to growth,” Applegate said.

Students are now collaboratively determining what each letter in GROWTH represents through structured discussions and community voting. Two values that quickly emerged were “gratitude” and “welcoming.”

“When students come for shadow days, we want to clearly articulate what being here is all about,” Applegate said. “How do we, as students and staff, live our collective values every day?”

A Different Path, the Same Diploma

Students in the Zenith Alternative Education Program can participate in hybrid schedules, attending classes at Camden Hills Regional High School or programs through the Mid-Coast School of Technology, while remaining enrolled in Zenith.

Some students attend Zenith full-time, while others begin on alternating-day schedules. The flexibility allows staff to individualize supports, while helping students maintain connections to broader school opportunities.

Weekly social work services, close collaboration with counselors, and strong staff relationships also help students navigate challenges both inside and outside the classroom.

“Relationship is really the core pillar of this work,” Applegate said.

The program, funded through Five Town CSD, has existed for more than two decades. Staff members continue working to increase awareness about and understanding of the program among families, faculty, and the broader school community through newsletters, outreach, and presentations.

“There are more than 700 students at the high school, and many stakeholders do not fully understand what happens here,” Applegate said. “We want people to know that what we do here is highly engaged learning. Our students are doing important academic and character work.”

For staff and students alike, Zenith represents more than an alternative education setting. The community is like an extended family, with its own quirks and inside jokes.

“It’s a different way of doing things,” Applegate said. “It’s cool; it’s interesting; and I love it.”

This story was written in collaboration with Camden Hills Regional High School (Five Town CSD) 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. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Mountain Valley Middle School alternative education students and teachers Shane Smith and Anthony Mazza gather for a group selfie.

At Mountain Valley Middle School, students in the alternative education program begin each day with breakfast before heading to the gym to reset, move, and prepare for learning. They then gather in a morning circle to review schedules, discuss upcoming activities, reflect on current events, and practice strategies for managing stress and conflict. Co-alternative education teachers Shane Smith and Anthony Mazza use these routines to create consistency, strengthen relationships, and set a positive tone for the day.

Each day of the alternative education program at Mountain Valley Middle School begins with breakfast, a movement break, and a morning circle.

For many students, the program offers a learning environment built around connection, structure, and support. Launched during the 2023-2024 school year for grades 6-8, the program was designed to provide a flexible, relationship-centered approach for students who benefit from a different path to success than a traditional classroom setting may provide.

“We built the ship as we were sailing it,” Smith said.

What began as a new and evolving program quickly developed through reflection, collaboration, and responsiveness to student needs. During the program’s early stages, students and staff temporarily worked out of a recreation center while school buildings underwent mold remediation. This required creativity and adaptability from everyone involved.

“At the time, we were figuring everything out in real time,” Smith said. “We had difficult days, but we kept reflecting, adjusting, and learning from what students needed.”

The program now operates within the main school building. It’s a transition staff say has strengthened students’ sense of inclusion and connection to the larger school community.

“We’re visible now,” Smith said. “Our students are part of the school community. They aren’t separated or hidden away.”

Building Learning Around Relationships, Engagement, and Community

From the beginning, Smith and Mazza designed the alternative education program as an environment where students feel engaged in their learning.

“It’s important that this isn’t a dumping ground,” Smith said. “We want students to feel supported, challenged, and connected.”

The program serves approximately 14 students with a student-to-staff ratio of about seven to one. Students follow a full-day schedule that blends academics, structured supports, and experiential learning opportunities designed to make coursework accessible and meaningful. Core instruction is adapted to meet a range of academic needs. Smith and Mazza use shorter instructional segments, guided practice, and frequent feedback to help students build confidence and remain engaged.

Project-based and place-based learning are also central to the program. Students participate in activities such as designing aquaponics systems, bridge-building challenges, 3D printing, and explorations of local Rumford history that connect classroom concepts to real-world experiences. Collaborative writing, journaling, and creative projects are also implemented regularly to encourage self-expression and communication.

Mountain Valley Middle School alternative education students engage in hands-on, real-world learning experiences—planting seedlings, sorting historical events into patterns of change, and building bridges—applying high-interest activities to strengthen the acquisition and application of knowledge.

“We want learning to feel connected to something real,” Smith said. “Not just something happening on paper.”

Students regularly participate in field trips, outdoor learning opportunities, guest speaker visits, and service-learning projects that extend learning beyond the classroom. They also contribute through volunteering, food pantry support, and local clean-up efforts, while activities such as hiking and trail walks provide opportunities for reflection, teamwork, and personal growth.

Mountain Valley Middle School alternative education students and teachers Shane Smith and Anthony Mazza fill the community wood-bank and conduct clean-up efforts. These measures help students feel connected to their local community.

“A lot of our students are confined to a small part of town,” Smith said. “Getting outside, exploring, volunteering, and connecting learning to the community makes a huge difference.”

Mountain Valley Middle School alternative education students explore both their local and broader community through experiential, outdoor learning opportunities. Smith shared that, “Being outside lowers stress and cortisol and increases serotonin and happiness levels. Time spent outside improves focus and invites exploration, questioning, and discovery. It’s ever-changing, multi-sensory, and novel. Our trips are challenging and require persistence. Nature is the antidote to heavy screen time and the quick dopamine it provides.”

Across subjects, the focus extends beyond academic completion to helping students develop persistence, confidence, and a stronger sense of belonging in school.

Supporting the Whole Student

Alongside academics, the alternative education program prioritizes emotional regulation, relationship building, and student wellness. Structured morning meetings help students prepare for the day while creating routines that foster stability and predictability.

When students become overwhelmed, Smith and Mazza focus on helping them regulate and re-engage. Students may take a walk or use breathing strategies before returning to instruction. Movement and physical activity are intentionally built into the schedule, giving students opportunities to reset and return to learning more focused and ready to engage.

Mountain Valley Middle School alternative education students take quick breaks outdoors (jumping into a pile of fall leaves) and indoors (engaging in “A Gentle Rain,” a silent, collaborative tile-laying game designed to help ground and regulate students before their next class).

The program also incorporates counseling support provided by the school’s counseling and social work teams, helping students build practical coping and communication skills. Smith and Mazza work closely with families and outside providers when needed, recognizing that strong support systems play an important role in student success.

Mountain Valley Middle School alternative education students participate in a daily wellness class twice a week when Sydney Rowe, middle school counselor, helps them to build emotional intelligence skills.

“One thing we’ve learned is that we can’t do this work alone,” Smith said. “Students need systems of support around them.”

As schools across Maine continue exploring ways to support students with diverse strengths and needs, alternative education programs like the one at Mountain Valley Middle School highlight how alternative education can provide innovative, student-centered environments where relationships, flexibility, and meaningful engagement help students build confidence, reconnect with learning, and experience success.

Co-alternative education teachers Mazza and Smith wear matching, handmade crochet sweaters. They say they’re looking forward to the 2026-2027 school year as they continue to grow and craft their middle school alternative education program.

This story was written in collaboration with Mountain Valley Middle School (RSU 10) 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. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Members of the REACH School gather around founder the late Dot McMahan.

The Rural Educational Alternative Community Middle/High (REACH) School in Bucksport is a private, nonprofit alternative middle and high school program designed to meet students where they are academically, socially, and emotionally. Serving students from RSU 25—which includes Bucksport, Orland, Prospect, and Verona Island—as well as surrounding communities, the REACH School provides an alternative learning environment centered on engagement, relationships, and individualized support for students who have struggled to find success in traditional school settings.

Within a small, community-based environment, students at the REACH School reconnect with learning through hands-on instruction, consistent relationships, and real-world application. The REACH School emphasizes student responsibility for academic progress, personal growth, and goal setting, while fostering collaboration among students, families, staff, and the broader community.

Leadership and Student Connection

The REACH School director and teacher Seth Laplant joined the program in 2020 after nearly two decades working in education.

“Students can’t really learn until they feel comfortable and curious,” Laplant said.

In his dual role at the program, Laplant said he has noticed that many students arrive having experienced long-term academic and personal challenges that affected their confidence in school.

“What many of them share is that they’ve stopped believing they can be successful in school,” Laplant said.

Teacher Holly Cough began working at the school as a volunteer before transitioning into a full-time teaching role. She now works alongside Laplant, supporting students through academic instruction and social-emotional learning.

Cough said the focus of their work is on rebuilding confidence by creating an environment where students feel safe enough to take risks.

“When students stop being afraid to fail, they start taking chances again,” Cough said.

Program Background and Approach

The REACH School was founded in 1987 by a group of educators to provide both adult and alternative education. Later, the program narrowed its focus solely to alternative education. Over time, the school developed a model centered on individualized instruction, student responsibility, and community connection.

Many students who attend the program have experienced anxiety, interrupted educational pathways, or difficulty engaging in larger school environments.

“There’s really no typical alternative education student,” Laplant said. “What we see is a wide range of needs but a shared experience of being disconnected from school.”

Instruction, Learning Structure, and Applied Learning

The REACH School provides flexible instruction for students in grades 7-12, with learners often working across multiple academic levels within the same classroom. Core academic areas include English, mathematics, science, and social studies, with an emphasis on individualized pacing, credit attainment, and applied learning aligned with graduation requirements.

Rather than progressing through content in a single sequence, students work across different skill levels based on their needs and progress.

“We’re looking at how students are engaging in the learning, not just whether they complete something,” Laplant said. “It shifts the focus toward growth and participation.”

That approach shapes daily instruction. Teachers use a blend of direct instruction, small-group collaboration opportunities, discussion-based learning, and independent work, allowing students multiple ways to access content and demonstrate understanding. Mathematics instruction ranges from “Math for Life,” which emphasizes financial literacy and real-world application, to algebra, geometry, and advanced independent study. English instruction spans foundational literacy development through college and career writing preparation.

Project-based learning is also embedded throughout instruction and used to connect academic content to real-world applications. Through Project REACH, students take on large-scale, student-led initiatives that require planning, collaboration, budgeting, and execution.

“These projects give students ownership over something real,” Cough said. “They’re not just completing assignments. They’re building something together.”

Recent examples include a student-run haunted house, developed after “Fright at the Fort” at Fort Knox was discontinued, where students organized, designed, and operated a community event. Smaller classroom projects also extend learning opportunities, including a “Little Free Art Library,” designed, built, and painted by students for community art exchange.

Across classes, students regularly engage in group discussion, brainstorming, and collaborative problem-solving before transitioning into independent work.

“We hold students to high expectations,” Laplant said. “But we also meet them where they are.”

Life Skills, Responsibility, and Career Readiness

The REACH School integrates life skills instruction through “Adulting 101,” which includes budgeting, transportation, laundry, and independent living skills.

Students also participate in structured career exploration to support postsecondary planning and workplace readiness.

A defining feature of the program is shared responsibility for maintaining the school environment. With no custodial staff, students rotate duties such as cleaning, organizing, and maintaining shared spaces. This structure is intended to build accountability, independence, and real-world responsibility.

Student Support and Mentorship

The REACH School provides academic and social-emotional supports through school staff and community partnerships, reflecting broader statewide efforts to strengthen coordinated student support systems in alternative education settings.

The program partners with organizations such as Healthy Acadia and RSU 25 to provide access to recovery coaching, counseling supports, and social work services. These partnerships supplement available supports, particularly as demand for mental health and behavioral services continues to increase.

“It has helped us identify needs earlier and respond more quickly,” Cough said.

Within the school, additional support is provided through regular check-ins between staff and students focused on academic progress, well-being, and personal goals. Staff said these conversations are valuable for maintaining connection and early awareness of student needs, although capacity for formalized support remains limited.

As student needs continue to grow across alternative education programs statewide, educators say schools are increasingly relying on coordinated systems that combine school-based staff with regional providers to expand access without additional dedicated resources.

Due to the school’s small size, peer mentorship also plays a visible role in daily life. Students who have been in the program for a longer amount of time often support newer students as they adjust to academic expectations, routines, and the school environment.

“We see students supporting each other in meaningful ways,” Laplant said.

School Culture and Daily Structure

Community-building is embedded in daily routines at the REACH School.

Each morning begins with a schoolwide meeting where students and staff participate in a “Question of the Day,” share updates, and engage in discussion. Topics often include personal experiences, school events, and broader social-emotional themes.

“As teachers, we participate in those conversations, too,” Cough said. “It helps build trust and openness across the school.”

Students who arrive late receive a shortened version of the meeting to remain connected to daily dialogue.

The school maintains traditions and student-led activities throughout the year, supporting connection, belonging, and engagement.

Post-Graduation Pathways

Graduates of the REACH School pursue a wide range of pathways, including college, technical training, employment, travel, volunteer service, and creative careers. Many remain connected to the program after graduation through volunteering or continued involvement with school activities.

Teachers and families often report increased confidence and independence among students who have completed the program.

“We hear from families and former teachers that students are completely different when they leave here than when they arrived,” Cough said.

As alternative education continues to evolve across Maine, the REACH School highlights how engagement-based instruction, real-world learning, shared responsibility, and strong relationships can help students reconnect with education and move toward meaningful future pathways.

This story was written in collaboration with Rural Educational Alternative Community Middle/High (REACH) School 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. To submit a good news story to the Maine DOE, please fill out the good news submission form.

A group of Innovations students enjoys the coast of Maine at Ship Harbor Trail in Bass Harbor.

Brewer School Department’s alternative education programs have developed into a connected system of supports that begins in middle school and continues through multiple high school pathways, offering students flexible options for learning, engagement, and graduation.

What began as a small, in-person alternative education program called “ALPHA,” serving about 25 students, has expanded into a multi-tiered system that now includes a middle school alternative education program called Innovations Academy, as well as high school alternative education pathways through the ALPHA Academy in-person program, the online and hybrid Nu Program, and Extended Learning Opportunities (ELO). Together, these programs serve approximately 126 students across grades 6-12.

Staff describe the model not as separate programs but as a connected pathway built around one guiding idea: Students do not all take the same road, but they all deserve a road that leads to success.

“We didn’t build this as one fixed program,” Chris Moreau, Alternative Education Program Coordinator and Nu Program teacher, said. “We built it because students needed different ways in.”

Middle School Innovations Academy: Early Engagement and Flexible Foundations

Brewer’s middle school alternative education program, Innovations Academy, serves approximately 26 students in grades 6-8 and offers flexible schedules and individualized supports that blend academic instruction, social-emotional learning, career exploration, and community engagement. Cami Carter oversees Innovations Academy alongside her educational technician, Danny Schlaefer, creating programming designed to help students build confidence, resilience, and readiness for high school.

Innovations Academy students do not follow a single uniform schedule. Instead, programming is tailored to each student’s needs, strengths, and learning style. Instruction combines academic skill-building with applied, hands-on learning experiences. Project-based learning is a central component, allowing students to connect math, science, and problem-solving to real-world situations.

“We’re trying to make learning something students can access,” Carter said. “A lot of students haven’t had success in traditional settings. This gives them a different entry point.”

Community-based learning is a defining feature of Innovations Academy. Every week, students leave the classroom to explore careers, businesses, colleges, and community organizations throughout the region. Over the course of two years, students have explored more than 60 career pathways, including marine science, health care, plumbing, culinary arts, theater, athletics, landscape architecture, and the trades.

Experiences have included working with the Penobscot Theatre Company to learn about technical theater careers, visiting the University of Maine at Orono for hands-on science exploration, touring technical education programs, and engaging with Maine Maritime Academy through tugboat experiences. Students also participate in outdoor and community-based learning such as hiking, horseback riding, and ocean exploration.

“We want students to start seeing what’s possible,” staff said. “Even if they don’t know yet what they want to do, they begin to understand what exists.”

Carter said these experiences are designed not only to expose students to careers but also to help them build confidence, as they navigate unfamiliar environments, interact with adults, and persist through discomfort in new situations.

“Watching their world open up is one of the best parts,” Carter said.

Beyond academics, Carter emphasized that the program is intentionally built around relationships and emotional support. Teachers, support staff, and counselors often serve multiple roles throughout the day as instructors, mentors, advocates, and consistent/trusted adults for students navigating anxiety, family challenges, or school disengagement. Students are also connected with school-based counseling, social work supports, and community resources when needed, reinforcing a broader wraparound system designed to remove barriers to learning.

The Transition to High School: Building Individual Pathways

A key focus of Innovations Academy is preparing students for the transition to high school, with an emphasis on ensuring the shift does not disrupt support systems or academic progress.

Carter works closely with students and families to build individualized transition plans that may include traditional high school enrollment or placement into Brewer’s alternative education pathways. Staff said the goal is not to place students on a fixed track but rather to design pathways that can shift as students’ needs evolve.

Through grant funding, eighth-grade students are able to participate in summer transition activities, high school visits, scavenger hunts, and meetings with teachers, administrators, tutors, and ELO staff before entering ninth grade. These experiences help reduce anxiety and build familiarity with the high school environment.

“We’re already thinking about graduation in middle school,” Carter said. “That transition matters.”

Carter also continues to support many students into high school, maintaining communication, monitoring academic progress, and helping students navigate challenges during the critical first year of ninth grade. Staff emphasized that maintaining these trusted relationships is often what keeps students engaged and on track. Last year, all 14 eighth-grade students who transitioned to ninth grade remained on track to earn graduation credits.

Carter said the system is designed to remain flexible. Students may move into traditional high school, the ALPHA Academy, Nu Program, or a combination of supports, depending on their needs.

“It’s not about locking them into a path. It’s about finding what works,” Carter said.

Alternative Education High School Pathways: ALPHA, Nu, and ELO

At the high school level, the alternative education system expands into three interconnected pathways, each designed to provide structure while allowing flexibility and movement between programs.

The ALPHA Academy, founded by alternative educator David Morris and co-taught for more than 20 years alongside fellow alternative education teacher Steven Bloodsworth, provides in-person instruction centered on core academics with flexible pacing and individualized support. Morris and Bloodsworth serve not only as teachers but also as advisors, mentors, and a consistent adult presence, building long-term relationships with students that often extend beyond academics.

The Nu Program, overseen by Chris Moreau, blends online coursework with structured in-person supports and regular check-ins. Moreau said the Nu Program was designed not as a fully remote model but as a flexible option that allow students who struggle in traditional school settings, face attendance barriers, or experience anxiety to maintain strong relationships, have accountability, and receive counseling support.=

Moreau said Nu Program has evolved significantly since its early pandemic-era roots, expanding as student needs grew and systems adapted.

“Alternative education thrives on relationships,” Moreau said. “Whether students are in person or online, they still need connection, consistency, and someone who knows them well.”

The ELO program, overseen by Kevin Napolillo, connects students directly to real-world learning experiences through internships, certifications, and community partnerships. Students explore career pathways in fields such as construction, health care, education, and technical trades while earning credits and building postsecondary skills.

Across all three pathways, students receive academic monitoring, counseling support, and consistent engagement with staff who track both academic and personal progress. Students can move between programs as their needs change, reinforcing the idea that pathways are flexible rather than fixed.

Alternative Education Pathways as a Key to Success

Moreau said this flexibility has been key to improving outcomes and keeping students connected to school systems that might otherwise have lost them.

For decades, graduation rates at Brewer High School remained steady between 85 and 87 percent, but in the past few years, they have climbed to just below 95 percent due to these innovative alternative education pathways.

Additionally, the Brewer School Department has adopted a local Disrupted Diploma option modeled after the Maine Department of Education’s (DOE) Educational Disruption Diploma. Brewer High School’s Disrupted Diploma requires students to earn 13 credits and, because it is district-based, allows some students to earn a diploma before completing four full years of high school.

Superintendent Gregg Palmer said the option has been a lifeline for a small but significant group of students, opening pathways to better employment opportunities, community college, military service, and other postsecondary options. Palmer said the pride students show when earning a Disrupted Diploma reflects how meaningful and hard-earned the accomplishment is.

A System Built on Relationships, Flexibility, and Belief in Students

Across both middle and high school programs, staff emphasize that relationships remain the foundation of student success. Students are supported by teams that include teachers, counselors, administrators, school psychologists, social workers, and community-based partners. The programs also work closely with school-based health services and mental health supports to ensure students receive wraparound care when needed. For example, Dr. Alison Glanville, Director of Psychological Services, works closely with the ALPHA and Innovation Academys, providing weekly mental health sessions to students. 

Moreau said alternative education is not about lowering expectations but about removing barriers and helping students access success in ways that work for them.

“We don’t see this as separate programs,” Moreau said. “We see it as one system that adjusts to students.”

That system includes structured supports, frequent check-ins, individualized planning, and ongoing communication with families. Family input is considered central to placement decisions and ongoing student success.

“We’re not just focused on credits,” Moreau said. “We’re focused on keeping students connected long enough to succeed.”

Moreau also noted that alternative education continues to shift as stigma around nontraditional pathways decreases, with more families recognizing that multiple routes can lead to the same outcomes.

Looking Ahead

Brewer School Department’s alternative education programs continue to evolve with a focus on strengthening transitions between middle and high school, expanding career-connected learning and increasing access to flexible pathways that respond to student needs.

Moreau said the long-term vision is a system where students can move fluidly between supports as their needs change, without losing connection to school, adults, or academic progress.

“Students don’t all take the same road,” Moreau said. “Our job is to make sure there is a road for each of them.”

This story was written in collaboration with the Brewer 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. To submit a good news story to the Maine DOE, please fill out the good news submission form.

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.

This story was written in collaboration with Mt. Ararat Middle School in MSAD 75 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. To submit a good news story to the Maine DOE, please fill out the good news submission form.

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.