Laughter and music rang out in the gymnasium at East Belfast Elementary School on August 7 and 8, 2025, as early childhood educators from RSU 71 and Waldo County Community Action Partners Head Start participated in Playmaker University, designed to help early childhood professionals strengthen their relationships with children.
RSU 71 is one of six school administrative units (SAUs) across Maine that have been awarded grants through the First 10 Community School pilot, a project funded by Maine’s Preschool Development Grant. The First 10 model is a specialized community school approach that unites elementary schools, early childhood programs, businesses, community organizations, and social service agencies to support the wellbeing and academic success of children from birth through age 10.
This two-day event in early August was hosted by the RSU 71 First 10 Team as part of their work as a First 10 Community School. Educators who participated learned about the Life Is Good Playmaker Project, which teaches early childhood professionals how to help children who have experienced trauma to heal through play.
Through Playmaker University, facilitators provide a trauma-informed framework that can be used with children anywhere at any time. This training supports the social-emotional wellbeing of children and adults by improving relationships. The approach provides hopeful and uplifting strategies that can help to prevent burnout. Educators who participated said they found the opportunity to be informative, inspirational, and fun.
“It isn’t just children who experience trauma,” one educator said. “We needed this to heal ourselves after all of the challenges we have been through”.
“The best part was doing this with the people we work with: sharing the joy and building the relationships,” another educator said.
After the event, many words of thanks were shared with the facilitators and the RSU 71 First 10 Team for their work sponsoring this opportunity. Additional thanks went to local Principal Liz Ridgeway for championing this project and First 10 co-coordinators Kristie Hamlin and Crystal Box for their support. One participant shared: “We are so lucky for this positive start to the school year”.
The two days of in-person learning will continue with ten online modules, which participants will complete asynchronously to become certified Life Is Good Playmakers. A graduation celebration is slated for December, and the RSU 71 First 10 Team is already considering ways to share their learning with local families.
To learn more about the Life Is Good Playmaker Project, click here. For more information about the First 10 Community School pilot that provided this event as joint professional learning for early childhood educators in the RSU 71 community, visit the First 10 Community School webpage of the Maine DOE website or contact Sue Gallant, Maine DOE First 10 Community School Specialist, at Sue.Gallant@maine.gov.
This summer, the Intercultural Community Center (ICC) of Westbrook—proud recipient of a 21st Century Community Learning Centers (21st CCLC) grant—hosted an extraordinarily impactful seven‑week “Wonders of Water” program, welcoming 60 middle schoolers from the Westbrook School Department to a free and transformative aquatic adventure.
Thanks to crucial support from the 21st CCLC grant and generous partners, including the Casco Bay Estuary Partnership, Goldfish Swim School, cPort Credit Union, and Maine Community Swimming, each of these students received brand-new bathing suits, swim caps, goggles, and water bottles, empowering them to jump into learning with confidence and flair.
This program wasn’t just about fun; its core mission was instilling lifesaving water safety and swimming skills. Under the “Wonders of Water” theme, participants learned how to swim, to stay safe in and around the water, and to value aquatic environments. Every single student mastered swimming by the end of the program.
Over the course of 35 days of programming, students and staff embarked on 23 field trips, exploring 11 different bodies of water across the scenic Casco Bay watershed. From beaches and estuaries to ponds and coastal inlets, students gained both confidence in the water and a deepened appreciation for their local marine ecosystems.
ICC’s powerful summer achievement is based on the 21st CCLC grant, which ensures that academic enrichment, language support, and aquatic education remain free to learners regardless of their background.
Thanks to this funding, ICC has grown stronger through expanded staffing and enhanced coordination with the local school department. Meaningful outreach efforts have also made ICC a vital, dependable presence in the community.
This season’s aquatic triumph underscores ICC’s evolving impact: Beyond academic support, ICC is now fostering lasting lifesaving skills, environmental awareness, and inclusive summer fun. As ICC continues to weave together enrichment, safety, and community partnerships, it is clear that the ripple effects of this summer will persist far beyond the final swim cap being dried.
To the ICC team, students, families, and all community allies: Your dedication is making waves in the best possible way.
This story was written in collaboration with the Westbrook School Department’s Intercultural Community Center (ICC). To submit a good news story to the Maine DOE, please fill out the good news submission form.
Pictured from left to right: Maine FFA State Officers Callie Cullins, Hannah Shaw, Lane Carmichael, Jillian McLaughlin, and Mia Arcott
The National FFA Organization is recognized for inspiring members to take action and advocate—not only for their own beliefs but for the future of agriculture. Recently, Maine FFA State Officers took the next step in their advocacy journeys by attending the 2025 National FFA State Officer Summit, located in the heart of Washington, D.C.
The National FFA State Officer Summit is a five-day conference open only to state officers. During the conference, Maine FFA state officers had the opportunity to grow their advocacy skills by attending workshops with National FFA staff, listening to guest speakers such as U.S. Secretary of Agriculture Brooke Rollins. They networked with other state officers from all regions of the country and its surrounding territories and also had a once-in-a-lifetime experience connecting with their respective congressional delegation.
Throughout the week, Maine FFA state officers worked together to discuss their advocacy plans. Team members worked carefully to create plans of action for their legislative meetings, focusing primarily on delivering the “legislative ask.” The legislative ask, brought forward by Maine FFA, sought to increase membership in the National FFA Caucus, bipartisan group of senators and representatives that focuses on the prosperity and protection of the National FFA Organization.
Members of the caucus give FFA members a direct voice within our nation’s government, allowing them to freely express ideas, comments, and concerns regarding the organization. Additionally, the caucus provides a level of protection to the organization by fighting for secure funding to enhance agricultural education initiatives. This funding allows the organization to continue to support members in a variety of ways, including by providing monetary scholarships to support students pursuing secondary education, establishing grants for chapters to grow and establish strong agriculture education programs, and allowing for the continuation and improvement of all national leadership workshops.
With such a large ask at hand, the state officers did not take their job lightly. Team members worked countless hours, both leading up to and during the conference to ensure smooth delivery of the legislative ask. They met with Senator Angus King, Congresswoman Chellie Pingree, and Senator Susan Collins, establishing connections with Maine’s congressional delegation by sharing personal stories, hopes, and aspirations for Maine’s agricultural future.
“My highlight of the State Officer Summit was definitely getting the opportunity to speak with Maine’s legislators at the Capitol,” Hannah Shaw, 2025-2026 FFA Maine State Treasurer, shared. “Getting to advocate for our FFA members while touring the Capitol is something I will never forget.”
Though the team travelled to the Capitol for work, team members scheduled time to bond with one another, as they explored the various sites throughout Washington, D.C. During this time, the officers traveled to Arlington National Cemetery to pay tribute to the thousands of men and women who have served in the armed forces. Jillian McLaughlin, Maine FFA State Reporter noted, “It is because of these brave people that we have the opportunity to freely participate in our organization.”
Additionally, the team attended a guided night tour of the monuments throughout Washington, D.C., allowing them to get up close to monuments, such as the Thomas Jefferson Memorial, the Martin Luther King Jr. Memorial, and the Washington Monument.
Though their week in Washington, D.C. may have come to an end upon their departure on July 18, 2025, the Maine FFA state officer team continues to advocate for Maine agriculture and FFA members.
“One of my highlights from the summit was getting to use my voice to advocate for agriculture, while building meaningful, life-long connections with others who share the same passion,” Callie Cullins, Maine FFA State Vice President, said.
As the team’s year of service progresses, team members will continue to work to ensure that the voices of all Maine FFA members and agriculturalists are valued and heard.
This story was written by student Jillian McLaughlin, the Maine FFA State Reporter. To submit a good news story to the Maine DOE, please fill out the good news submission form.
(MSAD 54 educator Dorothy Small shares her passion for tagging Monarch butterflies, teaching students how to find Monarch eggs, raise them, tag the insects, and release them.)
At Mill Stream Elementary School, pre-K through second grade classrooms are embracing the “For ME” curriculum, an innovative, whole child-focused instructional approach, adapted from Boston Public Schools and available through the Maine Department of Education. Designed to integrate research-based practices aligned with Maine’s Learning Results, this program encourages children to grow as learners and also as active, responsible citizens.
Second grade teacher Tiffany Frost has seen firsthand how the “For ME” curriculum inspires her students. Having taught both the kindergarten and second grade modules, Frost is a strong advocate for giving students ownership of their learning.
“The curriculum is so well designed that everything we are doing connects,” Frost said. “My students aren’t just reading about their world; they’re inspired to become problem-solvers and collaborate with their peers to find solutions.”
When fellow teachers Tracy LaPlante and Ciera Lambert explored the upcoming second grade “For ME” module, they approached it with genuine curiosity. Working alongside academic coach Barbara Welch and supported by ASPIRE, a local partnership dedicated to student career aspirations, the team developed a community-based focus for the unit, which included presentations by community members, as well as other educators like Dorothy Small, who taught students about Monarch butterflies. Special Education teacher Patty Moody also joined the effort, helping to expand learning opportunities through reading and writing in all settings.Special Education teacher Patty Moody also joined the effort, helping to expand learning opportunities through reading and writing in all settings.
Throughout this unit, students became researchers, creating informational brochures about flowers to be shared with local businesses. They also took on the role of Pollinator Ambassadors, designing tri-fold displays to explain the vital relationship between pollinators and flowers. To deepen students’ understanding, community partners visited the classroom to share their expertise and skills, offering students hands-on opportunities to explore pollination.
This project culminated in the Pollinator Exhibit, where second graders proudly shared their work with parents, fellow students, and staff. Visitors toured the displays and participated in interactive activities led by students from Somerset Career and Technical Center’s Early Education program.
Through the “For ME” curriculum, Mill Stream Elementary’s second graders didn’t just study pollinators; they became advocates for them, proving that even the youngest learners can make a big impact in their community.
This story was written in collaboration with Mill Stream Elementary Schooland the Maine DOE Early Learning Team.To submit a good news story to the Maine DOE, please fill out the good news submission form.
Maine educators, you are invited to a statewide professional learning experience hosted by the Maine Department of Education (DOE)!
Mark your calendars! The Maine DOE Office of Teaching and Learning and Office of Innovation are excited to invite all educators, ed techs, administrators, and pre-service educators to three full days of free, high-quality professional development in the 2025-2026 school year.
In partnership with the University of Maine System, this statewide professional learning initiative is made possible through a valued collaboration with the University of Maine at Orono (UMaine), the University of Maine at Farmington (UMF), and the University of Southern Maine (USM). We are grateful to these institutions for opening their doors to educators across the state. Their partnership ensures that our shared commitment to accessible, high-quality, and regionally grounded professional learning is available to every educator, whether attending in person or joining online.
No matter your role in public education—whether you’re an early childhood educator, a STEM enthusiast, a literacy coach, a pre-service teacher, or someone looking to deepen their practice in inclusive education—there’s something for you. These engaging workshops are crafted by Maine DOE staff and designed to inspire, energize, and equip you with tools to meet the needs of today’s learners.
2025-2026 Statewide Professional Learning Dates:
Friday, October 10, 2025
Friday, January 16, 2026
Friday, March 20, 2026
You can attend in-person at one of the University of Maine System campuses (UMaine, UMF, USM) or join remotely via live stream from anywhere in the state. There is also an option to catch up on-demand after the fact. All participants will be eligible for contact hours.
These learning days are scheduled to align with many school administrative unit’s’ dedicated professional development days. You can register for all three events or just one or two.
Each day is structured as follows:
Morning Workshop: 9-11:30 a.m.
Lunch Break: 11:30 a.m.-12:30 p.m. (on your own)
Afternoon Workshop: 12:30-–3 p.m.
Planning to join us on campus? Each session offers an interactive, in-person experience, with just 50 seats available per workshop session. Registration is required, so please be sure to reserve your spot early to participate onsite. Prefer to learn from your own space? The online option offers unlimited registration, and you can join live from anywhere in the state! Can’t attend live? Don’t worry; asynchronous recordings will be available, so you can access content when it works for you.
Topics include:
Play-based and early childhood assessment
Wabanaki Studies integration
STEAM and numeracy
Literacy through graphic novels
UDL (Universal Design for Learning) and MTSS (Multi-Tiered System of Supports) frameworks
Let’s grow together! Come as you are. Learn in the ways that work for you. Connect with educators from across the state in a welcoming space that prioritizes equity, innovation, and real-world learning.
For questions or more information, please contact Beth Lambert, Maine DOE Chief Teaching and Learning Officer, at beth.lambert@maine.gov.
Pictured: Zachary, a former student of Two Rivers CDS, waits with excitement before the event begins.
Laughter, applause, and proud smiles filled the room at the Two Rivers Child Development Services (CDS) site in Brewer on Thursday, August 21, as families, educators, and local officials gathered to celebrate the Stepping Stones Preschool Graduation. This event marked an important milestone for the class of 2025—a group of preschool-aged children transitioning from CDS services into their local public schools, including many who will begin kindergarten in the Brewer School Department this fall.
More than just a graduation, this ceremony celebrated the hard work of students, families, and educators, as these children move confidently into the next chapter of their educational journeys. It also reflected Maine’s broader transition effort, led by the Maine Department of Education (DOE) and CDS, to move Early Childhood Special Education services for children ages three to five from CDS programs into public school systems statewide—a process that aims to be fully implemented by 2028.
The Stepping Stones Preschool Graduation, organized by CDS staff, including Site Director Amy Bragg and Assistant Preschool Manager Sarah Taylor, was full of energy and emotion, as families watched their children sing, laugh, and accept certificates, gifts, and sorbet to celebrate their progress.
“I’m most excited for them and their families,” Taylor said. “We are so lucky to have had these kids. Just being able to celebrate them and all the progress they’ve made is the most exciting part.”
For Marie Brown, the day was especially meaningful, as she watched her grandson, Bryson, graduate.
“This is his second year here, and he was actually the first child enrolled in the program in Brewer,” Brown said. “I’ve seen leaps and bounds in his work. The people here—I can’t say enough; they’re wonderful.”
Brown shared that she is hopeful, as Bryson prepares to enter kindergarten in the public school system: “I’m nervous because this has been our comfort zone, but I’m excited to see the next chapter in his growth.”
This joyful moment was made possible by the collaborative work between CDS and local public schools, including those in the Brewer School Department, which is part of the second cohort of school administrative units (SAUs) participating in the transition. Starting this fall, Brewer and 33 other SAUs will take on the responsibility of providing Free Appropriate Public Education (FAPE) and Child Find services under the Individuals with Disabilities Education Act (IDEA), following a strong foundation laid by Cohort 1 in the 2024-2025 school year. Every child with a disability in the initial SAUs was fully supported within their local school communities—demonstrating the power of collaboration between CDS and SAUs.
According to Angela Moore, Director of Special Education for Brewer Schools, the transition has been a positive and collaborative process, as schools prepare to welcome children and provide seamless supports from day one.
“CDS has been so incredibly helpful,” Moore said. “Bragg and her team have been exceptional in making us aware of the students coming in, what their needs look like, and how we can plan for them.”
Moore highlighted how valuable it was to sit down with CDS staff in the spring and review the needs of each child in detail.
“That hour and a half saved me a lot of reading time; it was like a passing of the torch,” she explained. “They helped us to build trust and truly understand each student before they even step into our classrooms.”
While the shift from CDS to public schools is a significant structural change, families are already seeing the benefits: access to services within their communities, fewer transitions, and coordinated support from both agencies.
Heather Imferrera, whose son, Zachary, is moving from Two Rivers CDS to pre-K in Orrington (AOS 47), shared her enthusiasm about the services Zachary has received so far at Two Rivers and what he’ll receive in Orrington.
Zachary and his mom, Heather Imferrera.
“It has been amazing,” Imferrera said of her family’s experience.
Imferrera said she is excited that in his new setting this fall, Zachary will be able to receive speech and occupational therapy services, as well as specially designed instruction, while going to school with other kids in his community.
Taylor emphasized the importance of communication in helping families to feel confident: “We’re working to show that pre-K is going to be treated just like kindergarten or first grade. It’s their public school; it helps people to understand and feel more at ease.”
Both CDS and SAUs are learning from the first cohort of schools that began this transition in 2024, and those lessons are making a difference.
“We definitely learned from the first year,” Bragg said. “Now that we’re going into the second year, everybody’s on a better timeline and has more information.”
Bragg also mentioned that a few larger SAUs that CDS has been working with have given them “rave reviews” in the process of this transition.
Bragg described the Stepping Stones Preschool Graduation as a confirmation of what CDS and its partners have been able to achieve: “It’s a huge milestone—for the kiddos and their families. It’s good to know we were able to meet their needs.”
The Maine DOE, through the Office of Special Services and Inclusive Education (OSSIE) and its CDS teams, continues to support this statewide effort with policies, resources, and guidance. Local SAUs, in turn, are building the capacity to serve children close to home, creating a more inclusive and supportive early education system.
Moore summed it up: “We’ve been ‘linking arms’ with CDS to make sure no child goes unserved or unidentified. That partnership has helped us to prepare classrooms, train staff, and really know the students before the first day. This transition is about doing what’s right for kids—and that’s what we’re focused on.”
As the ceremony concluded with high-fives, hugs, and photos, the mood was hopeful and celebratory. These young graduates may be small in size, but they’re stepping into big new opportunities—well-prepared, well-supported, and ready to thrive.
Looking ahead, Cohorts 3 and 4 of the CDS transition will follow over the next two years, guided by the lessons learned and best practices developed through this collaborative approach. This phased, deliberate transition reflects Maine’s commitment to providing high-quality, inclusive services for children and families—meeting them where they are.
Two Rivers CDS, the Brewer School Department, and the Maine DOE Office of Special Services and Inclusive Education contributed to this article, written as part of a series highlighting the ongoing efforts of CDS and public schools in providing comprehensive educational services to Maine’s children with special needs. To submit a good news story to the Maine DOE, please fill out the good news submission form.
The Maine Department of Education (DOE) is partnering with Retro Report to host a unique day of professional development for educators on Saturday, October 4, 2025, from 9 a.m. to 3 p.m. in Augusta.
This event will showcase a new resource collection funded in part by a Teaching with Primary Sources grant from the Library of Congress. This collection features 25 short films spanning post-Reconstruction U.S. history, each paired with a curated primary source pack and scaffolded writing outlines to support diverse learners.
Designed especially for middle and high school teachers of U.S. history and civics/government, as well as educators supporting special education students in these courses, the training promises practical classroom resources and collaborative learning opportunities.
Participants will receive a $150 stipend (upon completion of the post-professional development survey), as well as coffee and a catered lunch. Attendees are encouraged to bring a charged laptop and an eagerness to engage with high-quality instructional materials.
Registration is limited to the first 25 educators who sign up. Please register here.
For further information or questions, please contact Beth Lambert, Maine DOE Chief Teaching and Learning Officer, at beth.lambert@maine.gov.
NASA is launching an exciting opportunity for middle and high school students across the country—and it’s free to participate! Applications are now open for the NASA TechRise Student Challenge, which invites students in grades 6-12 to submit ideas for science and technology experiments that could fly on a suborbital flight, such as a high-altitude balloon or rocket from the commercial space industry.
This is more than just a science project; it’s a chance for students to get hands-on experience designing experiments for real NASA-sponsored flights, working like NASA engineers and scientists and engaging deeply in STEM learning.
Winning teams receive:
$1,500 to build their experiment.
A spot on a NASA-sponsored flight.
Technical support from expert NASA TechRise advisors.
Additionally, every participating educator and student team will gain access to:
Free educational resources to support classroom instruction.
An exciting student virtual field trip in the fall.
Optional informational sessions for educators and organizations to learn more and get involved.
The NASA TechRise Student Challenge welcomes teams of all skill levels, whether your students are experienced in STEM or just getting started. Maine is already represented among the stars! Check out thewinning experiment from Gorham High School, which flew during the 2024-2025 NASA TechRise Student Challenge.
You may visit the NASA TechRise Student Challenge website to register for the challenge, find updates, and view the challenge flyer. Additionally, your school, district, or organization can request a NASA TechRise information session tailored to your needs. Complete this form to schedule a session and learn how to bring this opportunity to your community.
The 2025 Maine Department of Education Annual Summit—themed “Measure What Matters: The Expanding View of Educational Excellence in Maine”—wrapped up with tremendous energy and inspiration on August 6 at Thomas College in Waterville.
Nearly 100 dynamic sessions were offered over two full days of programming (August 5 and 6), spanning areas such as early childhood education, social-emotional learning, interdisciplinary instruction, youth engagement, inclusivity, the BARR (Building Assets, Reducing Risks) model, extended learning opportunities, outdoor learning and climate education, school safety, mental health and wellness, literacy, emotional intelligence, physical and health education, literacy, math, and classroom technology.
Attendance at the summit was broad and impactful. Educators from across the state gathered to share insights, exchange strategies, and recharge before the 2025-2026 school year. Many earned up to 10 contact hours toward their credential renewal, and a special Educational Trip Leader Permit Course—essential for supervising student outings near water—was also offered.
Comments from conference participants included:
“Thank you all for a wonderful conference.”
“A fantastic conference! Thank you.”
“Learned so much and came back home inspired!!!”
WABI TV5 featured the summit in their evening news broadcast on August 5, with interviews from Maine DOE Chief of the Office of Federal Programs Janette Kirk, who helped to plan the event; keynote speaker Becky Hallowell, 2025 Maine Teacher of the Year; and conference-goer Besty Trenckmann, a 2025 Presidential Awards for Excellence in Mathematics and Science Teaching finalist, who was honored during the event.
This year’s summit expanded accessibility by waiving registration fees for identified schools under Maine’s Model of School Supports (TSI, ATSI, and CSI), covering up to 10 staff members per school—a support valued at $2,500 per institution.
Keynote presentations from Maine Education Commissioner Pender Makin and Hallowell added a personal and motivational touch. Their leadership and dedication to measuring schools’ success beyond test scores and place-based, outdoor learning deeply resonated with attendees.
“You all are helping to shape our future every single day that you step into your classroom–when you see the whole student, build relationships that communicate high expectations, and pivot as the learning environment changes,” Hallowell offered to fellow educators at the end of her keynote. “Thank you for creating a strong learning ecosystem.”
The summit also featured a bustling exhibit area, where participants could visit informational booths, including a special section for educator credentialing, where members of the Maine DOE Certification Team were available both days to offer support and guidance.
Educators left the event buzzing with new ideas and resources—refreshed, connected, and ready to bring transformative learning experiences to their students and communities statewide.
(Pictured: Alfred Elementary School Counselor Jackie Chaplin)
Alfred Elementary School is celebrating a major achievement after being recognized at the American School Counselor Association’s (ASCA) annual conference in July. The school has earned the RAMP (Recognized ASCA Model Program) designation—an honor awarded to schools with outstanding, comprehensive, and data-driven counseling programs.
Through the leadership of school counselor Jackie Chaplin, Alfred Elementary has established a strong, supportive counseling framework that aligns both district goals and student needs. Jackie, who began at Alfred in 2005 and is now entering her 21st year, has played a critical role in shaping the school’s counseling efforts. Her leadership helped create a Multi-Tiered System of Support for Behavior (MTSS-B), integrating clear Tier I, II, and III behavioral supports that focus on promoting a kind, respectful, responsible, and safe school community.
This recognition, awarded to 1,300 schools nationwide and only five in Maine over the past 21 years, acknowledges Alfred Elementary’s success in delivering a school counseling program that uses data-based decision-making, provides both direct and indirect services to students, and leads to improved academic performance, attendance, and behavior.
Key components that contributed to the school’s RAMP designation include structured systems for analyzing behavioral data, like the Office Disciplinary Referral (ODR) and Request for Assistance (RFA) forms. These tools help staff track trends and make informed decisions about schoolwide and individual student needs. Positive Behavioral Supports at the Tier I level—such as Model Mustangs, Golden Tickets, Student of the Month recognitions, and a new incentive involving a book vending machine—are carefully tracked to celebrate student success and promote positive behavior. Universal screeners like the Student Risk Screening Scale (SRSS), completed by teachers three times a year, help identify students who may need additional support and lead to targeted Tier II or Tier III intervention plans based on measurable goals.
Students also benefit from weekly classroom lessons based on the 2nd Step Curriculum. These lessons are often adapted to reflect current schoolwide trends, such as addressing physical aggression if data shows an uptick in related referrals. Small group sessions, peer helper leadership opportunities for fifth graders, and consistent attendance tracking round out a comprehensive system that’s fully embedded into the school’s culture.
This was Alfred Elementary’s first time applying for RAMP recognition. The application followed Chaplin’s earlier achievement of being named Maine’s School Counselor of the Year, representing a meaningful professional goal that closely aligned with the school’s mission. With the designation now secured, Alfred Elementary will hold the RAMP title for the next five years before needing to reapply.
Other Maine schools recognized at this year’s ASCA conference included George B. Weatherbee School, which received the award for the second time, and Hall-Dale Elementary School, which earned the designation in 2023.
Alfred Elementary’s RAMP recognition stands as a powerful testament to the school’s commitment to fostering academic growth, social-emotional development, and a positive, inclusive school climate—one data point at a time.
This story was written in collaboration with Alfred Elementary School.To submit a good news story to the Maine DOE, please fill out the good news submission form.
Maine DOE Newsroom 