Lewiston Public Schools Expands Access to Music for All Students Through Title IV, Part A Funding

Lewiston Public Schools (LPS) is striking a new chord in terms of student engagement and equity. Through a strategic Title IV, Part A investment, the district has transformed its instrumental music program, ensuring that every student—regardless of financial circumstances—has access to the joy and opportunity of music education.

Title IV, Part A of the federal Elementary and Secondary Education Act (ESEA) provides funding through the Student Support and Academic Enrichment Program to help schools boost student success by expanding access to quality educational tools, enriching learning experiences, and supportive conditions—especially for vulnerable learners.

LPS has long recognized the power of music to inspire, connect, and engage students. Music education offers more than just technical skill; it provides a creative outlet for self-expression, supports emotional well-being, and fosters a sense of community through collaboration and shared performance. These benefits have made music a key part of Lewiston’s broader effort to foster student engagement and belonging across all grade levels.

For many years, however, access to instruments stood in the way. Even as interest in band and orchestra grew among students, limited resources for purchasing, repairing, and maintaining instruments meant that many students simply couldn’t participate. The COVID-19 pandemic further strained participation, creating inequities that risked shrinking music programs across the district.

To meet this challenge, LPS launched a districtwide initiative, supported with federal Title IV, Part A funding administered through the Maine Department of Education (DOE), to expand and enhance instrumental music opportunities. The $131,000 investment provided new instruments and supplies, effectively eliminating waitlists and making it possible for every interested student to participate. The result has been a dramatic and joyful increase in participation.

Zach Lampron, LPS elementary band program director, shared the impact: “I always knew that Lewiston students were hungry for music, and at the same time, I understood that access to instruments has become increasingly challenging each passing year. After just one year with the new instruments, our middle school band has grown from fewer than 20 players to just over 50 players! Our elementary band has just over 150 students involved, using every last instrument I’m able to loan out. The elementary strings program has about 300 students signed up this fall! It’s absolutely amazing to see so many of our students, who once thought this activity out of reach, making music this year.”

The numbers tell a powerful story. Band participation has more than doubled—rising from 65 students to 135, while string participation has increased from 90 to 161 students. Parent and family engagement has also grown significantly, with record attendance at concerts and performances, creating a stronger sense of community pride.

Through this initiative, LPS has removed longstanding barriers to participation and opened new pathways for students to discover their talents and build confidence. By investing in equitable access to music, the district is investing in the whole child—supporting creativity, connection, and lifelong learning.

Every student deserves the chance to make music—and in Lewiston, that dream is now a reality.

This story was submitted by Lewiston Public Schools. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Portland High School Senior Becomes Published Author Through The Telling Room

Portland High School senior Ramona Rowe will head to college next year with an extraordinary achievement already under her belt: She’s a published novelist.

Rowe’s debut novel, Factory Town, was recently published through The Telling Room’s Young Emerging Authors program, a rigorous 15-month writing and publishing experience for Maine students. Her science-fiction story is set in Worcester, Massachusetts—where her family has roots—and follows Jordie, an android whose routine of stealing from the human world for an underground factory is upended by a rogue android with a dangerous new vision for the future. The novel, described as humorous, honest, and filled with clever references, offers a playful yet thoughtful look at humanity through the eyes of its android characters.

A Portland Public Schools student since kindergarten, Rowe said that her education has played a central role in her success as a writer.

“At Reiche Elementary School, King Middle School, and now Portland High School, I’ve had several teachers who encouraged me toward writing over the years,” Rowe said. She also credited the district’s Remote Academy creative writing club for nurturing her early interest and providing a supportive community.

Rowe’s involvement with The Telling Room, a Portland-based literary arts education organization, has been especially impactful.

“The Telling Room’s programs over the past couple of years have given me a chance to get feedback and advice from teachers and peers, as well as being really fun and helpful for inspiration,” Rowe said.

The Telling Room partners closely with Portland Public Schools to support young writers.

“We consider the Portland Public Schools an important partner,” Jude Marx, The Telling Room’s lead teacher for publications, said. “We have done many workshops and programs in the elementary, middle, and high schools, and we collaborate with Portland Public Schools teachers and staff to support students in accessing and thriving in our after-school programs.”

Rowe was one of only four students selected statewide for the 2024-2025 Young Emerging Authors cohort, which also included Casco Bay High School graduate Ruby Van Dyk, now a Stanford University student and newly published poet.

Beyond the publication of Factory Town, Rowe continues to create. She is already working on another science-fiction novel—this one, about parallel dimensions—and one of her short stories will appear in an upcoming The Telling Room climate anthology.

Rowe’s author bio sums up her creative spirit: She loves “bad sci-fi, ridiculous fantasy, and her irritating cats,” and when she’s not writing, she’s drawing supervillains, sketching space aliens, or diving deep into obscure Wikipedia pages.

As she prepares for graduation in June and considers her college choices, Rowe is already well on her way as a young Maine author with a bright literary future.

This story was submitted by Portland Public Schools. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Opportunity for SAUs to Save on Goods and Services Through State’s Master Agreements

Is your school administrative unit (SAU) looking for cost-saving measures? Maine schools can use some of the State’s Master Agreements to benefit from State pricing on goods and services from many vendors.

This list of State Master Agreements from the Maine Department of Administrative and Financial Services (DAFS) Office of State Procurement Services has information about the commodities/services provided by vendors such as W.B. Mason, Grainger, etc. If a “Y” is listed in the last column of the table, entitled “MUNI” for municipal, the vendor participates in State pricing for schools.

To learn more about a particular Master Agreement, click the hyperlink in the table associated with the buyer’s name. That will allow you to directly email the State buyer with questions.

When ordering from a vendor, please be prepared to provide the Master Agreement number to obtain the State price.

For more information, please visit the Maine DAFS Master Agreements webpage.

Medomak Valley High School Student Wins Logo Design Contest for Maine Attendance Campaign

The Maine Engagement and Attendance Center (MEAC), a cross-departmental collaborative within the Maine Department of Education (DOE), is excited to announce the winner of its logo design contest, launched earlier this fall as part of Attendance Awareness Month in September.

This initiative invited schools across the state to host their own logo design contests based on the slogan, “Rooted in Learning, Growing Every Day: Be Pine Tree Present!”, which was established earlier this year through a separate MEAC contest, aimed at garnering excitement and participation in Maine’s attendance efforts. Schools that chose to participate in the logo design contest determined the parameters of the contests within their own school communities. Following the local-level contests, winning logos from participating schools were submitted to the Maine DOE for selection of a state-level winner.

Eleven schools, representing grades K-12 in regions from across the state, participated in the logo design contest. The winning logo was designed by Madison, a senior at Medomak Valley High School. Madison’s design will be used to accompany MEAC resources, as the Maine DOE continues to promote attendance and engagement in Maine’s schools. Congratulations, Madison, and thank you for sharing your talent with us!

Winning logo design created by Medomak Valley High School senior Madison.

The Maine DOE would like to thank all participants and the educators who organized the local-level contests, allowing students to participate in this initiative. “Rooted in Learning, Growing Every Day: Be Pine Tree Present!” has become an integral part of Maine’s attendance celebration, highlighting how educators and staff are supporting their learning communities through increased attendance and engagement. The Maine DOE is hopeful that schools across the state will use these words in their own local contexts when supporting students and families with school attendance.

Coming up, please mark your calendar for December 18 from 3:30-4:30 p.m. for the next MEAC Office Hours. These Office Hours are offered in a year-long series of monthly virtual meetings focused on evidence-based practices positively impacting attendance. These Office Hours take place on the third Thursday of each month. The session on December 18 will focus on Tier 1, the foundational practice of using consistent, growth-focused attendance messaging. Please register here to attend.

MEAC is a cross-office collaborative initiative of the Maine DOE. For further information and with questions, please contact Sarah Nelson, Maine DOE Student Engagement Specialist, at Sarah.Nelson@maine.gov or visit the MEAC webpage.

Cape Elizabeth and Greely High School Students Named 2025 U.S. Presidential Scholars

The Maine Department of Education is proud to announce that Sage Evans of Cape Elizabeth High School and Christopher Gilbert of Greely High School have been named 2025 U.S. Presidential Scholars—one of the nation’s highest honors for graduating high school seniors. They are among just 161 students selected nationwide from a pool of more than 3.9 million graduating seniors.

Established in 1964, the U.S. Presidential Scholars Program honors students who demonstrate exceptional academic achievement, artistic excellence, technical expertise, leadership, and service to their communities. Only two students from each state earn this prestigious distinction each year.

Sage Evans – Cape Elizabeth High School

A graduate of Cape Elizabeth High School (CEHS), Sage Evans was selected as a 2025 U.S. Presidential Scholar for her academic excellence, leadership, and dedication to music and community service. At CEHS, Evans served as captain of the debate ream, sailing team, and ski team, and excelled as a musician—serving as first flute at Maine’s All-State Band Competition and principal flute for both the Portland Youth Symphony Orchestra and the Kennebec Valley Youth Symphony Orchestra.

Evans was also a National Merit Finalist, a Coca-Cola Scholar Semifinalist, and a recipient of the John Philip Sousa Band Award. She earned honorable mention in the Bangor Symphony Orchestra’s High School Concerto Competition and placed third in Maine’s C420 Sailing State Championships two years in a row.

In 2021, Evans founded Maine Music Mentors, a student-led mentoring program created to rebuild and strengthen band programs following pandemic-related disruptions. Since its founding, the program has reached 140 students across three school districts.

Evans, now studying Public Policy at Dartmouth College on a pre-law track and competing as a walk-on for the Division I sailing team, credited Cape Elizabeth educator Mr. Matthew Clements as her most influential teacher. Through the U.S. Presidential Scholars Program, he will receive a national letter of recognition from the U.S. Secretary of Education.

In her reflection on Mr. Clements’ impact on her, Evans wrote:

“Mr. Clements, through his never-ending thoughtfulness and enthusiasm for the topics we explored in class, showed me what could be achieved through my writing… I learned that my writing was a powerful tool for the advocacy and policy that I was so passionate about. Most importantly, in Mr. Clements’ class, I learned to love learning—something I will carry with me for the rest of my life.”

“Sage has always stood out for her rare combination of intellectual curiosity, kindness, and determination,” Cape Elizabeth High School English Teacher Matt Clements said. “She brought a depth of thought to every class and a genuine desire to use her learning in service of others. Watching her grow as a writer and leader was a privilege, and I have no doubt she will continue to make an extraordinary impact.”

Christopher Gilbert – Greely High School

Christopher Gilbert, a graduate of Greely High School and a current undergraduate student at the Massachusetts Institute of Technology (MIT), was selected as a 2025 U.S. Presidential Scholar, earning recognition for his achievements in physics, mathematics, computer science, history, and music.

At just 12 years old, Gilbert wrote the award-winning book Quantum Mechanics for Kids, and he has continued to teach and inspire younger learners through presentations, classroom talks, and student-friendly science videos. He has pursued advanced studies in quantum information science through programs such as the Quantum Computing School for Young Students, the MIT Beaver Works Quantum Software Course, and the Wolfram Summer High School Research Program.

Gilbert’s accomplishments include: first place in Maine for the Samsung Solve for Tomorrow Challenge, first place in Maine for the 3M Young Scientists Lab Competition, three-time first-place winner in Maine for National History Day, Rise for the World global finalist, and recipient of the Kotzschmar Memorial Trust Music Scholarship.

A dedicated musician, Gilbert plays piano and pipe organ, sings tenor in the Psalterium Institute Chamber Choir, and composes extensively—including “For Lewiston, Maine,” a piece written to honor the victims of the 2023 Lewiston mass shooting.

Gilbert shared his gratitude for this recognition:

“It is a tremendous honor to be able to call myself a Presidential Scholar and to be among a group of such incredible peers. I am extremely grateful for the opportunities it will afford me and for the recognition of my accomplishments throughout high school,” Gilbert said. “Throughout my whole time at school, I’ve had incredible teachers and counselors who gave me opportunities, support, and flexibility to learn more and pursue my interests. I always knew my teachers were looking out for me.”

Educators reflect on Gilbert’s accomplishments, sharing:

“Christopher embodies the hard-working nature of Maine people and the quality of education offered to Maine students. His greatest accomplishments are still ahead of him,” Greely High School Principal Karl Francis said. “He enjoys challenging himself and others around him. His presence, attitude, and impact on others were felt on a daily basis. We are so proud of him and can’t wait to see where his ambition, kindness, and intelligence will bring him.”
“Christopher didn’t just get selected to be a U.S. Presidential Scholar—he earned it,” School Counselor Johnna Mulligan said. “His willingness to think outside the box and work collaboratively made him an incredible student to support. I am so proud that he is from Maine and proud to have been part of his journey.”

Evans and Gilbert join more than 8,600 students who have been recognized nationally since the U.S. Presidential Scholars Program began. Their achievements highlight the dedication of Maine students, the support of their families, and the commitment of Maine educators who nurture curiosity, creativity, and leadership.

A full list of 2025 U.S. Presidential Scholars is available on the U.S. Department of Education’s website.

Maine DOE Teacher Leader Fellow and National Expert Highlight Collaborative Approaches for Multilingual Learners with Exceptionalities

The Maine Department of Education’s (DOE) professional learning on multilingual learners with disabilities was in the spotlight at this year’s Northern New England Teachers of English Speakers of Other Languages (NNETESOL) 2025 Annual Conference, themed, “Opening Doors Through Language and Literacy Instruction” and held on November 15 at Southern New Hampshire University. Through a joint session, Maine’s leadership in advancing collaborative, equitable instruction for multilingual learners with disabilities took center stage, bringing this emerging area of practice to educators from across New England.

This joint session, “Implementing Joint Professional Learning About Dually Identified Multilingual Learners,” was presented by Melissa Frans,a Maine DOE Teacher Leader Fellow and Special Education Multilingual Coordinator for Portland Public Schools, and Dr. Andrea Honigsfeld, a professor in the School of Education and Human Services at Molloy University. Dr. Honigsfeld teaches graduate courses on cultural and linguistic diversity, language and literacy development, educational equity, and collaborative practices supporting multilingual learners with disabilities. She has authored more than 30 books.

“When I learned that my book, ‘Collaboration for Multilingual Learners with Exceptionalities: We Share the Students,’ coauthored with Dr. Audrey Cohan, was integrated into a statewide professional learning series led by Melissa, I was honored to see my work utilized in such a thoughtful and creative way,” Dr. Honigsfeld shared. “With the Maine DOE providing numerous high-quality, open-access resources on the topic of dually identified multilingual learners, I wanted to learn more about the Maine initiative and invited Melissa to submit a proposal to the 2025 NNETESOL conference with me.”

Frans and Honigsfeld’s session explored the complex needs of dually identified multilingual learners, students who are both multilingual learners and eligible for special education services, and underscored the importance of coordinated, cross-disciplinary professional learning to support them effectively. Frans and Honigsfeld introduced key models for collaborative professional development that deepen shared understanding, strengthen communication, and promote instructional alignment between English for Speakers of Other Languages (ESOL) and special education teams.

“Presenting with Andrea at NNETESOL was a masterclass in collaboration!” Frans said. “I was proud to highlight the Maine DOE Teacher Leader Fellow program in strengthening our collective efficacy across Maine and beyond for supporting multilingual learners.”

The presentation also highlighted the Maine DOE’s statewide efforts to expand joint professional learning for educators serving dually identified multilingual learners. This initiative brings ESOL and special education professionals together to build expertise, align practices, and ensure equitable learning experiences for students.

“Dr. Honigsfeld has a reputation for writing accessible books that are grounded in research and sensibly designed for educators,” Frans added.

For more information about related Maine DOE resources and professional learning offerings, please visit the Multilingual Learners with Disabilities webpage. Details about Dr. Honigsfeld’s publications and work are available here.

The Maine DOE remains committed to expanding knowledge, strengthening collaboration, and opening doors for multilingual learners across the region. Multilingual learners thrive when school administrative units (SAUs) implement a coordinated approach through an Integrated Multi-Tiered System of Support (iMTSS), enabling educators to provide timely, individualized support that honors each student’s language needs, identities, and strengths.

The Teacher Leader Fellow program is part of the Maine DOE Office of Teaching and Learning.

Maine DOE Recruiting Educators for Statewide Professional Learning Series to Support Multilingual Learners

The Maine Department of Education (DOE) is recruiting 120 certified educators to participate in a statewide professional learning series aimed at supporting multilingual learners (MLs) across the state. Ultimately, this cohort is designed to build educator capacity in evidence-based, language-integrated instruction across all grade levels. This project represents a key component of Maine’s coordinated Literacy and Numeracy Action Plans, which emphasize evidence-based instruction, multitiered systems of support (MTSS), aligned supports, and equitable access for all learners.

This professional learning series is being offered in partnership with SupportEd, a nationally recognized leader in ML instructional design and educator development. Through this project, SupportEd experts will help to deepen the integration of the WIDA English Language Development Standards Framework, strengthen scaffolding practices, and refine classroom tasks and assessments.

Professional Learning Series Details

This opportunity is open to a wide range of educators across Maine. Classroom and content-area teachers, ML specialists, and 660-certified educators are strongly encouraged to participate, as are school administrative unit (SAU) and school leaders, such as directors or coordinators of ML programs. The series also welcomes any certified educator who is committed to providing equitable, language-integrated instruction and is eager to strengthen their practice in the services provided to MLs.

Participants will engage in high-quality professional learning led by national experts in ML instruction. Throughout the series, educators will receive practical, classroom-ready tools and templates designed to support immediate application in their own settings. They will also benefit from statewide networking and collaboration, build strategies aligned to Maine’s Literacy and Numeracy Action Plans, and contribute to the co-development of new Maine-specific instructional resources that will support ML success across the state.

All professional learning sessions run from 3 to 5 p.m. The commitment is six sessions, with two hours per session.

Elementary Cohort (pre-K-Grade 5)	Secondary Cohort (Grades 6-12)
Session 1: January 20, 2026 Session 2: February 24, 2026 Session 3: March 18, 2026 Session 4: April 7, 2026 Session 5: May 4, 2026 Session 6: June 3, 2026	Session 1: January 22, 2026 Session 2: February 26, 2026 Session 3: March 20, 2026 Session 4: April 9, 2026 Session 5: May 6, 2026 Session 6: June 3, 2026

Application Process and Timeline

Educators may apply for this opportunity here: Building Capacity for Multilingual Learners in Schools. Applications are due on December 12, 2025, with notification of selection planned for December 19. Selection will prioritize a broad geographic representation, grade-level balance, and diversity of educator roles across Maine’s SAUs.

For more information, please contact Melanie Junkins, Maine DOE Multilingual and Bilingual Education Specialist, at melanie.junkins@maine.gov.

The Statewide Professional Learning to Strengthen Instruction for Multilingual Learners is funded through Title II/Title IV state reservation funds.

Maine DOE Invites Educators to Apply to Serve on Reading and Math Advisory Councils

In the 2025-2026 school year, the Maine Department of Education (DOE) launched the Maine State Reading and Math Action Plans, twin initiatives designed to bring more evidence-based instruction, educator training, and academic partnerships into Maine classrooms.

As part of the Action Plans, the Maine DOE is launching two new statewide groups, the Reading Advisory Council and the Math Advisory Council, which will support the state’s renewed focus on strengthening foundational skills for all Maine students in these core academic areas. Applications for these councils are open now through Thursday, December 11, 2025.

“The Maine Department of Education is pleased to invite educators representing different grade levels and regions from across Maine to apply for this opportunity,” said Maine DOE Commissioner Pender Makin. “Your expertise will help to directly inform best practices regarding reading and math instruction to be shared with the field, ensuring that Maine students graduate from school well-prepared for their futures.”

The councils will be composed primarily of practitioners, classroom educators, instructional coaches, school and school administrative unit (SAU) leaders, and higher education partners, who work directly with Maine learners and can bring firsthand expertise to this work. Members will help to ensure that statewide efforts remain grounded in classroom realities and reflect the needs and strengths of Maine schools and communities.

Each council will be chaired by a statewide leader in the field: Dr. Peter Lancia, superintendent of the Westbrook School Department, will chair the Reading Advisory Council, and Dr. Victoria Cohen, former math teacher, will chair the Math Advisory Council. The chairs will partner closely with Maine DOE leadership to shape meeting agendas, facilitate discussion, and synthesize input from the field.

The Maine DOE is seeking a diverse group of 10-12 members for each council. The Maine DOE will review applications to ensure representation from practitioners across grade levels, regions, professional roles, and school contexts. Members will serve a two-year term, participate in regularly scheduled meetings, review materials, and share perspectives from their local contexts.

The application form is available here. Applicants will be asked to describe their current role, interest in serving, and relevant experience. A reference letter must be submitted separately via email to Maine DOE Chief Teaching and Learning Officer Beth Lambert at beth.lambert@maine.gov.

Applications are due on December 11 at 11:59 p.m. Applicants will be notified of their selection by January 5, 2026, and the first council meetings will be held the week of January 12.

About the Back-To-Basics Initiative

At the direction of Governor Janet Mills, the Maine DOE on October 9 announced major new approaches to strengthen back-to-basics reading and math skills in Maine students.

The Maine State Reading and Math Action Plans include evidence-based strategies and updated guidance for schools and SAUs, as well as commitment from the Maine DOE to provide necessary support and resources. Strategies in the plans include:

Preparing future elementary and early childhood educators to use evidence-based reading and math instruction;
Providing teachers and school leaders access to high-quality instructional resources, as well as participation in annual teacher summits and workshops;
Helping local schools and districts to set literacy attainment goals using universal literacy screeners in early education and elementary grades;
Enabling schools and districts to utilize best practices in early math instruction, incorporating real-world applications in mathematics;
Creating further recommendations for teacher preparation programs through the advisory councils.

The Maine DOE developed the action plans with input from experts in the field. The plans were also informed by data, including the National Assessment of Educational Progress (NAEP), which sampled approximately 1,700 Maine students per grade level (4th and 8th) per subject (reading and math) in 2024. Over the past decade, NAEP scores have shown concerning declines in Maine and other states.

Additionally, the action plans incorporated testing data from the Maine Through Year Assessment, which is administered to approximately 85,000 students in grades 3-8 and 10 at least twice a year to measure progress from fall to spring. The Maine DOE used input from schools that administer local assessments that gauge student progress, as well.

This effort builds upon a $10 million ARP ESSER investment by the Maine DOE in 2024 for literacy grants to schools for high-quality teaching materials and professional development opportunities.

Nokomis Regional High School Students Lead Technology Learning Across Maine Through MLTI SLAM Program

This story was written by Nokomis Regional High School student Makennah Jura.

Students like myself from Nokomis Regional High School are using their technology skills for good as a part of the Maine Learning Technology Initiative (MLTI) SLAM program, a statewide effort sponsored by the Maine Department of Education (DOE). I have had the amazing opportunity of participating in this program for the past three years. Short for Student Leadership Ambassadors of Maine, this program gives students hands-on experience in digital creativity, leadership, and education. Each week, our team takes center stage in producing the SLAM Show, a live broadcast that explores creative digital tools and tech-based learning. Then, once a month, we bring that energy on the road for the SLAM Showcase through events hosted at schools across Maine.

Our advisor, Mr. Kern Kelley, explained it perfectly: “The showcases are a chance for students and teachers to learn new tools together. Everything we use is free and web-based, so anyone can keep using it after we leave.”

Kern Kelley, RSU 19 Technology Integrator and Nokomis High School Educator — *Kern Kelley, RSU 19 Technology Integrator and Nokomis Regional High School Educator*

Mr. Kelley, said the SLAM program began in the 2021-2022 school year during the COVID-19 pandemic as a way for students to connect virtually after school when after-school programs weren’t happening. Now, just a few years later, it has grown into something much larger. According to Mr. Kelley, Nokomis has done more than 60 showcases across Maine, from Fort Kent to Noble. The idea is for students to learn, create, and share.

First-Hand SLAM Experience

At Nokomis Regional High School, we are lucky to be able to help the SLAM program run statewide. Each one of us has a role in something that is bigger than ourselves. We practice each week during the SLAM Show, which helps us to prepare for the SLAM Showcase. Personally, I have helped to set up for live events, present to students, and handle logistics like dinner reservations when our team is on the road. Doing so has taught me organization, communication, and leadership in ways that I didn’t expect.

Annie Nyce interviewing a student from Pemetic Elementary School

I’m not the only one at Nokomis who has learned a lot from the SLAM program:

“Being able to travel around and teach other people about what I know has helped me build communication skills and confidence when presenting,” said member Maddie Ervin.
“It’s an amazing opportunity to grow as a public speaker and teach other kids. You also learn problem-solving, especially when helping younger students with technology,” said host Hallie Coots.
Member Mallory Smith said that what she loves the most about the program is meeting new people and seeing new parts of the state. She said that she has learned the importance of time management and patience, especially when working with students who are just learning to use a laptop for the first time.

During Nokomis’ most-recent showcase at Pemetic Elementary School on Mount Desert Island, I met with Stephanie McGruder, an MLTI ambassador for the Maine DOE, who was teaching Canva to students. She shared: “What fascinates me about SLAM is watching high school students do things most adults can’t even do. You’re creative, genuine, and willing to teach others. It’s incredible to see.”

Why Does This Matter?

Being a part of the SLAM program has shown me that leadership doesn’t just mean being in charge; it means sharing what you know, helping others to learn, and finding your voice. Whether coding virtually or hosting live shows, we’re building skills that will stick with us far beyond high school. As Mr. Kelley explained: “It’s a great chance to travel, learn, and give back to the community while having fun with technology.” I couldn’t agree more.

Hartford Sumner Elementary School Slam Show

Students are interviewed for the SLAM Show that will air on the MLTI YouTube channel.

SLAM Show host Mia interviews MSAD11 students about their favorite parts of the day.

benton-elementary-schools-lynn-hamlin-providing-support-for-students-at-this-years-third-slam-showcase

As technology continues to shape the world around us, the work we are doing through SLAM will become more important. Programs like SLAM show how powerful technology can be when students take the lead in teaching and learning. The experience gives us confidence in teaching these technology tools and innovating with them. As the next generation, we’re not just keeping up with technology; we’re helping to shape how it’s used in the classrooms and communities across Maine and beyond.

This story was submitted by Nokomis Regional High School. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Register Now for MLTI’s “Maine Winter Classic” Student Event in March

The Maine Department of Education (DOE) Learning Through Technology Team is pleased to announce that registration is now open for the 2026 Maine Learning Technology Initiative (MLTI) Maine Winter Classic, scheduled for March 2-6, 2026.

This week-long, asynchronous event offers an engaging, game-based learning experience for students across Maine. Participants “travel” across the state on a virtual gameboard, completing tasks, earning tokens, and exploring topics such as computer science, digital citizenship, digital design, and gamification. The flexible format enables educators to participate at their own pace, while providing students with meaningful opportunities to develop digital skills in a fun and collaborative way.

Key Details and Registration

Register here for the 2026 MLTI Maine Winter Classic.

Registration window: now through January 5, 2026
Cost: free
Who can participate: grades 3-12 in MLTI school administrative units
Note: Please register by January 5, 2026, to ensure that your classroom receives its event materials, including MLTI Winter Classic T-shirts for all participants, before the event week. Later registrations are accepted, but materials cannot be guaranteed.

Educators who are interested in learning more before registering are invited to peruse overview materials and support resources from past years to get a sense of what to expect and the kinds of classroom connections available.

Office Hours

Educators planning to be at the 2026 MLTI Maine Winter Classic are encouraged to attend a live office hour session or watch a recorded session prior to the event.

Tuesday, December 2, 2025, at 7:45 a.m. – newcomer session (recorded) – Zoom link
Tuesday, December 2, 2025, at 3:45 p.m. – returning participant session (recorded) – Zoom link
Thursday, December 4, 2025, at 7:45 a.m. – for all participants (non-recorded) – Zoom link
Thursday, December 4, 2025, at 3:45 p.m. – for all participants (non-recorded) – Zoom link
Tuesday, December 9, 2025, at 4 p.m. – for all participants (non-recorded) – Zoom link

For more information about the 2026 MLTI Maine Winter Classic or other MLTI student conferences, please contact Bethany Billinger, Maine DOE MLTI Project Manager, at bethany.billinger@maine.gov.