The Maine Department of Education’s (DOE) Office of Special Services & Inclusive Education will host the 14th Annual Maine PBIS Conference on Thursday, November 7, 2024, at the Augusta Civic Center from 8:30 AM to 4:00 PM.
Celebrate, learn, and network with Positive Behavioral Interventions and Supports (PBIS) leaders and implementers from across Maine and beyond! There will be inspiring keynote speakers and breakout sessions that are both interesting and practical for your classrooms, schools, and districts!
This spring, the Maine Department of Education (DOE) awarded a $400,000 Strengthening Maine’s Workforce Grant to Ignite Presque Isle and SAD 1 Adult & Community Education’s workforce development partnership.
The Maine DOE awarded a total of $4 million in Strengthening Maine’s Workforce Grants between 2022 and 2023. These initiatives are funded through Governor Mills’ Maine Jobs & Recovery Plan.
Ignite PI is an organization committed to innovation and excellence in the Presque Isle area. Through dedicated training and professional development programs, Ignite PI strives to enhance the standards of the hospitality industry and create meaningful career opportunities for individuals in the area. SAD 1 Adult & Community Education provides comprehensive educational programs, ranging from basic education to vocational training, designed for adult students. Together, the two organizations have created a workforce development partnership that provides free hospitality training for workers.
The Strengthening Maine’s Workforce Grant has been imperative to the program’s success. Since the organization’s start in 2022, it has provided more than 4,686 hours of training for Ignite PI employees and 240 hours for non-employees. 135 workers total (94 Ignite PI employees and 41 non-employees) have undergone comprehensive hospitality training. 19 distinct training programs were designed to elevate the skillset of hospitality workers for 15 different local businesses. Not only have job opportunities increased, but the standard of service at multiple establishments has improved due to this training.
“We are thrilled with the progress and positive outcomes of this partnership,” said LeRae Kinney, CEO of Ignite PI. “The training programs have not only improved the capabilities of our employees at Ignite PI but have also contributed significantly to the broader community. This grant has allowed us to offer high-quality education and training free of charge, which is a tremendous asset.”
This program has been incredibly beneficial for businesses in the Presque Isle region. The supervisor of Dean’s Motor Lodge (whose staff attended the B.A.S.I.C.S training) remarked that “the training that my staff received was incredible! By having the opportunity to have face to face conversations and bringing up case scenarios, they were able to better understand the laws.”
The supervisor of Parkhurst Siding Pub (whose staff attended both B.A.S.I.C.S training and ServSafe noted that “It’s certainly nice to be able to hold trainings and elevate our workforce’s knowledge and marketability. These are skills they will keep with them their whole lives. A lot of these are public safety issues at their core so the whole community benefits as well.”
The Strengthening Maine’s Workforce Grant was originally set to end in June 2024; however, it has now been extended to June 2025 due to its success. Ignite PI, SAD 1 Adult & Community Education, and the Maine Department of Education hope that this extension allows for continued support and expansion of hospitality training programs and access to all who want to enhance their skills. The prolonged grand and positive feedback from business owners highlights the region’s ongoing need for skilled hospitality workers.
“The collaboration between Ignite PI and SAD 1 Adult & Community Education demonstrates the power of community partnerships in addressing workforce development needs,” remarked Shara Page, director of SAD 1 Adult & Community Education. “We are excited to continue this journey and look forward to training even more individuals in the coming year.”
To learn more about Ignite PI, SAD 1 Adult & Community Education, and hospitality training programs, please get in touch with LeRae Kinney lkinney@ignitepi.com or Shara Page pages@sad1.org.
As part of The Maine Department of Education’s (DOE) work to elevate the expertise of Maine’s education field, we are looking to hire Maine educators as Fellows in the following areas: Civics, Financial Literacy, and Arts Integration. These educators will be provided a stipend through this program to:
Create and distribute regular communication to the field in their focus area;
Maintain webpage content on the Maine DOE website related to their focus area;
Provide a monthly, 1-hour long professional learning opportunity for Maine educators. The professional learning will be based on requested needs from the field and will be offered virtually, synchronously, and archived for asynchronous access on the Maine DOE YouTube channel;
Provide Maine educators technical assistance regarding classroom-specific best practices in their focus area and
Fellows will form a community of practice led by the Chief Teaching and Learning Officer and will meet monthly to share best practices and engage in a book study to help support their work.
The Fellows will be selected from Maine’s field of exceptional educators through a competitive process. Applicants must demonstrate that they have experience as classroom educators (all levels welcome to apply), have demonstrated innovative approaches in their classroom, have knowledge and experience in the focus area, and have been involved in learning communities throughout Maine.
Since the fellowship is in addition to their regular teaching job, fellows will work remotely and outside of their contracted school hours.
Fellows will begin work as soon as suitable candidates are found and continue through June 2025. Fellows will be expected to work up to 20 hours/month for a stipend of up to $2,000/month.
Helping students understand the complex and painful truths of the history of genocide and the Holocaust is not always easy. The Maine Department of Education (DOE) and its partners have many resources available to Maine educators to support them personally and professionally in this work.
Follow the links below to learn more and get access to high-quality resources on teaching the history of genocide and the Holocaust:
The MOOSE Project previously partnered with the Holocaust and Human Rights Center (HHRC) of Maine to develop learning modules for grades PreK-12. These modules help students transition from learning about empathy and care in early grades, into learning about the events contributing to and characterizing genocides (including The Holocaust), and finally into the moral and ethical discussions that help students process their thoughts and emotions and become active architects of a world where these atrocities no longer occur. Check out the multi-day workshops the HHRC has scheduled this summer that can earn educators up to 12 CEUs upon completion.
Maine Shared History is a collaboration between the Maine State Archives, Maine State Library, and Maine State Museum to help educators use local historical articles, documents, and other artifacts with their students. Primary source sets and teaching materials related to Genocide and The Holocaust are provided across grades 3-12 in sections related to Freedom & Captivity and Maine’s Bicentennial.
Remember that you can always contact the Maine DOE for resources and support on your professional learning journey! For more information or questions, contact Jennifer Page at jennifer.page@maine.gov.
The Maine Department of Education (DOE) joins the Alternative Education Association of Maine in congratulating the 2024 Alternative Educators of the Year. The Alternative Education Association of Maine selects the recipients of the Maine Alternative Education Teachers of the Year for their hard work and determination as alternative education teachers in the State of Maine.
Please join us in celebrating the following individuals for their outstanding work with some of Maine’s most at-risk students! Their positive influence on student success is changing lives daily.
John Hawley
John Hawley Teacher, Mt. Ararat High School
John Hawley has been working in alternative education for 6 years. He is described by his colleagues as someone who always advocates for students. Moving them beyond the “at-risk” label, he provides students with opportunities to actively engage in their learning, helping them feel connected to school and each other.
Each day is an opportunity and John Hawley fights for the Alternative Education program at every level, both community and state. All of this excites his students and makes every day another opportunity to learn, all while having the very best of times doing it. Hawley serves as a pillar of the Mt. Ararat Middle School Community, always bringing people together to better serve students both inside and outside his classroom. His goal is to always build the best possible Alternative Education Program for his students.
“My approach is to develop a collaborative team of students working on their grade level project-based curriculum,” said Hawley.
Christine “Cappy” Caprio
Christine “Cappy” Caprio Teacher and Program Coordinator, York High School
Christine Caprio wrote the grant that provided the funding for an alternative education. program at York High School 19 years ago and has led the program to where they serve more than 30 students each year. Through her commitment to the program, she graduates close to 100% of her students within four years. She has implemented a project-based curriculum for York students that emphasizes student ownership and relevance to the curriculum.
She exemplifies a lifelong learner having attained multiple degrees in education. It is very rare to find someone who creates an alternative education and continues teaching in the program for over 15 years. During the covid outbreak in 2020, Ms. Caprio delivered food to her students weekly and forged a connection with them to check on their academic and mental health. She individually taught her students in their driveways to help them pass courses and graduate.
“In my thirty years in education I know of no other educator who has given so much and done so much for her students than Christine Caprio,” said a close colleague of Caprio.
“My work with students is rooted in community and connection; I seek to foster students’ natural curiosity and to challenge and engage them with meaningful, relevant project-based learning curriculum,” said Caprio.
Jacqui Holmes
Jacqui Holmes and Ed Sharood Teachers, Kennebunk High School
Jacqui Holmes and Ed Sharood have shaped and built a vision for expanding the scope and reach of alternative education in Kennebunk. Their innovative programming takes students off of the school campus and into the community where students work in and for local partners. Students who have not found purpose or connection in traditional education are welcomed and challenged in tasks which have tangible real-world impact.
Ed Sharood
Holmes and Sharood, with 8 and 18 years in alternative education, respectively, traveled to the National Alternative Education Association Conference as ambassadors of Maine Alternative Education and advocates of purpose-driven, innovative curricular design. They became the first presenters from Maine in recent memory and drew both accolades and attention for their work.
“These two are simply inspiring,” described one of their colleagues. “They have given so much of themselves to create an environment where each student experiences purpose, challenge, and respect. After talking with Jackie and Ed, I feel like I want to do my own job better.”
“Through a project and community-based curriculum, we strive to create a space where students feel a sense of belonging and are empowered to take ownership of their own education,” said the dynamic duo in a collective statement.
(Pictured: Biddeford High School’s Performance Team, a Maine State Odyssey of the Mind State Champion and World Finalist. Left to Right: Ahlany Martinez, Kyleigh Froehlich, Emily Michael, Layla Keddy, Elliot Aranovitch, and Harvey Giddings.)
Biddeford High and Middle Schools had sweeping success in the recent Odyssey of the Mind State Championship, with six out of the nine teams placing in the State Championship, four teams placing in the top three of their respective divisions, and four teams moving on to the World Finals in Ames, Iowa.
Odyssey of the Mind is a competition series where competitors utilize original problem-solving skills. In practice, teams will be presented with a long-term problem and then present their found solution at a competition. These solutions can be presented in a way that is either verbal or hands-on. Students work in small teams (up to seven) with very limited coach guidance. Some solutions to problems have included building vehicles that travel courses, creating machines to solve impossible tasks, building and ‘crushing’ a tower made of balsa wood, and performing humorous, witty skits. Odyssey of the Mind teaches teamwork, time management, budgeting, public speaking, thinking/troubleshooting skills, and inspiring individual and team growth.
Odyssey of the Mind has competitors ranging from kindergarteners to college students. This recent win isn’t surprising for Biddeford, as they have a long history of success.
“It is so exciting to see Biddeford students working so well collaboratively and excelling at problem-solving to consistently place at the State Tournament and move on to the World Finals every year since 2015,” says Odyssey of the Mind District Coordinator Victoria Salo. “We have had a strong team of coaches this year, which most certainly helps our students prepare for the state competition. Our teams were excited to head to the World Finals.”
Both the high school Technical and Performance Teams were named State Champions and World Finalists at the tournament. The middle and intermediate school Performance Teams placed second, also qualifying for World Finals. Biddeford teams have now earned the top three places in the State Championship 13 times and advanced to the World Finals 11 times.
Biddeford High School’s Technical Team named Maine State Odyssey of the Mind State Champions and World Finalists. Left to right: James Cote, Emma Cote, Lara Galiardi, Kayla Arsenault, Ella Ireland, and Kyle Perkins.
The Biddeford Primary School even had three of their teams compete against fourteen others. Although they did not receive scores in their competition, they learned how to perform in front of an audience and answer questions from the judges.
Biddeford Middle School’s Performance Team is a Maine State Odyssey of the Mind 2nd place winner and World Finalist. Front row (left to right): Amelia Ireland and Adalina Morrill; Back row (left to right): Maisie Giddings, Baxter Belanger, and Kalina Simard (not pictured: Anja Lunianski).
In the past two years, the Biddeford Odyssey of the Mind program has more than doubled in size. In 2017, Biddeford only had two teams, consisting of 14 students at the high school Division I and III levels. Today, the program has grown to encompass nine teams, consisting of 50 students in Division I, II, and III in all age categories. The teams cumulate many different demographics, such as special education students and top academic performers, and encompass many different interests, such as drama, athletics, and STEM.
Biddeford Middle School’s Performance Team is a Maine State Odyssey of the Mind 2nd place winner and World finalist. Left to right: Cooper Crockett, Bentley Hale (floor), Harrison Buchanan, Wyatt Harper, and Anthony Ramunno.
Odyssey of the Mind has become increasingly popular throughout Maine, with 85 teams from 30 schools, ranging from Limestone to South Berwick, participating in the 2024 season. Turnout at the official state tournament, the Maine Odyssey Spring Fling, was record-high, with 550 students, 120 volunteer coaches, and many families attending. Nine Maine teams qualified for the World Finals, and four of them placed in the top 20.
Maine has been fortunate enough to be one of three teams in the world for a new pilot program, Odyssey Inclusive. OI is an adapted version of a traditional Odyssey of the Mind program, modified for neurodiverse students. The Lamoine Consolidated School OI team, coached by 2023 Hancock County Teacher of the Year Miranda Engstrom, did an amazing job presenting their solution at the State Championships, proving that Odyssey of the Mind is for all.
Jason Wheeler, the Association Director of Maine’s Odyssey of the Mind Program, has been involved with Odyssey since the age of nine. As a student who didn’t consider himself to be academically gifted, Odyssey of the Mind helped him develop a love of learning and problem-solving, as well as an identity beyond the classroom. He has made it his mission to ensure that the program is accessible to everyone in Maine, as being an environment that rewards risk-taking, encourages out-of-the-box experimentation, and reinforces the concept that there are “no bad ideas” is incredibly beneficial. Jason’s favorite part of Odyssey of the Mind is watching students transform into more confident and willing learners.
At the State Championship, the Biddeford Performance Team and coaches Victoria Salo and Suzanne Tighe (both teachers in the Biddeford School District) were presented with OMER awards. This award is named After the Odyssey of the Mind’s mascot, the raccoon, and honors all who serve as exemplary role models through their actions and/or words and team members who exhibit exceptional skill and/or talent.
The teams performed exceptionally at the World Competition, with the high school Technical Team placing 7th and the middle school Classics Team placing 35th. Congratulations to Kayla Arsenault, Emma Cote, James Cote, Galiardi, Ella Ireland, Kyle Perkins, and Coach Suzanne Tighe on the Technical Team, and Harrison Buchanan, Cooper Crockett, Bentley Hale, Wyatt Harper, Anthony Ramunno, and Coach Karen Ramunno on the Classics Team. The students’ hard work and dedication paid off, and they are looking forward to their next season.
The Maine Department of Education’s innovative ConCEPT Pilot program has yielded remarkable outcomes, as schools across the state have explored new ways to engage students through questioning protocols and scaffolding conceptual understandings into lessons.
MSAD 54 Teachers
The ConCEPT pilot encouraged schools to view student growth as an ongoing process rather than just a final product. This recognition allowed educators to emphasize the importance of the journey itself, valuing the development of critical thinking, inquiry skills, and curiosity. One standout example of this success is MSAD 54, where Margaret Chase Smith School (MCSS) fifth-grade students’ inquiries about space culminated in a captivating interactive exhibition done by Skowhegan High School students.
At Skowhegan, the project began with a simple yet profound step: listening to the questions of fifth-grade students. These young learners’ curiosity about what lies beyond the horizon led to a series of inquiries that were meticulously explored and answered by high school students. The outcome of this project was a dynamic exhibition where Skowhegan High schoolers conducted mini-demonstrations addressing the MCSS fifth graders’ questions.
Ellie Quinn, a junior at Skowhegan High School, shared her thoughts on the initiative: “This type of learning addresses students’ curiosities and increases both high school and elementary students’ engagement.” Quinn’s sentiment highlights a key success factor of the pilot: fostering a learning environment where students’ natural curiosity drives their educational journey.
Another Skowhegan junior, Aiden McKinna, reflected on the depth of understanding gained through the project. “I picked black holes to learn about as a result of students’ questions. By learning about black holes and presenting it to students, I have a deeper understanding of the material.” McKinna’s experience underscores the dual benefit of the program, enhancing both the knowledge of high school students and the engagement of elementary students.
Kaitlin Dixon, a fifth-grade educator whose students participated in the project, emphasized the authenticity of the learning experience: “By having my fifth graders generate and prioritize the inquiry questions, when the final product came about, students had an authentic interest in learning the answers to their questions.”
This approach ensured that the learning process was driven by genuine curiosity, leading to higher levels of engagement and a more meaningful educational experience.
Bailey Green, MSAD 54 high school science teacher, expressed: “I enjoyed the ConCEPT program because it allowed me the opportunity and flexibility to access my students’ learning in ways that fit their learning modalities. It also encouraged my students to be creative and think critically in their learning!”
The high levels of engagement observed among both the elementary students and the high schoolers who served as their expert guides are evidence of the ConCEPT’s pilot success.
To learn more about ConCEPT and other professional learning opportunities available to Maine educators, visit the Interdisciplinary Instruction page.
This year has been transformative for Leslie Denton, the seventh-grade English Language Arts (ELA) teacher at Mt. View Middle School in Thorndike. Leslie’s professional learning journey, marked by a commitment to the principles of Universal Design for Learning (UDL), was significantly influenced by her attendance at a ConCEPT Professional Development conference hosted by the Maine Department of Education. The conference, featuring renowned educator Katie Novak, equipped Leslie with valuable skills and strategies that she diligently implemented.
“My professional learning journey this year has centered on embracing and implementing UDL principles to create a more inclusive, engaging, and effective learning environment for my seventh-grade ELA students,” she shared.
The journey has brought several significant takeaways, notably the communication of clear learning targets. By breaking down these targets into student-friendly terms and clearly defining expectations, students gain a concrete understanding of each lesson’s objectives. This clarity fosters student focus and motivation, allowing for improved self-assessment and reflection. Additionally, incorporating goal setting into teaching practices has encouraged students to take ownership of their learning.
“I have begun to integrate regular self-assessment and peer feedback sessions, fostering a growth mindset and a culture of continuous improvement,” Leslie noted.
By diversifying assessments and allowing students to choose their preferred method of demonstrating understanding, Leslie has successfully catered to the diverse needs of their students, creating a more inclusive learning environment.
Managing the time commitment involved careful scheduling and maintaining motivation through clear, achievable goals. Leslie set aside regular, manageable blocks of time dedicated to professional development, ensuring consistency without becoming overwhelmed. By maintaining a well-organized schedule, she was able to balance lesson planning, grading, and other responsibilities efficiently. This approach allowed for professional growth without sacrificing the quality of day-to-day teaching. Additionally, setting clear goals for both professional development and classroom instruction provided a sense of purpose and direction. Celebrating small victories and reflecting on progress helped sustain momentum and reinforced the value of ongoing learning and growth.
This journey underscores the importance of continuous professional development in staying current with best practices and evolving student needs. “It is imperative as teachers that we continue to learn and grow in this profession. By embracing continuous learning, we not only enhance our own teaching effectiveness but also ensure that we are providing the best possible education for our students.”
ConCEPT is a professional learning opportunity designed by the Interdisciplinary Instruction team. To learn more about the professional learning opportunities available to Maine educators, visit the Interdisciplinary Instruction page.
The Alternative Education Association of Maine has selected eight students to receive this year’s Martin Mackey Memorial Scholarship.
The Martin Mackey Memorial Scholarship was established by the Alternative Education Association (AEA) of Maine in 2022 after the passing of Martin Mackey, beloved education colleague and champion. The scholarship recognizes Mackey’s dedication to education as a career and his passion for working with students on Alternative Education pathways. Each year, AEA aims to award as many funds as possible to support students.
Each student will be awarded $500 when they graduate. Each graduate’s inspirational story and passion for their education makes them more than deserving of this award.
Aidan Conley Endeavor Program, Freeport High School
Aidan moved into the Endeavor Program at Freeport High School in the middle of 10th grade, after he was struggling with traditional high school classes. Endeavor gave him the confidence he needed to pursue further education. He has demonstrated immense growth over the course of the rest of his high school career. Aidan is currently a volunteer firefighter in Pownal and will be attending Southern Maine Community College to pursue Fire Science. The alternative education pathway changed his high school experience completely; he and his family are both very grateful. Congratulations to Aidan!
Alexis Foss
Machias Memorial High School Alternative Education Program
Alexis struggled with the traditional high school setting, but Machias Memorial High School offered her the chance to move to an alternative education program, where she made slow and steady improvements in attendance and academics. With these changes she consistently demonstrated a strong interest in art and in the field of Health/human services. She has recently been accepted to Southern Maine Community College to pursue a degree in liberal studies with a concentration in art. Alexis has worked through significant challenges to achieve her high school diploma. She is a kind, warm and thoughtful young woman who truly wants to succeed in her academics and make the world a better place.
Gavin Howie
Windham High School Katahdin Program
Gavin Howie is an alternative learner who, in just one year at the Windham High School’s Katahdin Program, has blossomed into a motivated leader with future aspirations. He has grown tremendously and developed his voice as a learner. Gavin also shares Martin’s Mackey’s love of “human-powered transportation,” and can often be found on a bike, skateboard, pair of skis, or with a backpack on climbing up a mountain. He intends on enrolling at Kennebec Valley Community College to pursue licensure as an Electrical Line worker. Congratulations to Gavin!
Riley Tibbetts Marti Stevens Learning Center, MSAD 54
Riley Tibbetts joined the alternative education program, Marti Stevens Learning Center in MSAD 54 halfway through her freshman year and has since grown into an amazing beekeeper and an extraordinary student. She has even earned a principal award through her former high school due to her welcoming nature, acceptance, and civic work. She is not only the first in her family to graduate from high school, but she is also graduating with honors and has already completed three college courses. Aside from challenging coursework, she works 25 hours a week at Dunkin. This fall, Riley will be living on campus at Southern Maine Community College and is working toward a career as a special education teacher. Congratulations to Riley!
Kai Voye, Brewer Nu Program, Brewer School Department
Kai Voye is a part of the Nu program at Brewer. Kai is a driven student who has succeeded in 6 advanced placement courses, taken online. This year, Kai’s shined best as classroom volunteer, playing a vital role in building a middle school alternative education program. Kai is consistent, kind, knowledgeable, and students adore him. When the program grew from 9 to 24 students, Kai’s presence was a huge reason that the students continued to thrive and came to school excited to learn. Kai hopes to take college classes in the fall and pursue a career in a science field. Congratulations to Kai!
Ann Prickett Waterville Alternative High School Program
Ann Prickett is a part of and a strong advocate for the Waterville Alternative High School Program. She is a passionate art student and has used her work to connect with the community and draw awareness to important issues. Ann has used the healing power of art to help her process trauma from her past. She has engaged in many extracurricular art programs and is respected by many outside her peer group in the local Central Maine Art Community. Ann’s dedication to her community is evident in her advocacy and volunteer work, as she would sell her art to raise funds for local families in need. She also was invited to speak at public events to support the Waterville Alternative High School Program. Ann has been accepted to the Maine College of Art B.A. program, where she will continue to share her talent with her community and advocate for alternative education. Congratulations to Ann!
Ayla Gayton Gray-New Gloucester High School’s ExCEL Alternative Education Program
Ayla Gayton pursued an alternative education at Gray-New Gloucester High School’s ExCEL alternative education program during her sophomore year. She came into the program very low on credits, self-esteem, and was at a high risk of dropping out of high school. In this program, she quickly bonded with her peers, which allowed her to show her knowledge and feel successful. Ayla has an incredible work ethic and has had a job since she was able to get a job permit. She has worked very hard to balance home life and work life with her coursework and was able to earn 7.5 credits. This progress helped her get accepted into the Early Childcare program at Portland Arts & Technology High School (PATHS) for her junior & senior years. She has earned several accolades from PATHS: student of the month, admission to a summer program at the University of New England, and the completion of certifications and courses for a Behavior Health Professional (BHP). Ayla will be attending Central Maine Community College as part of the Liberal Studies program and hopes to become an early child educator. Congratulations to Ayla!
Kamdynn Hardgrove Pathways Alternative Education Program, Presque Isle
Kamdynn Hardgrove has faced extreme adversity while trying to navigate his education. Despite these burdens, Kam has always had a passion for helping others especially since becoming part of the Pathways Alternative Education program in Presque Isle. He helps the community with many events, such as the Balloon Festival, food deliveries for those in need, and the Chamber of Commerce for the Holiday Light Parade. In 9th grade, he walked three miles to help build the Santa float in five-degree weather. Kam has also been an active member of Presque Isle High Band for four years. He will be attending Northern Maine Community College for Welding in the fall. Congratulations to Kamdynn!
To learn more about the Alternative Education Association of Maine visit their website or reach out to Alternative Education Association of Maine President Lenny Holmes at lholmes@bonnyeagle.org.
(Pictured: Students in the Maker Space with Lego SPIKE kits and iPads, which were purchased through the Maine Department of Education’s TeachWithTech grant)
Students at Chelsea Elementary School were overjoyed at the sight of twenty new Lego sets as they walked into the classroom this year.
Through the Maine Department of Education’s TeachWithTech grant, Chelsea Elementary School was able to receive twenty Lego SPIKE Essentials Kits. These Lego sets were accompanied by iPads, which were preloaded with the SPIKE app.
#TeachWithTech provides additional supplemental technology to schools that are part of Maine Learning Technology Initiative (MLTI), to support the initiative to teach and learn with technology. The grant encourages school districts to think of how to create transformative learning experiences for students with technology.
Rosie Del Tejo Williamson (Learning Commons Teacher) and Helen Wright (Learning Commons Education Tech) hoped that students would be able to work independently but were available for assistance.
As soon as the students walked into the MakerSpace room, their excitement was palpable as soon as they and noticed the Lego and iPad setup. They immediately dove into exploration. Despite having no prior experience with the SPIKE app or Lego Spike Essentials, students confidently used coding to bring their Lego creations to life. When difficulties occurred, many students were adept at experimentation and troubleshooting, and many helped their peers. Williamson and Wright were impressed by the students’ confidence in this new situation, as well as their enthusiasm for learning in action.
6th grade students have the opportunity for leadership
6th grade and Pre-K students collaborate
Williamson and Wright are grateful that TeachWithTech allowed their students to have this transformative learning experience and hope to continue to use technology for engaging learning.
The #TeachWithTech grant is available to any school district that is a part of the Maine Learning Technology Initiative. Priority is given to applicants who focus on greatest student impact, serve socioeconomically disadvantaged districts, prioritize student populations traditionally underrepresented in technology, and demonstrate a commitment to pursuing high-quality teaching and learning through technology.
Aidan Conley
Alexis Foss
Gavin Howie
Riley Tibbetts
Kai Voye, Brewer
Ann Prickett
Ayla Gayton
Kamdynn Hardgrove
Maine DOE Newsroom 