Getting to Know Community Schools in Maine: Gerald E. Talbot Community School

Maine’s biggest city is home to one of the largest school administrative units in the state, which offers seventeen different schools covering its large and diverse population, ten of which are elementary level. One of these elementary schools, Gerald E. Talbot Community School, sits in the northwest of the city and offers a unique model to serve its high-need population. Recognized as a school that receives Title I support due to the socio-economic status of its students and families, Talbot serves around 370 students from PreK to 5th grade. Their student body comes from culturally and linguistically diverse backgrounds.

For these reasons and many more, Gerald E. Talbot applied for state funding and planning for the community school model, which began during the 2019-2020 school year. Eventually, while enduring the height of the COVID-19 pandemic, they hired Community School Coordinator Kristin Rogers, who started implementing strategies during the 2021-2022 school year and beyond.

A community school model, as defined by the Coalition for Community Schools, is both a place and a set of partnerships between the school and other community resources. Community schools exist in all regions of the United States, and their numbers are growing fast.

“We were pretty ideally suited to be a community school because we had a lot of the infrastructure that a lot of community schools have already existing. There’s a branch of the Portland Public Library that exists in our building; we have a dental clinic here, we have a public pool and playgrounds. We are pretty centrally located to our families. So, it’s kind of a natural place to be a hub for the community,” said Gerald E. Talbot Community School Coordinator Kristin Rogers. Principal Terry Young, who works closely with Rogers, adds that their high-needs population is another major reason for the shift.

In Maine, the community school model was first recognized by Maine Legislative Action of the First Regular Session of the 127th Legislature (2015-2016) in the budget bill Public Law 2015, chapter 267. At that time, the Maine Department of Education (DOE) was authorized to fund a limited number of community schools established under 20-A MRSA Chapter 333. Currently, three schools in Maine receive funding from the Maine DOE to support their community school strategies: Old Town Elementary School in Old Town, Cape Cod Hill Community School in New Sharon, and Gerald E. Talbot School in Portland.

Now in its 3rd year of implementation, Talbot has had time to try many different things after its initial needs assessment in 2019/20. They have a robust list of over 50 community partners that assist with everything from housing to physical and mental health, food security and nutrition, general assistance, academics, and enrichment. Their community school programs start before the first bell rings for the day and last long after the traditional school day ends.

Young explains that in addition to meeting students’ basic needs, enrichment opportunities also significantly impact their high-needs families.

“In a middle-class/upper-middle-class school, you have students who get a lot of enrichment opportunities because their parents can afford it. They can drive them to soccer practice, they can take them to basketball, they can take them to the library. Where you are working with a higher-needs population, students don’t have the same access. The difference is, you are bringing access to the children, to the families, into the school,” said Young.

Many of the enrichment (and extended academic) programming can be found in their extensive afterschool opportunities. Rotating on a 6- to 8-week schedule that offers something different each day, designated students stay after school for traditional academic programming like tutoring or language skills and for various enrichment opportunities like choir, yoga, student leadership, and even Nordic skiing, to name a few. Over 100 students participate in the community school afterschool programs and targeted outreach efforts by Rogers, Principal Young, and other staff members help ensure equitable access to these programs for students and families.

Pictures taken during Talbot Community School’s afterschool program, which includes the Nordic skiing club, a partnership with Portland Nordic:

In addition to its afterschool programs, one of its current language programs is a flourishing collaboration with Portland Adult Education, which aims to boost the English-speaking skills of students and their family members. Adult caregivers take language lessons in the mornings through Portland Adult Education, and their children are involved in an after-school program that combines enrichment with language immersion. The group of students and their family members will hopefully move through their respective programming year after year as a cohort, improving their English language skills together in school, at home, and in the community.

Another of the more recent and innovative programs Talbot has created is its walking school bus program, which aims to reduce chronic absenteeism and increase family engagement.

“We have a staff member as well as some community volunteers that go door to door in the morning for students who would benefit from support for their attendance or whose families could benefit from the support in getting kids to the bus stop. They knock on the door, walk them to the bus stop to make sure they get there safely and help improve attendance,” explains Rogers. “It’s both the transportation piece, as well as the mentorship of building that relationship with trusted adults in the community who are showing up every day, they care about you, know about you, and who can chat with parents and build that family connection to school as well.”

The school also hosts several community dinners throughout the school year, inviting families into the school for an educational element and, at the same time, offering a topic-related enrichment activity for students to engage in with their families. The dinners also include food for everyone to eat together and for families to take home. This year, they have hosted community dinners on the topics of internet safety, social-emotional learning, and have upcoming events for math and literacy. They aim to host at least five community dinners per year.

Looking ahead, Talbot hopes to build capacity with the staff to support and expand their community school strategies. They also hope to conduct a new needs assessment, which is something most schools do at the beginning of implementing a community school.

“Our population changes. We have different families and students than we had five or six years ago,” said Rogers. “That is a huge part of being a community school; it’s very dynamic, it’s always changing.”

Talbot is also analyzing all of its data to determine what is working and what new strategies it can incorporate in the future. One of the data points they are most excited about is a student leadership group, which they hope can help gauge how students like the different programs Talbot offers and what ideas they have for improvements.

The duo explains that over the past four years, their successes have also surfaced in the community’s excitement for the activities and programs they have offered. Instead of solely the school reaching out to make community connections on behalf of families and students, people (students, families, and community partners) approach the school.

Rogers details that not only are students approaching her to ask for different clubs and opportunities at school, but that parents are approaching her now looking for specific resources like daycare or other support. In addition, community partners who have caught on to the concept of their community school model have asked to partner with her on program ideas they have.

“When I see Talbot compared to other schools I have worked in, I feel like families see us as a resource, and they see us as a partner,” added Young.

To learn more about Gerald E. Talbot Community School, check out this video interview with Community Schools Coordinator Kristin Rogers and Principal Terry Young.

Maine DOE has welcomed Community Schools Consultant Ann Hanna (former principal of Gerald E. Talbot Community School), who is working on advancing community school strategies in interested schools across Maine by providing technical assistance and support as needed. The Maine DOE is also currently in the process of reviewing applications for community school funding for SY 24-25, and information on that will be shared via the DOE Newsroom in the coming days.

To learn more about community schools in Maine, please contact Ann Hanna, at ann.c.hanna@maine.gov.

Registration Open for Pre-K for ME, K for ME, and/or 1st Grade for ME Summer Training

Since 2018, the Maine Department of Education (DOE) has adopted and piloted open-source instructional programs for early elementary grades based on the Boston Public School’s evidence-based Focus Curricula. Pre-K for ME was launched in 2019, K for ME was launched in 2021, and 1st Grade for ME was launched in 2023. 2nd Grade for ME is being piloted in Maine classrooms next year and will be available for the 2025-2026 school year. These developmentally appropriate learning programs are interdisciplinary and align with Maine’s learning standards. While Maine schools are responsible for purchasing classroom materials that support these programs, lesson plans, outlines and other supporting documents can be accessed at no cost via the Maine DOE’s website.

An informational overview of the programs was provided on March 7. The overview session was recorded and is now posted here for anyone unable to attend the live session. The overview session shared the basic program structures and reviewed the materials needed to implement the programs. Watching the recording is highly recommended if you are unfamiliar with the programs.

Educators/schools/programs interested in utilizing Pre-K for ME, K for ME, and/or 1st Grade for ME in the coming year may take advantage of initial training scheduled this summer. These trainings are provided at no cost to promote understanding of program design and to support successful program implementation. School administrators are strongly encouraged to attend the training with their Pre-K, Kindergarten, and/or first-grade teachers. Special educators, education technicians, and instructional coaches/curriculum leaders who work with pre-k, kindergarten, and first-grade teachers are also encouraged to attend. This year’s training opportunities will be held in person from approximately 8:30 a.m. to 3:30 p.m. 2-day trainings are provided for each program.

Pre-K for ME– During the week of 7/29-8/2 (exact dates and locations TBD)
K for ME– July 29th and 30th in the Augusta/ (exact location TBD)
1st Grade for ME– July 31st and August 1st in the Augusta (exact location TBD)

For teachers learning the K for ME and 1st Grade for ME programs, an additional training day will occur on Wednesday, June 26th from 8:30 to 3:30 (Augusta Civic Center).

Registration for these trainings should be completed by principals/educators with one registration on behalf of their school/program per grade. Details about how to prepare for the trainings and the training locations will be provided via email after the registration period closes. Registrations for the trainings for each instructional program should be received by May 24, 2024.

The Summer Training Registration Link is now open. Please submit a separate response for each grade level in which you are registering educators: Pre-K for ME, K for ME, and/or 1st Grade for ME.

For additional information about Pre-K for ME, contact Marcy.r.Whitcomb@maine.gov and for K for ME and 1st Grade for ME, contact Leeann.Larsen@maine.gov or Nicole.Madore@maine.gov.

Inclusive Education Webinar Series: The What, Why & How of Inclusive Schools on May 8th

The Maine Department of Education (DOE) Office of Special Services and Inclusive Education invites you to attend the first two webinars in our “Inclusive Education Webinar Series,” presented by Dr. Kate Macleod, an innovative, inclusive educator, researcher, author, and assistant professor of special education at the University of Maine Farmington.

May 8th: The What, Why & How of Inclusive Schools

In this engaging webinar, Dr. Kate MacLeod will share “what” inclusion is, the many reasons “why” inclusion is critical to the success of our students and communities here in Maine (e.g., research, law, advocacy, social justice, and belonging), and will take participants through research-based key practices for “how” schools can achieve greater inclusion for all students. Participants will leave with access to resources and practical strategies to implement greater inclusion in their schools.

Stay tuned…our next webinar in the series, The Way to Inclusion: How We Create Schools Where Every Student Belongs, featuring Kate Macleod, will be broadcast on May 22nd!

For more information, please contact anne-marie.adamson@maine.gov

Invitation to Opportunities Related to a Kindergarten Entry Inventory

In 2022, the Maine Department of Education (DOE), in partnership with the Maine Department of Health and Human Services (DHHS), was awarded the Preschool Development Renewal Grant B-5. This three year, $8,000,000/year grant supports early care and educational programming for our youngest students. The Maine DOE, in collaboration with Maine DHHS, is exploring strategies to help support transitions from early childhood settings into kindergarten settings.

One of the many projects included in the grant is the development of a Kindergarten Entry Inventory (KEI). A KEI is a tool administered in the beginning of kindergarten to help teachers gather information about children’s development across a range of domains so that teachers can be responsive to children’s learning. Additionally, data aggregated from KEIs can help strengthen Maine’s early care and education system by identifying areas of steady growth and continuous improvement.

If you are a Maine Kindergarten Teacher, Early Childhood Administrator, Curriculum Director or Instructional Specialist/Coach, the Maine DOE invites you to engage in the design of a Kindergarten Entry Inventory (KEI). Your expertise and perspective are needed in the following areas:

Consider applying for membership in the KEI Advisory Team. The goals of this group are to determine the key purposes of a KEI, review research and successful implementation practices, and identify constructs within each domain to assess. Services on this committee will include a stipend. Responsibilities include, but are not limited to, attendance at monthly virtual meetings as well as 2 in-person meetings per year. School administrative unit leaders and early childhood educators are welcome to complete the application linked below. Applications for this position are being accepted through May 10th.
Consider applying for a Kindergarten Entry Implementation Specialist position. The goal of these positions is to pilot various domain specific inventory strategies and to provide feedback to the Advisory Group. Services for this position will include a stipend. Responsibilities include, but are not limited to, testing inventory strategies with students, offering timely feedback and attendance at periodic in-person and virtual trainings/meetings. All Kindergarten teachers are welcome to complete the application linked below. Applications for these positions are being accepted through May 10th.

Application for KEI Advisory Team can be found here

Application for KEI Implementation Specialist can be found here.

Communication about selections for the KEI Advisory Team and for the KEI Implementation Specialist positions will be made by May 24th. The KEI Advisory Team will begin meeting in early June and the Implementation Specialists will begin in the summer (date TBD).
Additionally, in the near future, School Administrators and Kindergarten Teachers will be invited to complete a survey regarding KEI implementation practices in their school administrative unit. The survey will gather information such as domains assessed, materials used, timelines, professional development and reporting.

For questions or additional information regarding the KEI design and pilot, please reach out to Karen Mathieu, Maine DOE Kindergarten Entry Inventory Specialist, at karen.mathieu@maine.gov.

FY25 Preliminary Allocations for all ESEA Title Programs

The Maine Department of Education (DOE) ESEA team is pleased to provide FY25 Preliminary Allocations for all Elementary and Secondary Education Act (ESEA) title programs. Preliminary allocations for each title are located on the ESEA Federal Programs webpage at the following location: Fiscal Allocations | Department of Education (maine.gov)

Title I, Part A

Maine’s Title I, Part A funding received a 2.5% decrease in FY25 for Preliminary Allocation Estimates from the US Department of Education (USDOE). This estimate represents an overall reduction of $1,497,180 in Title I, Part A funding for the State of Maine in FY25. Maine received $62,310,372 in Title I, Part A funds in FY24 and that amount is expected to decrease to $60,813,192 in FY25. Maine’s national poverty census data decreased and did not increase as much as other states, resulting in a lower national poverty share which usually generates a decrease in Maine’s overall Title I, Part A allocation. Please also recognize that the private school amounts are from FY24 and do not include the new data that will be used for FY25.

Title II, Part A

Maine’s preliminary FY25 allocation for the Title II, Part A program is $10,786,692, which represents level funding for the program to the previous fiscal year. Maine has traditionally accounted for student moves between the SAU they reside in and the SAU they attend as part of the Title IIA allocation process. Maine received a finding and subsequent technical assistance from the USDOE in its most recent federal review and may no longer implement this practice and must rely solely on census data when allocating Title IIA funds. This will result in some SAUs receiving more funding than they have in the past, and some receiving less. SAUs impacted by this recent change have received outreach from Title II Coordinator, Ryan Reed.

Title III, Part A

Maine’s preliminary FY25 allocation for the Title III, Part A program is $1,004,205.00 which represents a slight increase in funding for the program to the previous fiscal year. FY25 Title III, Part A allocations have been generated for all SAUs with at least one multilingual (ML) student for the purpose of allowing SAUs the option to form a consortium to reach the statutory required minimum award amount of $10,000. SAUs that wish to form a consortium for the purpose of a Title III, Part A allocation only, will need to submit a letter of intent (available April 30) to the Maine DOE by June 30, 2024. When final allocations are received, an SAU that is not part of a consortium or by itself generates less than an award of $10,000 will be removed and will not receive a Title III, Part A allocation. As a result, the dollar per student ratio will increase as will allocations. An informational webinar regarding Title III consortia will be scheduled for the week of May 13 – registration details to follow. Questions related to the forming of consortiums should be directed to Title III Coordinator, Daniel Weeks.

Title IV, Part A

Maine’s preliminary FY25 allocation for the Title IV, Part A program is $6,659,535.00, which represents level funding for the program to the previous fiscal year.

Title V, Part B

There have been no significant changes to the Title V, Part B program for the upcoming fiscal year.

Questions regarding allocations should be directed to the applicable Title Coordinator or by reaching out to Janette Kirk, Chief of Federal Programs at janette.kirk@maine.gov.

Application Deadline Extended to May 15 for the ‘Maine Out-of-School-Time’ Career Exploration Grants

Apply Now! Schools, community-based organizations, and childcare providers can apply for the 2024 Maine Out-of-School Time Career Exploration grants through the Maine Department of Education (DOE). These grants support meaningful career exploration opportunities for students in grades 4 – 6 that connect students with Maine businesses and career opportunities, which may include experiential learning trips, guest speakers, job shadows, and more! Underlying these experiences is critical to helping students build and strengthen relationships with caring adults and peers in their schools, childcare centers, and communities.

Funded through Governor Mills’ Maine Jobs and Recovery Plan, the 2022 Statewide Expansion of Extended Learning Programming has engaged hundreds of secondary students throughout the state in real-world career exploration experiences. The Maine DOE is excited to build on these successes to reach younger students in this expanded career exploration program. The 2024 Maine Out-of-School Career Exploration Request for Applications (RFA, also known as grants) is available here: Grant RFPs and RFAs | Division of Procurement Services (maine.gov). See RFA 202404087

Schools, nonprofit organizations, licensed or licensed-exempt child care providers, municipal parks and recreation departments that are current members of the Maine Recreation and Park Association, and public libraries may apply. Please see the RFA for explicit information and definitions on eligibility and allowable uses of funding.

Grant awards will range in size, with $300,000 available. The 2024 Maine Out-of-School Time Career Exploration grant requires a marketing and outreach plan for reaching students from disadvantaged backgrounds as well as an emphasis on Maine DOE’s Whole Student Framework.

This funding can potentially facilitate career exploration for students in grades 4 – 6 before, during, or after school, on weekends, and/or during the summer. Applications will also be considered for schools and organizations that wish to use the funding to enhance or expand existing out-of-school programming. Grants are expected to be awarded at the beginning of June. All programming must be completed by September 1, 2024.

The Maine Out-of-School-Time grant opportunity is available through the Maine Jobs and Recovery Plan, funded in its entirety by the American Rescue Plan Elementary and Secondary School Emergency Relief (ARP ESSER) fund.

DOE Podcast What Holds Us Together Highlights Efforts to Elevate Educators and Schools

Public education is the cornerstone of our society and holds us together. On this month’s What Holds Us Together podcast, Maine Education Commissioner Pender Makin talks with Steve Bailey, Executive Director of the Maine School Boards Association and Miranda Engstrom, 2023 Hancock County Teacher of the Year and literacy specialist at Lamoine Consolidated School. These champions of education discuss the importance of lifting up the voices of educators and sharing the amazing things happening in schools across Maine through their Maine Loves Public Schools and #LoveMaineSchools campaigns. Listen on Apple or Spotify.

You can learn more about #LoveMaineSchools on their Facebook page and submit your great stories here.

You can learn more about Maine Loves Public Schools and get involved here.

The Maine Department of Education (DOE) would also love to highlight the amazing things happening in your school. Share your stories here or invite us to your school by emailing communications.doe@maine.gov.

The Maine DOE Seeking Participants for Title I Committee of Practitioners

Title I of the Every Student Succeeds Act (ESSA) requires each state educational agency that receives Title I funds to create a State Committee of Practitioners (CoP) to advise the State in carrying out its responsibilities under the Title I program. The purpose of this committee is to review any state rules and regulations relating to Title I and provide recommendations concerning processes and procedures related to its implementation.

Committee members must be representatives from the following categories:

District and school administrators, including administrators of programs in Title I
Principals and other school leaders
Teachers in public and charter schools
Career and technical educators
Representatives of charter schools
School board members
Non-public school representatives
Specialized instructional support personnel (including school social workers, psychologists, nurses, speech-language pathologists, counselors, or other special education service providers
Paraprofessionals (Ed-Techs)
Parents

Meetings of the committee will be conducted on an ‘as needed’ basis via Zoom (most likely 3 times per year), with the term of membership commencing July 1, 2024, and expiring June 30, 2026. For those looking for more information on the Title I Committee of Practitioners, please see the FAQ.

Those interested in serving on Maine DOE’s Title I Committee of Practitioners Committee should fill out this form by Friday, June 7th, 2024. Questions related to the CoP can be sent to Rita Pello, at rita.pello@maine.gov.

Sphero Robots Support Playful Learning in RSU 40

RSU 40 staff are finding ways to use robotic technology, funded by the Maine Department of Education’s (DOE) Maine Teaches CS Initiative, to support interdisciplinary learning across grade levels. The school’s acquisition of Sphero Bolts and Indi cars is making learning experiences playful and engaging for both students and educators.

Holly Doe, Director of Technology for RSU 40, applied for the grant last school year to foster experiential learning through technology for even the youngest students. Sphero Indi cars introduce coding at the simplest level using color tiles to tell the robot what to do. While this is an ideal tool for younger students, it is also great for older students when the goal is not coding itself but supporting other learning outcomes.

By leveraging robotic technology, students in RSU 40 are exploring new ways to retell—or tell—stories.

Students in grades 1-3 used Sphero Indi cars to retell stories they had read in class while seniors in Spanish IV wrote their own stories in the foreign language and crafted narrated films using the Indi cars.

In the elementary classrooms, the robots foster natural collaboration as pairs of students work together to plan a path of color tiles that represent their story summary. Crafting a simple costume for the Indi car and scenery or other characters to be placed along the car’s path engages students’ creativity and requires students to consider symbolic representations. The simple, flexible lesson quickly adapts to accommodate students’ and teachers’ needs.

At the high school, the ease of using the Indi cars allows students to combine story mapping with other technology. Students film the cars in front of a green screen and use Canva’s AI image generator to create backgrounds for their movies which they then narrate in Spanish.

Recently, Heather Webster, RSU 40’s technology instructional coach, shared her experiences using Sphero Indi robots in elementary ELA classrooms and high school Spanish classrooms at the Maine Council for English Language Arts spring conference. Participants were introduced to Indi cars, watched video clips of RSU 40 students engaging in the lessons, and then had the opportunity to try the activity themselves, working collaboratively with their tablemates to retell a familiar story. They left the conference session with a concrete example of how technology like the Sphero robots can support cross-curricular lessons and boost the playful spirit in a classroom.

(Maine Council for English Language Arts spring conference photos curtesy of Katie Kelley Photography)

The Computer Science Mobile Labs Grant has enabled RSU 40 to uniquely support playful learning. Robotic technology has enhanced students’ collaborative skills and their understanding of symbolic representation. Encouraging a playful approach to learning, this technology has increased student engagement and has inspired educators to rethink traditional teaching methods. The immersive learning experiences enabled by Sphero Indi and Bolt robots are set to shape the educational landscape at RSU 40 for years to come. Maine leads the nation in providing interdisciplinary computer science education to all Maine schools at all grade levels.

This story was provided by RSU 40. If you would like to submit good news from your school, fill out our good news submission form.)

Maine Students Enjoy ‘Take ME to Work Day’ at the State House During School Vacation

State employees, including the Maine Department of Education (DOE), recently participated in the annual Take ME to Work Day by hosting their children and/or children they know for the day at the Maine Capitol Complex and at state-operated locations across Maine.

The day offered a chance for state employees to give their kids the opportunity to learn more about what they do for the people of Maine and see first-hand the inner workings and importance of our government.

Take ME to Work Day started with tours of the Maine State House, followed by a visit from Governor Janet Mills in the Hall of Flags. She greeted the kids and employees and delivered a message about the meaningful and fulfilling work of state government and its many employees.

Maine DOE’s Laura Cyr providing a tour.

Students in the Capitol dome.

Governor Mills addressing students and employees in the Hall of Flags.

While the state had many other activities for kids participating in Take ME to Work Day, the Maine DOE once again took the opportunity to provide a jam-packed day full of fun experiences and learning opportunities for Maine DOE employees and their kids.

Following the State House tour, a mock legislative hearing was held with the help of Laura Cyr, a member of Maine DOE’s Legislative Team. Cyr explained to students about the Legislative Committee on Education and Cultural Affairs and the types of bills they oversee. Then, students volunteered to pretend to be senators and representatives on the committee and hear about a mock bill: An Act to Improve Education by Lowering the Driving Age (to 10 years old). After introducing the hypothetical bill, each student got the chance to speak about the bill, either in favor, against, or neither for nor against the bill.

Laura Cyr leading students in a mock legislative hearing.

Students in the Education and Cultural Affairs Committee room at Maine’s Capitol Complex.

Students brought up many important points, including that it would be convenient to be able to drive themselves to school if they missed the bus, that anyone young or old who has a driver’s license should have to take driving classes, and that kids are probably not ready to be driving at age ten. They also discussed the potential parking kerfuffle that would take place at school if, suddenly, everyone younger than ten years old was driving to school. Ultimately, the kids decided that the bill would need many changes if it were to proceed.

Following the mock hearing, students and adults got the opportunity to ride a Thomas Electric Bus from C.W. Cressy & Son. On the ride, which took everyone across Augusta’s Memorial Bridge to more State of Maine office buildings, students enjoyed the quiet bus ride and talked about the fact that there is no traditional engine when you open the hood. The group also learned that charging an electric bus takes about 3 hours and will ride for 150 miles on that charge.

posing in front of the Thomas Electric Bus.

Riding on the Thomas Electric Bus.

Over across the bridge, the group’s destination was a visit with Maine DOE’s Child Nutrition Team to see the culinary classroom and participate in a make-your-own-pizza lunch. Led by Chef Michele Bisbee and her daughter, students learned about the different learning opportunities afforded to school nutrition staff across Maine, both in-person and remote, through the culinary classroom. They also washed up and made their own pizzas. While the group waited for lunch to cook, Chef Bisbee quizzed them on the different food groups and discussed the intricacies of serving nutritional food in Maine schools. Bisbee ended the discussion by asking kids to thank the school nutrition staff at their school next week when school is back in session.

Chef Bisbee helping students with a make-your-own-pizza lunch.

After lunch, the group rode the electric bus back to the Capitol Complex and joined the Maine DOE Learning Through Technology Team’s Jon Graham to learn about and have hands-on fun with computer devices as part of Maine DOE’s Maine Teaches Computer Science (CS) initiative.

Following a brief overview and history of the Maine Learning Through Technology Initiative (MLTI), Graham showed kids all of the older and newer MLTI devices and showcased some of the computer science tools available to Maine schools through Maine DOE-administered grants and opportunities, such as Sphero BOLTs, Sphero Indi Cars, and a Dash robot. These tools allowed students to play around with and try computer coding in real time. Maine leads the nation in offering universal computer science education.