The Alternative Education Association (AEA) of Maine is currently accepting nominations for the 2025-2026 Alternative Educator of the Year award and the 2025-2026 Martin Mackey Memorial Scholarship for graduating seniors. AEA of Maine is also seeking submissions for a program honoring alternative education teachers and support staff who are retiring at the end of this school year. Submissions for all three opportunities are due by May 15, 2026.
The Alternative Educator of the Year award is intended to recognize an alternative educator who has provided exceptional opportunities and advancements for Maine’s alternative education students. For more information or to submit a nomination, please visit this link: 2025-2026 Alternative Educator of the Year Nomination.
The Martin Mackey Memorial Scholarship was established by the AEA of Maine in 2022 following the passing of Martin Mackey, a beloved education colleague and champion. This scholarship recognizes Mackey’s dedication to his career as an educator and his passion for working with students on alternative education pathways. For more information or to submit a nomination, please visit this link: Martin Mackey Scholarship Fund Nomination Form.
AEA of Maine is also honoring retiring alternative education teachers and support staff across the state. For more information or to recognize someone, please visit this link: AEA of Maine Retiree Form.
To learn more about any of these recognition opportunities or future AEA of Maine events, please contact Tristen Hinkle, AEA of Maine President, at thinkle@msad54.org or Tracey Menard, AEA of Maine Vice President, at menart@portlandschools.org.
For additional information or resources on alternative education in Maine, please contact Aubrie Howard, Maine DOE Student Success and Wellbeing Specialist or visit the Maine DOE Alternative Education webpage.
Thanks to a generous grant from the Carrabassett Valley School Committee, Mount Abram High School students (MSAD 58) have had the opportunity over the past two years to experience immersive, real-world learning through arts-focused trips to New York City. These experiences have brought classroom lessons to life in one of the world’s most vibrant cultural hubs.
Last year, a group of students traveled to New York City for an art field trip filled with exploration and discovery. During that visit, students explored the world-renowned Metropolitan Museum of Art, toured Mana Contemporary, attended a performance on Broadway, and visited the School of Visual Arts. Along the way, they discovered small galleries tucked throughout the city’s art districts, gaining a firsthand look at the breadth and diversity of the art world.
For student Sage Norton, one of the highlights of the trip was exploring those smaller galleries.
“There are so many art galleries hidden away wherever you go,” Norton said, sharing that the trip also shifted her perspective on city life. “I used to hate cities, but visiting helped me grow fonder of them.”
Beyond the art itself, Norton noted she appreciated the connections formed during the trip.
“I would definitely go again,” Norton expressed. “It was an amazing experience, and I made friends with people I probably wouldn’t have talked to otherwise.”
Student Anneliese Ziehler said she valued both the cultural experience and the time spent with classmates.
“It was really nice getting to spend time with friends and new people outside of school,” Ziehler said.
With a packed schedule, students were constantly on the move—something that made the experience even more memorable.
“I would definitely go again if I have the chance. It was one of my favorite experiences during my time at Mount Abram,” Ziehler added.
For Brooke Atwood, the opportunity to draw throughout the trip was especially meaningful. Under the guidance of art teacher Mr. Masterman, students sketched what they saw, what inspired them, and what sparked their creativity.
“Everything I saw there inspired my art—the museum, the city landscape, the graffiti on buildings, and even the diverse restaurants,” Atwood reflected. “I learned more about the world of being an artist full-time and what that could mean for me.”
Building on the success of that first experience, the Mount Abram Art Department expanded the opportunity again this year. Funded once more by the Carrabassett Valley School Committee, 10 students participated in a second trip to New York City—this time, with an even broader itinerary and deeper engagement with the professional art world.
During this stay, students visited both the Metropolitan Museum of Art and the Museum of Modern Art, met directly with photographer Renate Aller and painter Gill Stewart in their studios, explored numerous galleries in the Chelsea Art Gallery District, and toured the School of Visual Arts. They also attended a production of Hadestown on Broadway, visited the 9/11 Memorial at Ground Zero, and experienced a wide range of public art installations across the city.
Amid this full itinerary, students gained valuable life skills beyond the arts. They learned to navigate a dense urban environment, traveled throughout the city using the subway and bus systems, and experienced city life firsthand—grabbing meals from food stands and bodegas while keeping up with a fast-paced schedule.
Together, these experiences offered students a powerful “crash course” in both the art world and urban living, exposing them to new perspectives and possibilities beyond high school.
Both trips have proven to be tremendous successes, giving Mount Abram students access to the energy, diversity, and opportunity of one of the world’s most significant arts capitals. More importantly, they have helped students build confidence, strengthen connections, and envision new pathways for their futures.
Opportunities like these are made possible through strong community support. Their impact will stay with these students long after their return home.
This story was submitted by MSAD 58. To submit a good news story to the Maine DOE, please fill out the good news submission form.
MRTQ PDN supports early childhood (birth through early elementary) and out-of-school-time professionals in developing the expertise necessary to provide high-quality, inclusive, and culturally responsive care and education to Maine’s children. MRTQ PDN offers early childhood professionals access to high-quality professional learning through facilitated and on-demand trainings, book clubs, and communities of practice—all of which are offered at a low or no cost.
Examples of MRTQ PDN professional learning that public school educators may be familiar with include trainings on the Maine Early Learning and Development Standards (MELDS) and facilitation of the Leading Early Learning Fellowship for elementary school leaders.
This survey, which is conducted every two years,will help ensure that MRTQ PDN services are delivered in ways that best meet the needs of all Maine practitioners.
Please complete the survey hereby 11:59 p.m. on May 15, 2026. The survey should take about 10-15 minutes to complete. After completing the survey, you may provide your contact information to enter for a chance to win a large L.L.Bean tote filled with special prizes.
MRTQ PDN appreciates your feedback. Survey results will be shared this summer.
With questions or for additional information, please contact Lee Anne Larsen, Maine Department of Education Director of Early Learning, at leeann.larsen@maine.gov.
Pictured from left to right: Kate MacLeod, University of Maine at Farmington (UMF); Rebekah Drysdale, MSAD 52 Director of Special Services; Jessica Apgar, UMF; Amy Mousseau, Turner Elementary Educator; Mallory Murphy, Turner Elementary Educator; Sue Poto, Turner Elementary Educator; Sam Albert, Turner Elementary Educator; Kristen Conway, Turner Elementary Principal
The Maine Department of Education (DOE) Office of Special Services and Inclusive Education, in partnership with the University of Maine at Farmington (UMF), proudly hosted the second annual Maine Inclusive Education Conference on April 8, 2026, at the Augusta Civic Center, welcoming nearly 500 educators, administrators, families, and community partners from across the state.
Centered on the theme “Reimagining Education: We Are Better Together,” the conference celebrated Maine’s ongoing commitment to ensuring that all students—particularly those with disabilities—can learn and thrive in inclusive classroom environments.
The event featured a keynote address from internationally recognized inclusion expert Paula Kluth, founder of Inclusion Rules. Kluth inspired attendees to rethink traditional approaches to education and to embrace inclusive practices that honor the strengths and potential of every learner.
Throughout the day, participants engaged in a wide range of sessions highlighting innovative practices in inclusive education. Three of Maine’s inclusive education model schools offered powerful insights into their journeys toward more inclusive systems. Members of these schools shared candid reflections on the barriers they have encountered, such as shifting mindsets, redesigning service delivery, and building staff capacity, alongside strategies that have supported their progress. Importantly, they also presented data demonstrating measurable successes, including increased time in general education settings, improved student outcomes, and stronger engagement among students and staff.
Additional sessions explored Universal Design for Learning (UDL), inclusive Extended Learning Opportunities (ELOs), and strategies to support students from pre-K through the transition to adulthood. A powerful student roundtable highlighted lived experiences that brought authentic insight into what inclusion truly looks and feels like in Maine schools. The day also featured a family and parent panel, emphasizing the critical role of strong school-family partnerships in fostering belonging, access, and meaningful participation for all students.
From left to right: Page Cadorette, Downeast School Educator; Katrina Rutherford, Downeast School Educator; and Sarah Vickers, Downeast School Principal
“This conference reflects the energy, dedication, and shared vision of educators and families across Maine,” said Maine DOE Special Projects & Educator Supports Coordinator Tracy Whitlock. “When we come together to learn from one another, we strengthen our ability to create schools where every student belongs and succeeds.”
From left to right: Amy Mousseau, Turner Elementary Educator; Mallory Murphy, Turner Elementary Educator; Kyla Greenwood, Turner Elementary Educator; Kristen Conway, Turner Elementary Principal.
This conference is part of a broader, ongoing partnership between the Maine DOE and the UMF to expand inclusive education across the state. This work includes:
The Maine Inclusive Education Framework.
A statewide inclusive education leadership network supporting school and district leaders.
An annual inclusive education leadership symposium in the fall.
The upcoming Inclusive Education Instructional Practices Webinar Series, launching in the fall of 2026.
From left to right: Shannon Bartash, Leeds Central Principal; Becca Burke, Leeds Central Educator; Christine Brown, Leeds Central Educator; and Caroline Peinado, Leeds Central Educator
Together, these initiatives aim to build educator capacity, strengthen leadership, and ensure sustainable, high-quality inclusive practices in schools statewide.
Building on the success of this year’s event, the Maine DOE is pleased to announce that the next Maine Inclusive Education Conference is planned for April 2027.
For more information about inclusive education initiatives in Maine, please visit the Maine DOE website.
The Maine Department of Education (DOE) is pleased to announce the completion of the Community Schools Request for Application (RFA) process for the 2026-2027 school year. This funding is provided pursuant to M.R.S. Title 20-A, §15689-A, under which the Maine Education Commissioner may provide funding to school administrative units (SAUs) to support the establishment of a community school(s).
In the 2026-2027 school year, the following six schools will receive grant funding to support their work in building community schools:
Deer Isle-Stonington High School
Limestone Community School
Gerald E. Talbot Community School (Portland Public Schools)
Cape Cod Hill School (Mt. Blue Regional School District)
South Portland Middle School
South Portland High School
An estimated 5,000 schools across the United States use the community schools strategy to mobilize community resources—such as nutrition programs, counseling services, and extended learning opportunities (ELOs)—to support efforts to remove barriers to student success. Research indicates community schools can improve student outcomes while also being cost-efficient and locally designed and managed. In Maine, more schools are adopting the community schools strategy, thanks in part to the funding provided through the Maine DOE.
“By providing wraparound services for students, staff, and families, community schools focus on making sure every student is healthy, safe, engaged, supported, and challenged,” Maine DOE Director of the Office of School and Student Supports Julie Smyth said. “The Maine DOE is committed to collaborating with state and national partners to grow Maine’s understanding of and support for community schools and looks forward to working with the most recent grant recipients.”
In accordance with M.R.S. Title 20-A, §9923, the Maine DOE is presently permitted to designate up to 10 additional community schools for funding biannually. The next Community Schools RFA will be made available in the 2028-2029 school year.
In the meantime, Maine school leaders can help guide the Maine DOE in supporting the development of community schools by taking this short survey, intended to be used to establish a baseline of challenges facing Maine schools as they adopt, or consider adopting, the community schools strategy. Maine school leaders are encouraged to participate in this survey even if their SAU is not currently operating a community school.
Additional information about community schools can be found on the Maine DOE Community Schools webpage. For more information or with questions, please contact Ann Hanna, Maine DOE Community School Specialist, at ann.c.hanna@maine.gov or Julie Smyth, Director of the Maine DOE Office of School and Student Supports, at julie.a.smyth@maine.gov.
Teens to Trails has brought back its annual statewide challenge for a week of outdoor time in May, with cash prizes for top-participating schools. Last spring, 6,454 Maine middle school students logged nearly 5 million minutes outdoors in a single week. The idea is simple: Time outside is good for kids.
The annual Life Happens Outside® Challenge, organized by Brunswick-based nonprofit Teens to Trails, is scheduled for May 8-15, 2026, and is open to all Maine middle schools serving grades 5 through 8. Participation is free. Schools simply register on the Teens to Trails website and spend as much time outside as possible during the challenge week. Every minute counts, from sports practice and recess to outdoor classes, biking to school, or even doing homework at a picnic table.
A Week Outside, with Real Results
In 2025, 30 schools from 12 Maine counties and one Maine Indian Education school took part in the challenge, collectively recording more than 82,000 hours of outdoor time in just seven days. Students averaged 109 minutes per day outside, up nearly 30 percent from the previous year. Teachers reported that students came back from outdoor time calmer, more focused, and more engaged.
A Falmouth Middle School teacher noted that students and staff were “generally happier after having time outside” and that the challenge “raised awareness of the opportunity to get outside, especially on their own and with their families.”
Students were equally enthusiastic.
“Stepping away from screens and routines gives my brain a reset,” an eighth-grader from Marshwood Middle School in Eliot said.
Another student from Boothbay Region Elementary School, reflected: “I now know that even short moments outdoors make a big difference in how I handle stress and stay focused.”
Cash Prizes for Top Schools
Schools that log the most outdoor minutes per student have a chance to win cash prizes to put toward future outdoor programming. Six schools will be recognized based on school size. In each of three categories (small, medium, and large), first place receives $1,000, and second place receives $500. Winners are announced in late May. Prize funds can be used to support outdoor clubs, purchase gear, and expand nature-based programming.
Why Outdoor Time Matters in Schools
Research consistently shows that time in nature supports children’s mental health, reduces stress, and improves focus and academic engagement. Even short periods outside during the school day can have measurable benefits. The Life Happens Outside® Challenge is designed to make outdoor time a whole-school habit, not just an individual one. When teachers, staff, and students step outside together, it shifts the culture.
“Being outside makes me feel like a better person on the inside,” a student from Bucksport Middle School said.
A teacher echoed the sentiment: “I’ve learned that just 10-15 minutes outside can reset my mood. Small, intentional outdoor breaks make a big difference in how I feel and show up for students and colleagues”.
How to Register
Registration for the 2026 Life Happens Outside® Challenge is free and open to all Maine middle schools. Schools can find the rules, posters, and resources at Teens to Trails | Life Happens Outside® Challenge. The challenge kicks off at noon on Friday, May 8, 2026, and continues through Friday, May 15, 2026, at noon. For more information, please contact Connor Huggins at Teens to Trails at connor@teenstotrails.org or 207-725-0800.
Teens to Trails is a Brunswick-based 501(c)(3) nonprofit dedicated to connecting Maine youth to the outdoors through outdoor clubs, programming, and statewide initiatives. Learn more at Teens to Trails.
The Maine Department of Education (DOE) is pleased to announce the Inclusive Higher Education Grant Program, a competitive funding opportunity designed to expand and strengthen postsecondary education options for students with intellectual disabilities, developmental disabilities, and autism spectrum disorder.
Through this program, grants totaling up to $50,000 will be awarded to institutions of higher education across the state to develop and implement high-quality, inclusive program plans. These programs are intended to ensure that students with disabilities have equitable access to academic coursework, campus life, and meaningful credential pathways, while building the skills needed for competitive, integrated employment and independent living.
Application Information
In the Inclusive Higher Education Grant Program application, applicants must outline how their institution plans to:
Provide inclusive access to academic courses, campus activities, and institutional resources alongside peers without disabilities.
Offer individualized supports that promote full participation, self-determination, and successful outcomes.
Include peer mentoring opportunities.
Support pathways to competitive employment.
Develop meaningful, recognized credentials for program completion.
Align, where appropriate, with federal Comprehensive Transition and Postsecondary (CTP) program requirements.
Design admissions processes that remove traditional barriers, including requirements for a high school diploma or standardized college entrance exams, to allow for Maine public school students to participate in dual enrollment.
Dedicate at least 25% of grant funds to scholarships for participating students.
Demonstrate meaningful engagement with interested parties, including students, families, educators, and community partners, in the development of the proposed program.
Interested institutions of higher education in Maine may apply here.
Awards will be made based on alignment with program priorities. Applications are due on May 13, 2026, and decision notifications will be sent on May 19, 2026. Funded institutions will be required to submit semiannual reports outlining program sustainability, support needs, and evaluation findings, including best practices.
This opportunity is a result of LD 46, An Act to Establish a Grant Program to Increase Postsecondary Educational Opportunities for Students with Intellectual or Developmental Disabilities or Autism Spectrum Disorder.
For additional information or questions, please contact Maine DOE Special Projects for Inclusion Coordinator Tracy Whitlock at tracy.w.whitlock@maine.gov.
MSAD 15 ExCEL students and teacher Laura Fralich support their local community through trail work.
As students at MSAD 15’s Gray-New Gloucester High School settle into their seats for English class, a calm, authentic energy fills the room. Laura Fralich, Expanding Choices for Each Learner (ExCEL) Alternative Education teacher, prepares to begin, having arranged her classroom so that the desks form a circle, and everyone can see one another. She starts each class by asking students a reflective question, intending to build relationships and community, which is the foundation of ExCEL.
This is Fralich’s’s sixth year leading ExCEL within MSAD 15 at Gray-New Gloucester High School. ExCEL is an alternative education program that serves up to 24 students in grades 10-12. It is designed for students whose academic success is strengthened through interdisciplinary and experiential learning in a small, student-centered environment.
Learning Through Experience
In a typical school year, ExCEL has two teachers, but this school year, Fralich has been teaching on her own. Fralich’s students have individualized schedules; some students complete all of their classes in the ExCEL program, while many blend their ExCEL classes with mainstream classes at Gray-New Gloucester High School or at the region’s Career and Technical Education (CTE) program in Portland Arts and Technology High School (PATHS) where students explore and earn certifications in a variety of career pathways. All ExCEL students in the work toward a Gray-New Gloucester High School diploma. Courses are held to the same academic standards as traditional classes, and students must earn the same credits required of their peers.
Fralich’s teaching approach emphasizes hands-on, community-connected learning that is woven throughout the curriculum. She continually ensures that her courses remain rigorous while meeting the diverse needs of her students.
“Instead of teaching five sections of the same course to 100 students, I have 24 students that I get to know over the course of several years,:” Fralich explained. “This allows me to build relationships while creating a curriculum that supports my students’ abilities to access education in a meaningful way.”
Several community partnerships have helped shape the ExCEL curriculum. Funding from Planson International in New Gloucester, and local community members helped establish a greenhouse at the school, which anchors experiential science instruction. Students plant seedlings, design vertical growing systems, experiment with plant-based tie-dying, maintain worm compost systems, and host an annual plant sale. These projects integrate science with sustainability, entrepreneurship, and teamwork.
MSAD 15 students and teachers help to maintain and support the ExCEL greenhouse.
Community connections further enrich student learning. During a recent interdisciplinary study of Black history in Maine, ExCEL students visited Malaga Island and a cemetery at Pineland Farms where residents are buried. Students are currently learning about Indigenous history and will explore Indigenous art at the Portland Museum of Art and attend a Wabanaki storytelling performance at Merrill Auditorium. These experiences deepen students’ understanding through place-based engagement.
MSAD 15 ExCEL students took a trip to Malaga Island.
The arts are also integrated across subjects. In a current poetry unit, ExCEL students are reading and writing original poems and then sewing their work into lap quilts. Students are blending literacy, creativity, and craftsmanship into a meaningful final product.
Connecting Learning to Community
Service learning is embedded in the weekly ExCEL schedule. Each Friday, students volunteer in the community by serving as reading buddies at the local elementary school, helping clean and care for animals at the animal shelter, and visiting residential homes for adults with disabilities to build relationships and foster community connections. These experiences help students develop empathy, civic responsibility, and a stronger sense of connection to their community.
MSAD 15 ExCEL students read to local elementary students.
Building the ExCEL Community
Twice a year, Fralich sends out a request for student recommendations for the ExCEL program. Students are generally referred by school staff, but students can also self-refer. Referrals are reviewed by school-based mental health staff, administrators, and ExCEL teachers. School counselors then meet with interested students to discuss the program and schedule shadow days so they can experience the classroom firsthand and determine whether it is a good fit. These visits also allow prospective students to ask questions of both ExCEL teachers and current students.
ExCEL students frequently cite the program’s smaller setting, field trips, and immediate access to support as key benefits. Most importantly, they describe feeling comfortable and engaged in school because of the program. ExCEL demonstrates that alternative education can uphold high academic standards while centering relationships, student voice, and authentic learning. By creating a structured yet supportive environment, ExCEL keeps students on track for graduation while helping them build confidence and connection.
This story was written in collaboration with Gray-New Gloucester High School (MSAD 15) as part of an ongoing series to highlight alternative education programs across Maine. For more information about alternative education, please visit the Maine DOE Alternative Education webpage or contact Aubrie Howard, Maine DOE Student Success and Wellbeing Specialist, at aubrie.howard@maine.gov. To submit a good news story to the Maine DOE, please fill out the good news submission form.
The Maine Department of Education (DOE) has reviewed feedback provided by the field during the second comment period for the revised master contractual agreement and determined that additional time is required before implementation. As such, the Maine DOE will continue to work with stakeholders from public and private schools to ensure the master contractual agreement is fully executed before the start of the 2027-2028 school year. | More
Established in 1971 by the National Association for the Education of Young Children (NAEYC), the Week of the Young Child® highlights the importance of early childhood education and its foundational role in children’s success. This week also serves as an opportunity to celebrate the early care and education professionals who nurture and support children and families during this critical time of growth and development. | More
In celebration of National Environmental Education Week from April 20-24, 2026, the Maine Department of Education (DOE) will feature local outdoor education stories on its social media platforms (Facebook and Instagram) and in the Maine DOE Newsroom. | More
At 8 a.m. on a Tuesday morning, just as first period is starting at Sanford High School (SHS), senior Lucas Barrow is already under the hood of a car at Black Bear Automotive in Springvale. He’ll work until 10:30 a.m., drive to Sanford Regional Technical Center (SRTC) for class, and then head back to the shop until 5 p.m. | More
At Mount Abram High School (MSAD 58), a new approach to learning is helping students reconnect with school through experiential, student-centered practices. | More
Maine administrators, educators, coaches, and community partners are invited to mark a major milestone in advancing teaching and learning statewide: the launch of the Literacy and Numeracy Playbooks, an initiative designed to turn vision into action for schools across Maine. The event will take place on May 19, 2026, from 10 a.m. to 2 p.m. at the Wells Conference Center at the University of Maine at Orono. The Maine Department of Education (DOE) Office of Teaching and Learning is hosting this event in collaboration with the University of Maine. | More
The Maine Center for Disease Control and Prevention (CDC) is sponsoring a limited number of seats for Maine educators to attend The Kita Center’s “Navigating Grief in the Classroom” series at no cost through the upcoming learning cohort, which begins on May 6, 2026, and ends on June 10. This series of weekly, virtual sessions equips educators, counselors, and school staff with the skills to support grieving students with dignity, connection, and emotional literacy. | More
The Maine Department of Education (DOE) Coordinated School Health Team is hosting its biennial School Nurse Summer Institute (SNSI) on July 28 and 29, 2026, at Sugarloaf Resort in Carrabassett Valley. | More
Students and teachers from the Mount Abram Alternative Education Program stacked emergency wood this past winter for the United Methodist Economic Ministry to support the community.
At Mount Abram High School (MSAD 58), a new approach to learning is helping students reconnect with school through experiential, student-centered practices.
Funding from the Carrabassett Valley Innovative Education Grant Program served as the catalyst for the Mount Abram Alternative Education Program’s launch, supporting the construction of a greenhouse and advancing a clear vision centered on project-based, hands-on learning for students who have become disengaged in traditional classroom settings. In its first year, the program was developed through a collaborative effort involving a former principal, school staff, and special educator Christie Naas, who identified a growing need for a more personalized and supportive learning environment.
Mount Abram Alternative Education Program students worked together to get their greenhouse ready for use. They designed growing systems, including benches, raised beds, and vertical planting structures. They plan to continue to improve the space throughout the year and for years to come.
A Small Program with Big Impact
The Mount Abram Alternative Education Program currently serves students in grades 11 and 12. The program meets every other day and is staffed by one teacher and one educational technician. In less than a year, students have demonstrated significant academic progress, with several moving from failing grades to honor roll status.
“I didn’t really like school before this,” one student shared. “Here, I actually want to show up. I feel like what we’re doing matters.”
Participating students can earn up to four credits per year toward the 24 credits required for graduation while benefiting from a flexible model that emphasizes relationship-building and individualized support.
Learning by Doing
Grounded in project-based and experiential learning, the Mount Abram Alternative Education Program allows students to apply academic concepts through hands-on work.
In the greenhouse, students have taken ownership of designing and maintaining growing systems, including benches, raised beds, and vertical planting structures. Through a partnership with the Maine Mathematics and Science Alliance (MMSA), students are also engaging with “smart greenhouse” technology, using coding and data collection to monitor plant growth under varying environmental conditions.
A highlight of the year has been the development of student-designed hydroponic systems. Working within a $15 budget, students plan, build, and test controlled growing environments, integrating science, engineering, and problem-solving skills.
A Mount Abram Alternative Education Program student put together a hydroponic system that he self designed.
Beyond agriculture, students participated in a maple syrup unit that included tapping trees, building stoves, and studying forest ecology. These experiences connect classroom learning to Maine’s natural environment and local traditions.
“The hands-on work changes everything,” Naas said. “Students aren’t just learning concepts; they are applying them right away, which builds confidence and deeper understanding.”
Building Skills for Life
The Mount Abram Alternative Education Program also emphasizes real-world skill development. Students explore topics such as budgeting, taxes, and financial literacy, while gaining hands-on experience through internships and community service. Projects have included cutting firewood and supporting local food pantries, helping students build responsibility and a sense of purpose.
Looking ahead, the program aims to expand its food production efforts, with goals of growing vegetables for community distribution and, eventually, introducing livestock.
A Supportive, Student-Centered Environment
Creating a safe, respectful, and inclusive learning environment is central to the Mount Abram Alternative Education Program’s success. Staff utilize a trauma-informed approach to ensure students feel valued and supported. The small group setting fosters strong relationships, with many students describing the program as “like a family.”
“It feels different here,” a student expressed. “People listen to you. The small class size makes it feel less overwhelming than traditional classes.”
Learning is tailored to students’ interests and needs, encouraging independence, creativity, and critical thinking. By integrating academics with real-world applications, the program helps students see the relevance of their education.
Early Success and Future Growth
In its first year, the Mount Abram Alternative Education Program has already demonstrated meaningful impact. Students are attending more consistently, engaging more deeply in their learning, and achieving academic success. They are also gaining confidence, practical skills, and a renewed sense of connection to their school and community.
Mount Abram High School’s work highlights how experiential, student-centered approaches can transform student outcomes by providing not only a pathway to graduation but a strong foundation for lifelong success. As the program continues to evolve, school leaders are working to formalize a referral process and establish clear participation criteria to ensure that more students can benefit from this innovative model.
This story was written in collaboration with the Mount Abram Alternative Education Program, MSAD 58, as part of an ongoing series to highlight alternative education programs across Maine.To submit a good news story to the Maine DOE, please fill out the good news submission form.
Maine DOE Newsroom 