Lewiston High School Theater Students Inspire Connors Elementary School with Original Performance

In December, students in Lewiston High School’s Advanced Theater class brought creativity, collaboration, and joy to Connors Elementary School through a special performance of an original play, inspired by The Tortoise and the Hare.

Under the direction of Lewiston High School Theater Teacher Aimee Ranger, the students wrote, created, and performed their own version of the classic tale, rather than staging a traditional production. They performed twice for hundreds of elementary students. For both the high school performers and their young audience, the experience was meaningful and memorable—highlighting the power of collaboration between schools and the impact of student-led creativity.

One standout moment came when a student composed an original song for the production—her first time ever writing music. She taught the song to her classmates, and the ensemble performed it together as the show’s finale, earning enthusiastic applause from their audience.

“Every semester when we do this project, I can visibly observe growth in my students as actors and collaborators,” Ranger said. “Creating a new play and performing for hundreds of students requires creativity, teamwork, problem solving, and courage.”

This project was made possible through the support of Lewiston High School Principal Jon Radtke and Assistant Principal Emily Shaner, whose encouragement helped bring the vision to life. Special thanks also goes to Connors Elementary School Principal Debra Rodrigue, along with Brandon Davis, physical education teacher; Kelsey Boucher, art teacher; and the entire team of educators and support staff at Connors Elementary School for their partnership and hospitality.

Following the performances, teachers at Connors Elementary School invited their students to write thank-you notes to the Lewiston High School Advanced Theater class. When the high school students read the notes together, they were deeply moved by the responses. One message in particular stood out: A child wrote that watching the play made them excited to go to high school.

This unforgettable experience not only showcased student talent and leadership but also demonstrated how creative collaboration can inspire learners of all ages—and build lasting connections across school communities.

This story idea was written in collaboration with Lewiston High School. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Building Belonging and Improving Attendance at Eliot Elementary School

At Eliot Elementary School (EES), a dedicated team of educators is working intentionally to build trust and strong relationships with students from the moment they arrive, helping children to feel known, valued, and supported and want to come to school. This pre-K–grade 3 school serves approximately 275 students and is committed to fostering a safe, inclusive environment. With dedicated educators, supportive families, and strong community connections, EES is a place where students and staff grow together each day.

“I get to see my friends and teachers while learning and playing,” an EES student said about what makes them feel excited or happy to come to school each day. Another EES student added, “I decide if I make good choices or bad ones, and teachers will help me.”

In recent years, chronic absenteeism was an increasing concern for EES. Before the pandemic, chronic absenteeism rates ranged from approximately 9-12 percent. Following the disruptions of remote and hybrid learning, however, the rate rose sharply, peaking at 23 percent during the 2022-2023 school year. The good news: Chronic absenteeism rates dropped to 11 percent in the 2023-2024 school year, fell to six percent in the 2024-2025 school year, and has remained between five and six percent so far in the 2025-2026 school year.

This meaningful change began when the district openly acknowledged chronic absenteeism as a districtwide challenge. Principal Ann Shisler served EES as a classroom teacher for 31 years and is now in the second year of her current role. She brings a deep respect for the school’s history and a strong connection to its community to her work—reflected in the ways that she has worked to address this challenge.

“Sharing the school’s absenteeism rate monthly—paired with small, clear pieces of information about why attendance matters—helped families understand the impact without feeling blamed or overwhelmed,” Shisler explained.

At the core of EES’ approach to addressing chronic absenteeism is a simple belief: When children feel safe, cared for, and connected, they want to come to school.

“Instead of viewing absenteeism as a problem tied to specific students or families, the school began seeing it as something the entire school could influence and improve together,” Shisler said.

Shisler said one of the most impactful strategies has been strengthening daily connections with students. EES’ goal is for every child to have at least two trusted adults they can rely on. Currently, 93 percent of EES students report feeling safe at school, and 96 percent say they enjoy coming to school.

“Because we know our students so well, we can respond with care and understanding,” Shisler said. “Often, we’re able to support students in quiet, thoughtful ways—sometimes, without them even realizing, while meeting each child where they are.”

Each morning, students enter the building in a calm, structured manner and are greeted by three to five staff members before reaching their classrooms. Students may stop in the cafeteria to pick up breakfast, if they choose, and then head directly to their classrooms, creating a predictable and welcoming start to the day. Arrival is staggered over approximately 20 minutes, reducing congestion and supporting a smoother, quieter transition into the building.

Staff greetings include the use of eye contact, students’ names, and positive comments or gestures—small moments that collectively make a powerful difference. As a result, the school has seen increased student engagement, reciprocal greetings, and a warmer, more regulated start to each day, setting a positive tone for learning.

Having an established morning routine also reinforces shared expectations and provides leadership opportunities for students. Schoolwide expectations are revisited daily: taking care of oneself, taking care of others, taking care of property, listening and following directions, and staying safe. Student-led morning announcements give children a sense of voice and ownership, fostering pride and responsibility within the school community.

Students who have participated in these morning announcements said:

“Sharing the school rules every day—it’s a reminder that helps little kids.”

“We get to use the phone as a speaker.”

“We get to share information and jokes.”

Connections are further strengthened through lunch groups, small-group projects, and mentoring opportunities.

“The positive relationships fostered between students and staff through morning greetings and small group work are for all students at EES,” an EES educator said. “Many times, building relationships with the students who need them the most is the hardest. EES has seen an improvement in classroom behavior directly related to the relationships built outside the classroom.”

Currently, 10 EES students participate in the Hawk Buddies program, which pairs elementary students with high school mentors. Additionally, approximately 20 EES students work individually or in small groups with specialists in art, physical education, music, and library. These supports are fluid and can be adjusted throughout the year, based on student needs.

“I’m pleased with the relationships I’m fostering in the small groups I have each week, outside of my library classes,” another EES educator said. “I have noticed that behaviors have decreased during class time and that I can more easily get [students] back on track when they’re not following directions, etc. I believe they know they can trust me and that they can come to me when they’re struggling, sad, or upset—and, conversely, they like to share when things are going well.”

Enrichment opportunities also play a key role in promoting engagement and attendance at EES. The school’s parent group, PEEPS, generously funds all enrichment experiences—more than $18,000 annually—making learning engaging and exciting for students. These experiences include an annual STEAM (Science, Technology, Engineering, Arts, and Mathematics) Day facilitated by the Portsmouth Naval Shipyard, as well as other whole-school and grade-level activities that provide students with meaningful opportunities to look forward to throughout the year.

The school’s Multi-Tiered System of Supports (MTSS) plays an important role in supporting students’ academic, social, and behavioral needs. Each week, a team consisting of the principal, guidance counselor, reading interventionist, special education teacher, and grade-level staff meets to review academic, social-emotional, and attendance data. Unlike prior years, when MTSS discussions focused on a limited number of students brought forward by classroom teachers due to concerns, the team now reviews data for all students on a rotating basis by grade level. This proactive approach allows for early identification, prevention, and timely support, ensuring that needs are addressed before challenges escalate and that every student is considered in the process.

EES has also made significant investments in staff professional learning. Thirteen staff members recently participated in state-funded The Regulated Classroom training, representing more than $20,000 in professional development, provided at no cost to the school. This training has strengthened staff understanding of co-regulation, trauma-informed practices, and how to create calm, supportive learning environments.

Additional efforts, including student leadership roles, school jobs, service-learning projects, and the presence of the school’s therapy dog, Ria, further enhance students’ sense of belonging.

To maintain family partnerships, the school sends a monthly memo that shares attendance data and reinforces the importance of consistent attendance. A recent January memo celebrated maintaining a six-percent chronic absenteeism rate, thanked families for thoughtful decision-making surroudning absences, and emphasized the importance of the winter months for academic and social-emotional growth. EES values families’ partnerships in keeping children home when they are sick, while being mindful of nonessential absences—recognizing that both health and consistent attendance are essential to student success.

The impact of these efforts at EESis clear: Student engagement has increased, and attendance has improved significantly. A recent survey highlighted a strong sense of community, warmth, collaboration, and trust between families and the school. Families describe EES as kind, data-driven, and a place where children are excited to learn and belong.

“Daily routines, including greetings and small group connections, have created a stronger, more authentic community within EES,” an EES educator said. “Adult-student relationships are stronger than ever, allowing students to feel safe and connected, creating an environment where students want to be and are ready to learn.”

For schools seeking to address chronic absenteeism, the experience at EES reinforces a clear takeaway: Strong, authentic relationships with students and families matter. When children feel seen, supported, and connected, attendance improves naturally. Relationships are not a program; they are the foundation.

This article was submitted by Eliot Elementary School. To submit a good news story to the Maine DOE, please fill out the good news submission form.

PBIS in Action: How RSU 22 Is Building Positive School Culture District-Wide

(Pictured: A student getting a book from the book vending machine, part of RSU 22’s PBIS reward system.)

Regional School Unit (RSU) 22 (Hampden, Newburgh, Winterport, and Frankfort) is making significant strides in creating a positive, student-centered culture, thanks to the Positive Behavioral Interventions and Supports (PBIS) framework.

RSU 22’s PBIS journey began in the 2021-2022 school year following the disruptions of the COVID-19 pandemic and the subsequent year of hybrid learning. Seeking consistency in student behavior support systems, district leaders joined a statewide PBIS training cohort. What began as a post-pandemic response has since evolved into a coordinated, district-wide effort; now, RSU 22 is consistently recognized statewide for its pre-K-grade 12 PBIS framework. In 2025, the district earned the silver District of Distinction recognition from the Northeast PBIS Network, highlighting its commitment to safe, supportive, and inclusive learning environments.

RSU 22’s PBIS implementation varies across its six schools, with four schools actively implementing Tier 1—or universal—support practices and the other two schools engaged in advanced tiers work. The district continues to support schools at different stages of readiness, while maintaining district-level coordination and data collection.

At the core of this work is a belief that students do best when common expectations are clear, explicitly taught, and positively reinforced. Each school takes the time to explain what these expectations look like and practice them with students. When students show that they understand and follow expectations, adults notice and acknowledge their efforts with specific praise and, in some cases, small rewards, such as a ticket or token that the student can use for a book vending machine or a schoolwide raffle. Being recognized for doing something well helps students to feel proud of their efforts and encourages them to continue making positive choices. Each school designs its recognition approach in ways that are developmentally appropriate and meaningful for students.

Data has driven much of RSU 22’s progress; each school distributes a PBIS School Climate Survey twice a year to students (grades 3 and up), staff, and families. This data highlights trends, celebrates strengths, and informs needed improvements. In the fall of 2025, families across the district continued to praise a strong commitment to safety, with four of six schools identifying student safety traveling to and from school as a top strength. Families also highlighted the clean and organized learning environments that teachers in the district maintain. Across all groups—students, staff, and families—this data revealed a consistent opportunity to strengthen student recognition practices, which the district is actively addressing.

Students getting books from the book vending machine, part of the PBIS reward system.

A student getting a book from the book vending machine, part of the PBIS reward system.

Students and staff gathered for a PBIS school share assembly

A student at one of the district's attendance events.

RSU 22 not only shares survey results with families but acts on them, building trust and transparency. In a fall 2025 letter to families, Director of Curriculum Jennifer Nickerson shared: “[The] feedback directly influences our improvement efforts and helps shape the future of our schools.” She also added: “The [PBIS] framework works, but it takes consistency, measurement, and a shared belief that all students can succeed when they feel supported.”

PBIS is a nationally recognized, evidence-based framework designed to create positive school climates by teaching and reinforcing clear behavioral expectations. It helps schools to improve student behavior, promote academic success, and build supportive environments where all students feel safe, respected, and empowered to thrive. To learn more about PBIS in Maine, visit the Maine DOE website.

This article was developed in collaboration with RSU 22 and the Maine PBIS program, a partnership between the Maine DOE Office of Special Services and Inclusive Education and the University of Maine System. This article is part of a series highlighting the successes of Maine schools that are in the process of implementing, or that have implemented, PBIS in their schools. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Camden Rockport Middle School Student Wins 2026 MLTI Maine Winter Classic T-Shirt Design Contest

Congratulations to Camden Rockport Middle School sixth-grade student Hannah Smith, who was selected as the winner of this year’s t-shirt design contest for the 2026 Maine Learning Technology Initiative (MLTI) Maine Winter Classic! Smith’s design will appear on the official t-shirt for the event, which will take place virtually in schools across Maine from March 2-6, 2026.

This annual, game-based learning experience allows students to “travel” virtually around Maine while completing challenges, earning tokens, and exploring topics such as computer science, digital citizenship, digital design, and gamification. Through these engaging and collaborative activities, students develop digital skills, connect with peers across the state, and discover how technology can serve as a tool for creativity, problem-solving, and innovation in everyday life.

Smith’s unique t-shirt design, created with Canva, features a pair of headphones with a version of the MLTI gear-shaped logo at the center and “Maine Winter Classic” displayed beneath it..

“I used headphones in my design because I like music and just got new headphones,” Smith shared. “I picked red and white for my design because I was thinking of candy canes. I also thought the red and white would be different from other people’s work and make my work stand out.”

*This year’s t-shirt will be a cardinal red with the design in white.*

The MLTI Winter Classic t-shirt design contest is held annually and is open to all pre-K-grade 12 students in MLTI school districts across Maine. Guidelines for future contests can be found here. A similar t-shirt design opportunity is also available for the in-person Maine Department of Education (DOE) annual MLTI Student Conference, scheduled for May 21, 2026, at the University of Maine. Information about that ongoing contest can be found here.

T-shirt design winners in these contests have represented schools from across the state, including Southern Aroostook Community School, Auburn Middle School, Waterville Junior High School, Gray-New Gloucester High School, Samuel L. Wagner Middle School, Maranacook Community High School, Reeds Brook Middle School, and Brunswick High School.

While t-shirts and supplies for the virtual 2026 Maine Winter Classic event may be limited, schools can still register to participate through February. To date, more than 6,000 participants from 70 schools across every county in Maine are registered.

For more information about the MLTI Maine Winter Classic, please visit this link. With questions about MLTI student events, please contact Maine DOE MLTI Project Manager Bethany Billinger at bethany.billinger@maine.gov.

Reimagining Recess at Noble Intermediate School: Building Skills Through Play

At Noble Intermediate School in MSAD 60, recess is no longer just a break in the day; it’s an opportunity to build skills, strengthen relationships, and support student wellness. This school year, more than 400 fifth- and sixth-grade students and 40 staff members are reimagining what wellness looks like through a new approach to play and engagement.

Thanks to a partnership with MaineHealth’s “Let’s Go!” program and funding from Hannaford’s “Eat Well, Be Well” initiative, Noble Intermediate School worked with Playworks to enhance its wellness block—commonly referred to as recess. Through hands-on training and school-wide support, staff gained new tools to create an inclusive, active, and positive environment that extends well beyond the playground.

This fall, Coach Mo from Playworks spent four days at the school training administrators, classroom teachers, specialists, and educational technicians, while also launching a Junior Coach program with students. The training focused on fostering safe, structured, and engaging games that encourage teamwork, leadership, and problem-solving—skills that support students’ social, emotional, and academic growth.

In December, Coach Mo returned to Noble Intermediate School for a final site visit to observe progress and celebrate the impact of the work. The results were clear: Recess games ran smoothly; students confidently stepped into leadership roles; and staff reported feeling more comfortable and confident facilitating wellness time.

One of the most notable outcomes has been the launch of the Junior Coach program, in which selected sixth-grade students lead games and activities during wellness blocks. These students serve as role models for fifth graders, while strengthening their own leadership and communication skills.

“We are excited to see the changes occurring in our recess time,” said Assistant Principal Melinda Luders. “Engagement has increased and so have the smiles. We are very proud of our sixth-grade Junior Coaches, who are role models for the fifth graders and assist in creating a safe and fun wellness time for a variety of student interests.”

Supporting safe, healthy, and inclusive recess experiences at Noble Intermediate School reinforces the shared goal of providing professional learning opportunities, such as Playworks training, to schools and communities across Maine. By investing in wellness through play, Noble Intermediate School is helping students to build lifelong skills, while fostering a joyful, supportive school culture.

This story was submitted by Noble Intermediate School. To submit a good news story to the Maine Department of Education (DOE), please fill out the good news submission form.

Community Regional Charter School Spreads Holiday Cheer Through First-Ever ‘Giving Room’

The holiday season is often filled with joy and celebration, but it can also bring added worry for some families, as they work to maintain cherished traditions during the darker, colder days of winter. Recognizing the financial pressures that many families face during this time of year, Community Regional Charter School (CRCS) came up with a new initiative, designed to uplift its community through support, connection, and generosity.

Through thoughtful conversations among CRCS staff about how best to support families, the idea for “The Giving Room” was born. On Friday, December 5, 2025, CRCS staff organized and hosted the school’s first annual Giving Room event, led by Casie Guillow, CRCS Outdoor Learning Facilitator. The event transformed CRCS Overman Academy in downtown Skowhegan into a joyful holiday market where families could “shop” for gifts at no cost.

In the weeks leading up to the event, donated items were collected across CRCS’ three campuses. Families, staff, and community members generously contributed new or gently used clothing, accessories, home décor, holiday decorations, books for children and adults, toiletries, bikes, craft supplies, and toys—ensuring there were gift options for every member of the family.

While children enjoyed festive crafts, games, and cookie decorating upstairs, guardians were invited to fill reusable bags with as many items as they wished. A gift-wrapping station allowed families to wrap presents on site or take supplies home, making the experience both practical and celebratory.

The Giving Room event was held from 4:30 to 6:30 p.m. and was intentionally scheduled to coincide with the SKOW-Whoville Parade, giving families the opportunity to continue the evening by participating in the town’s broader holiday celebration.

In addition to The Giving Room event, CRCS Facilitator Kareen Sparrow organized a companion initiative focused on generosity and connection called “Gift of Giving,” a virtual angel tree. CRCS families were invited to anonymously submit holiday wishes and needs, which were then shared with staff, families, and community members who volunteered to fulfill them.

“I encouraged CRCS to start the Gift of Giving because I want families to know that we provide more than an education; we care,” Sparrow shared. “We offer opportunities, support, and meaningful connections within our community.”

Together, The Giving Room and the Gift of Giving fostered a strong sense of togetherness and highlighted the compassion and generosity that define the CRCS community. As an uncompromisingly learner-focused school, CRCS is proud to create opportunities that support families and reflect the true spirit of the holiday season.

This story was submitted by Community Regional Charter School, a comprehensive, free, public charter school serving learners from pre-K through grade 12 across three campuses in central Maine. To submit a good news story to the Maine DOE, please fill out the good news submission form.

PBIS in Action: How Portland Public Schools Is Transforming School Culture

At Portland Public Schools, the journey to creating joyful, supportive, and safe learning environments took a major step forward when Positive Behavior Interventions and Supports (PBIS) moved from scattered, school-level efforts to a central part of the district’s Strategic Plan. Schools in Portland had been using elements of PBIS for some time, but two years ago, the district officially named PBIS under its “Whole Student, Connected Community” goal, providing clarity, purpose, and district-wide momentum.

The impact of this development within the district is already visible. Schools with strong PBIS systems are seeing reductions in office discipline referrals and increases in positive climate indicators. One middle school has experienced a significant decline in behavioral incidents following the shift to focus on culture building. In several other schools, targeted supports are reaching more students, thanks to stronger systems and use of data.

At the elementary level, one school’s focused work in the cafeteria—teaching and reinforcing routines, adding student voice, and carving out time for quiet reading—has transformed the space, while also increasing students’ time with books.

“At our school, PBIS has helped us strengthen student leadership and build connections across grade levels. Recently, some of our fifth graders—being the senior students in our building who have spent years practicing our schoolwide PBIS expectations—began reteaching those expectations to the younger grades,” Jeremy Lynch, Culture and Climate Coordinator of Amanda C. Rowe Elementary School, said. “I expected some groans when I told them they’d have the opportunity to do this after every single school break. Instead, I was met with a room full of exuberant cheers! They love taking on this leadership role, and the younger students clearly look up to them. The power of PBIS to transform a school community truly is incredible.”

PBIS has also strengthened collaboration. Staff from a range of roles are leading building-based teams, creating shared ownership, and ensuring that their work reflects the whole school community. This includes efforts to translate visuals and materials and ensure that expectations are culturally relevant.

“PBIS has helped us build a cohesive, schoolwide framework that allows us to intentionally weave together the practices most essential to supporting the students and families we serve, while keeping equity at the center. Within this structure, we are able to align restorative practices, culturally responsive teaching, trauma-informed approaches, and more,” Bobbie Thibodeau, Culture and Climate Coordinator of Lincoln Middle School, said. “The PBIS framework has supported more consistent implementation across classrooms and strengthened collaboration among teachers, families, and students. This shared approach has improved communication, created more predictable and supportive learning environments, and—most significantly from my perspective—allowed us to develop authentic, positive relationships throughout our learning community.”

This year, Portland Public Schools has adopted into use the new Tiered Fidelity Inventory (TFI 3.0) with most schools meeting the measure of fidelity to a PBIS framework. The district also has seven schools participating in the Maine Department of Education’s (DOE) Advanced Tiers Cohorts, an opportunity for networking, skill building, and technical assistance for schools who meet fidelity in Tier 1.

For those districts just getting started, Portland Public Schools offers this advice: Don’t stop at the surface. PBIS isn’t just about rewards; it’s about building systems that help every student to thrive.

This article was developed in collaboration with Portland Public Schools and the Maine PBIS program, a partnership between the Maine DOE Office of Special Services and Inclusive Education and the University of Maine System. This article is part of a series highlighting the successes of Maine schools that are in the process of implementing, or that have implemented, PBIS in their schools. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Maine Association for Health, Physical Education, Recreation, and Dance Announces 2025 Awardees

The Maine Association for Health, Physical Education, Recreation, and Dance (Maine AHPERD) has announced the recipients of its 2025 Teacher of the Year awards, as well as recognition awards for Individual and Community Partner Organizations and Outstanding Future Professionals in the areas of Health Education and Physical Education.

These awards recognize exemplary health education, physical education, and adapted physical education teachers, professionals, and students who have demonstrated outstanding dedication to their students and/or the profession. Find more information about the awards here.

The 2025 Maine AHPERD award recipients are as follows:

Adapted Physical Education
Teacher of the Year
Rose Prest-Morrison
Sacopee Valley Elementary School

Elementary Physical Education
Teacher of the Year
Bryan Shaw
Easton Elementary School

Middle School Physical Education
Teacher of the Year
Matthew Downs
Ellsworth Elementary/Middle School

Middle School Health Education
Teacher of the Year
Karyn Bussell
Skowhegan Area Middle School

High School Health Education
Teacher of the Year
Sarah Rose
Poland Regional High School

In addition to providing Teacher of the Year awards, Maine AHPERD also recognizes individuals and community partner organizations who serve as strong supporters of the Maine AHPERD mission.

The 2025 honorees include:

Recreation Professional Award
Aimee Vlachos
University of New England

Dance Professional Award
Emma Campbell
Thornton Academy

Community Award
Lee Anne Dodge
Drug-Free Community Coalition: SoPo Unite

This year, Maine AHPERD also honored twelve distinguished students hailing from five Maine institutions of higher learning as 2025 Outstanding Future Professionals in health education and physical education:

Jacob Chovinard, Saint Joseph’s College of Maine
Brandon Sadowski, Saint Joseph’s College of Maine
Logan Welch, Saint Joseph’s College of Maine
Joelle Daigneault, University of Maine at Farmington
Brynn Dzengelewski, University of Maine Orono
Brianna Harriman, University of Maine Orono
Allie Hull, University of Maine Orono
Jeremy Miller, University of Maine Orono
Kennen Bean, University of Maine at Presque Isle
Jackman Daigle, University of Maine at Presque Isle
Aidan Curran, University of New England
Fritz Van Winkle, University of New England

Photo Caption: Left to right in the front row: Brandon Sadowski, Allie Hull, Joelle Daigneault, and Kennan Bean. Left to right in the back row: Logan Welch, Jackman Daigle, Jacob Chovinard, Jeremy Miller, Brianna Harriman, and Aidan Curran.

Please note that Brynn Dzengelewski and Fritz Van Winkle are not present in this photo.

Visit the Maine AHPERD website for highlights and resources from the Maine AHPERD 80th Annual Conference that was held from November 2-4, 2025.

Youth Leaders from Maine and New Hampshire Gather for ‘Can We? Connect’ at Augusta Civic Center

Maranacook High School student leaders lead a “Teen Issues” event at their school following The “Can We? Connect” event.

An early December snowstorm didn’t stop nearly 300 students and educators from 17 high schools across Maine and New Hampshire from coming together on December 11, 2025, at the Augusta Civic Center for Can We? Connect, a day of youth-led dialogue and educator professional learning produced by The Can We? Project.

Can We? Connect is the second of three full-day retreats held throughout the school year for cohorts of student leaders from partner schools. While the first and third retreats take place locally, Can We? Connect offers a unique opportunity for students to gather regionally for a shared experience centered on constructive dialogue across real and perceived differences. One student participant described the experience as “the anti-debate league,” highlighting its focus on understanding rather than argument.

*This photograph, taken at Gorham High School, is courtesy of The Can We? Project.*

Throughout the day, students practiced inquiry and active listening skills as they explored their own identities, learned about the communities their peers come from, and shared hopes for the future. Students also engaged in structured conversations where they shared personal beliefs and responded to thoughtful questions from peers about the values and moral foundations behind those beliefs.

While students participated in youth-led dialogue sessions, accompanying teachers and educators took part in a concurrent professional learning experience led by Julia Enriquez, a Can We? Project Liaison and history teacher at Yarmouth High School. The session focused on tools to foster constructive dialogue in classrooms, including a deck of conversation cards that Enriquez is developing to support meaningful discussion across any topic or theme.

Maranacook Community High School has been an active participant in The Can We? Project, with approximately 18 student leaders taking part in two retreats this school year. About a week after Can We? Connect, these students put their learning into action by hosting a “Teen Issues” event for the Maranacook school community. Student leaders organized a series of sessions that allowed participants to choose topics related to mental health awareness, personal interests and hobbies, or other issues important to them—many of which are not typically addressed within the regular curriculum.

This student-led event introduced The Can We? Project to the broader school community and engaged approximately 70 students across four sessions. Along with facilitating a “Picture Paddles” activity designed to build empathy and active listening skills, student leaders guided thoughtful, civil dialogue around issues that each participant identified as important.

“These were completely student led, with The Can We? Project student leaders facilitating,” Shane Gower, Maranacook Community High School Social Studies Teacher, said. “It was truly amazing to see, and we received so much positive feedback from participating students. It was very clear that our students really need opportunities like this for meaningful discourse.”

Other students continue to share their positive experiences with The Can We? Project, too. During the Can We? Connect event, facilitators gathered student feedback reflecting on the powerful impact of this experience:

“I am more hopeful towards the future, and I am honestly surprised that so many people I met are so similarly motivated. I think it was truly amazing to have this experience where I got to go out and communicate effectively about opinion and belief without stereotype or judgment.”
“Just like belonging in the greater world, I was really moved by everyone’s sense of kindness and support. There was no aggressive language or hate speech, and it was really nice to have that experience.”
“I am thinking that this will shape my ability to debate in the future. I often have a hard time thinking about other people’s perspectives, and this helped a lot.”
“I hope that this form of civil conversation can be something that becomes pursued by the general public. If things are discussed, sides become less polar.”
“Everyone believes in a future where they’re given a fair chance to be who they are. I felt much more seen than I ever have in my entire life.”

Educators at the December 11 event also echoed the positive impact on students:

“Can We? Connect is an amazing opportunity for all of our students to connect with peers from across the state.”
“They were interested in doing more and learning more about the others they had just met. They want to do something to replicate the experience at our school.”
“They were all full of happy and excited chatter on the ride home. I hope you all know just how much this type of experience means to teenagers.”

The Can We? Project continues to seek new partner schools and welcomes interest from students and educators who want to bring youth-led dialogue to their communities.

This story was submitted by The Can We? Project. For more information or to begin a conversation about participation, please contact John Holdridge, Can We? Project Director, at jholdridge@waynflete.org. To submit a good news story to the Maine DOE, please fill out the good news submission form.

A map of this year’s participating schools is included below.

Jordan-Small Middle School Pilots Innovative Outdoor Education Program Through Science Curriculum

Students in Jordan-Small Middle School’s outdoor education pilot program bird-watch as one of their recent activities.

At Jordan-Small Middle School (JSMS) in RSU 14, teacher Jed Bloom’s science classes no longer stop at the classroom door. This past fall, sixth-, seventh-, and eighth-grade students stepped into the woods on district property as part of a pilot outdoor education program that blends science instruction with nature-based exploration, hands-on projects, and plenty of fresh air.

Bloom said this new outdoor education approach reflects a growing body of research showing that outdoor learning increases academic achievement, strengthens critical thinking, and supports students’ personal development. According to the North American Association for Environmental Education, outdoor, hands-on learning allows “personal growth and life-building skills, including confidence, autonomy, and leadership,” to become essential parts of students’ lives. Additionally, outdoor education naturally encourages the core practices of science: asking questions, making observations, forming hypotheses, and testing ideas.

Bloom said these findings inspired him to bring his science classes outdoors in a meaningful way.

“You can certainly do that inside a lab, in a classroom surrounded by four brick walls,” Bloom said. “But outside, there’s so much more to observe. You see it; you hear it; you smell it. It activates all the senses. That sensory experience leads to more questions, deeper thinking, and better science.”

Sixth-grader Jack Sawyer’s curiosity was sparked during a routine visit to the Frog Pond across the street on Raymond Elementary School’s campus. What began as a simple observation quickly evolved into a more profound question about the natural world.

“The first day when we went to the Frog Pond, all the grass and cattails were standing up, but throughout the year, they started to fall down,” Sawyer said. “I wondered why they did that.”

Part of the pilot’s design, Bloom emphasized, is that both he and his students are learning together and working to determine what does and doesn’t work for the program.

“The students get to see that learning is a collaborative process,” Bloom said. “We’re exploring, experimenting, and improving the program for next year.”

In addition to meeting science standards, the JSMS outdoor education program meets the Maine Learning Results standards—skills that Maine students are expected to have gained upon graduating high school. These include the Maine Learning Results guiding principles of becoming:

A Self-Directed and Lifelong Learner
A Creative and Practical Problem Solver
A Responsible and Involved Citizen
An Integrative and Informed Thinker
A Clear and Effective Communicator

For many students, this program goes beyond the state’s standards and the school’s curriculum. As they observe the natural world—birds, trees, wind, frogs hopping and singing at the Frog Pond, etc—Being outdoors, and the lessons it teaches, are beginning to take hold for these sudents.

Seventh-grader Carly Herman said she finds that the hands-on, outdoor activities make learning more engaging.

“The best part is going out and having fun,” Herman said. “Right now, we’re making a fire pit and building forts. When it gets really cold, the fire pit will help keep us warm, and the forts will keep us dry during rain and snow while we do our observations and journaling.”

Classmate Jamar Banton agreed, adding that the outdoor journals the students keep while on their exploratory adventures have helped him to notice things he never paid attention to before.

“When we sit and listen, we take notes on everything happening around us,” Banton said. “One time, I heard a buzzing noise, and it turned out to be a bee nearby. I even heard cars in the distance—sounds you don’t think about being in nature, but they’re there.”

While JSMS academics are the heart of this pilot program, Bloom said there is another component that is just as essential to the lives of JSMS students, and that is the art of playing.

“12- and 13-year-olds need to move their bodies and play together,” Bloom said. “They’re learning social skills as much as science skills. Many kids today have packed schedules filled with school, sports, and evening activities. Add in the pull of cellphones, and there’s not much unstructured time outdoors.”

Outdoor education, Bloom said, gives students space to breathe, move, collaborate, and reset.

As the pilot program continues, Bloom said he hopes this new initiative will become a model for future outdoor learning at JSMS and hopefully the entire district. For now, though, his students seem more than happy trading fluorescent lights for sunshine, textbooks for field journals, and worksheets for the rustle of leaves and snow beneath their feet.

This article was submitted by RSU 14. To submit a good news story to the Maine DOE, please fill out the good news submission form.