Space Week Maine 2026: Inspiring the Next Generation of Explorers

At its best, education does more than transfer knowledge; it sparks wonder. That spirit was alive across the state throughout Space Week Maine 2026 this spring, as classrooms, auditoriums, and learning spaces were transformed into launchpads for discovery—not by rockets alone but by curiosity.

At the heart of Space Week is Sharon Eggleston, founder of Space Day Maine and the guiding force behind what has become a meaningful educational tradition in the state. Now in its 28th year, this program reflects Eggleston’s enduring vision: creating opportunities for students to engage directly with scientists, engineers, astronauts, educators, and innovators whose work expands how young people see the world and the universe beyond it. Those who know Eggleston understand that her focus has never been on recognition but on students. Quietly, steadily, and with remarkable dedication, she built a program that has inspired tens of thousands of young learners across Maine to think bigger, dream boldly, and look upward.

Throughout Space Week Maine 2026, and into the following days, young learners statewide built, tested, explored, questioned, and imagined their way through immersive lessons in space education, STEAM (science, technology, engineering, arts, and mathematics) learning, astronomy, environmental science, and innovation. Through hands-on workshops, demonstrations, keynote lectures, classroom presentations, and interactive experiences, students were invited not simply to learn science but to experience it—to see themselves in futures shaped by discovery, creativity, and possibility.

Students at the 28th Anniversary of Space Day Maine - at the Mt. Ararat Middle School in Topsham

An extraordinary coalition of educators, presenters, volunteers, and organizations from across North America came together for Space Week Maine 2026, as well. This year’s collaborative team included participants from Arizona, New Jersey, New York, Montreal, Colorado, and communities throughout Maine—each contributing expertise in aerospace, engineering, astronomy, robotics, environmental science, aviation, and experiential education. Together, they represented a shared belief that learning is strongest when it is collaborative, hands-on, and connected to real-world possibility.

*The Lunar Lander, which was built by one of the presenters and towed from New York to Maine so it could sit in front of the Mt. Ararat Middle School to Welcome students to Space Day.*

Space Week Maine 2026 reached its capstone on Friday, May 1, 2026, with the 28th anniversary of Space Day Maine, hosted at Mt. Ararat Middle School in Topsham. Maine Senate President Mattie Daughty introduced the celebration, followed by welcome messages from Senator Angus King and Maine native astronaut Jessica Meir, who is serving aboard the International Space Station as commander of NASA’s Crew-12 mission. Meir’s remarkable journey—from marine biologist and researcher in extreme environments to astronaut, spacewalker, and mission commander—stood as a powerful reminder that extraordinary paths in science often begin with simple curiosity.

Featured keynote speaker Brian Ewenson challenged students to think boldly about humanity’s future in space, while the closing presentation connected students with living history through remarks from Logan Jaeren and Fred Haise, whose leadership during Apollo 13 helped define resilience in the face of adversity.

Presenters Dr. Greg Pitzona and Dr. Danny Jaques.

Four members of the core team, (L to R), James Falletti, Diane Phillips, Sharon Eggleston, and Brian Ewenson

Brian Ewenson and two students from Wiscasset Elementary School! The students were wearing space gloves!

Among the many educators who shared their expertise, Dianea Phillips (Mars Desert Research Station astronaut) invited students to think like planetary explorers through immersive analog Mars mission experiences, while Dr. Danny Jaques highlighted entrepreneurial pathways into aerospace innovation. Also featured was James Falletti, M.A., of New Jersey, an award-winning science educator, photographer, and forthcoming author whose presentation explored how Maine’s native birds have influenced aerospace engineering through biomimicry—from wing structure and feather mechanics to flight efficiency—illustrating how the natural world often serves as humanity’s first blueprint for innovation.

They represented only part of a much larger educational tapestry. Space Week Maine 2026 was shaped by dozens of educators, scientists, engineers, presenters, community leaders, partner organizations, and volunteers, each contributing their expertise, passion, and time to create meaningful learning experiences for students. From astronomy and robotics to materials science, geology, aviation, environmental stewardship, engineering design, and space medicine, the breadth of programming reflected a deeply collaborative effort in which every presenter, volunteer, and partner organization played an essential role in the week’s success.

Additional programming and support from organizations including the Maine Space Grant Consortium, Challenger Learning Center of Maine, 021 Squadron Civil Air Patrol, Maine Mineral & Gem Museum, Lockheed Martin, and many local educational and community partners further strengthened the week’s mission of inspiring future innovators.

Perhaps what made Space Week Maine 2026 most meaningful was its reminder that inspiration belongs to everyone. In participating classrooms were future NASA engineers, astronauts, aerospace technicians, mission planners, pilots, robotics designers, marine biologists, environmental scientists, educators, innovators, and problem-solvers whose careers are shaping not only space exploration but also life here on Earth.

For 28 years, Eggleston has helped Maine students look up—to the stars, to science, and to the limitless possibilities ahead. And somewhere among the students who built, discovered, questioned, and dreamed during Space Week Maine 2026 were future explorers already beginning their journey.

This story was written by James Falletti, on behalf of Space Day Maine, in collaboration with Mt. Ararat Middle School (MSAD 75). To submit a good news story to the Maine DOE, please fill out the good news submission form.

Bruce Whittier Middle School Students Put Fire Science Skills to the Test in 15th Season of ‘MidKnight FireSlayers’

This spring, the Bruce M. Whittier Middle School “MidKnight FireSlayers” celebrated the completion of their 15th season in partnership with Poland Fire Rescue. The MidKnight FireSlayers program provides middle school students with hands-on learning experiences in fire safety and fire science, guided by a dedicated team of firefighters and educators.

Throughout the season, students participated in weekly sessions at the fire station, where they gained firsthand experience through realistic emergency response scenarios. Activities included cold-water rescues, 911 dispatch simulations, search-and-rescue operations in smoke-filled environments, vehicle extrication exercises, hose deployment drills, and training with firefighters’ hand tools.

The season concluded with the program’s annual cook-off event and graduation ceremony.

Bruce M. Whittier Middle School “MidKnight FireSlayers”

During the cook-off, students teamed up with firefighters in a friendly competition against a rival team of parent volunteers. The MidKnight FireSlayers emerged victorious once again, earning bragging rights and retaining the coveted “Golden Spoon” championship trophy.

Over the past 15 years, more than 250 students have participated in the MidKnight FireSlayers program. Many alumni have continued their studies in fire science through the Lewiston Regional Technical Center and postsecondary programs, with some ultimately pursuing careers in the fire service.

Teachers Shannon Shanning and Tami Wight expressed their sincere appreciation for the members of Poland Fire Rescue and their commitment to this work.

“Their impact extends far beyond the skills they teach,” the teachers shared in a joint statement. “Through their mentorship and encouragement, they help students build self-confidence, improve attendance, set meaningful goals, and strengthen their connection to the community.”

This story was submitted by Bruce Whittier Middle School (RSU 16). To submit a good news story to the Maine DOE, please fill out the good news submission form.

PBIS in Action: Bangor’s Downeast School Showcases Successful PBIS Implementation and Inclusive Pilot Program

This spring, two educators from Tasmania, Australia, traveled across the globe to Maine through the Hardie Fellowship Program, an experience that allows Tasmanian educators to study educational systems and evidence-based practices in the United States. One of their stops was the Bangor School Department’s Downeast School, which has become a powerful example of how Positive Behavioral Interventions and Supports (PBIS) and inclusive education practices can work together to improve outcomes for students.

Melissa Didham, an Instructional Specialist from Tasmania focused on early literacy instruction, and Sarah Smith, an Advanced Skills Teacher leading Multi-Tiered Systems of Support (MTSS) alignment work in Tasmania, are studying how schools can systematically integrate academic, behavioral, and engagement supports for students requiring additional intervention.

Sarah Smith, an Advanced Skills Teacher leading Multi-Tiered Systems of Support (MTSS) alignment work in Tasmania, Australia

Melissa Didham, an Instructional Specialist from Tasmania, Australia

Anne-Marie Adamson, Special Projects & Educator Supports Program Staff at the Maine DOE; Sarah Vickers, Principal at Downeast School, Erin Frazier, Director of the Maine DOE Office of Special Education and Inclusive Practices; Courtney Angelosante, PBIS Initiative Coordinator at UMaine; Sarah Smith, an Advanced Skills Teacher leading Multi-Tiered Systems of Support (MTSS) alignment work in Tasmania; and Melissa Didham, an Instructional Specialist from Tasmania.

They visited Downeast School, as well as other schools in Regional School Unit 22, Portland Public Schools, and the South Portland School Department, as part of this work.

Melissa Didham (Tasmania, Australia), Sarah Smith (Tasmania, Australia), Ashlee Moody, (PBIS coach at Wetherbee), Matthew Lindemann (Principal of Wetherbee), and Courtney Angelosante (UMaine)

Serving approximately 300 students in prekindergarten through grade 3, Downeast School is a Title I school, as many of its students and families face socioeconomic challenges. Four years into implementing PBIS, a nationally recognized, evidence-based framework for improving school climate, the school has seen measurable improvements in student achievement, attendance, and behavior. The work has also resulted in a stronger, more collaborative learning environment for both students and staff. For Downeast School Principal Sarah Vickers, PBIS has provided a framework for building systems that meet the unique needs of the school community, while empowering educators to continuously improve their practice. Vickers explained that the Bangor School Department provided opportunities for schools to engage in PBIS work, and each school administrator has had the flexibility to implement the framework in ways that best fit their building. This strong district support and staff collaboration has been critical to the success of PBIS at Downeast School.

Sarah Vickers, Principal at Downeast School talking with students

“I knew what the building needed,” Vickers recalled of Downeast School’s early PBIS work. “This is how we can continue to do what’s best for students.”

That mindset has also helped position Downeast School to become one of the Maine Department of Education’s (DOE) Inclusive Education Model Pilot Schools, an initiative designed to make learning more accessible for all students, including those with Individualized Education Programs (IEPs). Experts involved in the pilot say PBIS creates a strong foundation for schools seeking to build more inclusive learning environments. Now at Downeast School, inclusive practices are intentionally embedded into instructional scheduling and classroom routines. Rather than removing students from classrooms during core instruction, educators work to ensure all students learn together alongside their peers. Additional support is provided during independent work time and outside of direct instructional periods.

The combination of PBIS and inclusive education practices has led to measurable improvements across the school. During the 2025-2026 school year, Downeast School increased its Tier 1 PBIS implementation score from 60% in the fall to 68% in the spring, as measured by the Tiered Fidelity Inventory (TFI). As implementation strengthened, office referrals decreased from 219 during the 2024-2025 school year to 84 during the 2025-2026 school year.

Attendance indicators have also improved. Downeast School’s average daily attendance is currently 91%. Over the past year, the school has seen a decrease in the percentage of students identified as chronically absent (down four percentage points), the percentage of students identified as truant (down eight percentage points); and the percentage of students approaching chronic absenteeism (down 15 percentage points).

Educators say Downeast School’s strong PBIS framework, coupled with inclusive practices, has been transformative. Students receiving special education services are demonstrating academic growth alongside increased success among the entire student body. Some students who previously needed additional one-on-one support are asking not to be pulled from class so they can continue learning alongside their peers.

Downeast School’s approach also emphasizes intentional goal setting for students, particularly those receiving special education services. Even when students are working below grade level, staff focus on identifying prerequisite skills and bridging gaps that help students move toward grade-level expectations.

First-grade teacher Barbra Clewley, who is also a Maine PBIS trainer and coach, said the work requires educators to rethink how they approach student support.

“Instead of saying, ‘What does that student need to do differently?,’ it’s, ‘What can I do differently to help that student?’” Clewley said.

Clewley explained that both PBIS and inclusive education practices encourage educators to reflect on and adapt their own practices rather than expecting students to change first.

“You’re not trying to change your students,” Clewley said. “You’re trying to change what you do as a teacher. That’s where they build really well together.”

Academic data further highlight the progress of Downeast School students. On the grade 3 Maine Through Year Assessment, the number of students performing at or above expectations in mathematics increased by 68.4% from the spring of 2025 to the spring of 2026. In reading, the number of students performing at or above expectations increased by 86.7%. Additionally, on average, students demonstrated strong, healthy progress (an RIT gain of 15 points) when comparing their progress between testing periods. From kindergarten through grade 3, 57% of students made a year’s worth of growth in reading in 2026, a five-percentage-point increase from spring of 2025. Among students receiving special education services, 36% made a year’s worth of reading growth this year.

Vickers said maintaining healthy relationships among staff, encouraging collaboration, and creating a culture where educators feel comfortable trying new strategies have all been critical to Downeast School’s continued growth. Vickers, who has a background in special education, has remained steadfast in her vision for fully implementing PBIS through intentional, student-centered practices, while fostering an environment where educators work together to meet student needs.

“Our teacher leaders are essential to our success,” Vickers said. “They help build staff capacity, foster collaboration, and ensure our improvement efforts remain focused on students.”

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.

To learn more about the Maine DOE Inclusive Education Model Pilot Schools initiative, visit this Maine DOE Newsroom article.

This article was developed in collaboration with the School Department 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.

Seventeen Students from Five Maine Schools Compete in Maine State Finals for the National Civics Bee

Image courtesy of the Mid-Maine Chamber of Commerce’s Facebook page.

This article was written by Waterville Senior High School rising senior Penelope Graham, who is also a co-chair of the Waterville Youth Council (a volunteer organization for the Maine State Civics Bee Finals).

The Maine State Finals for the National Civics Bee were held on June 17, 2026, at the Gordon Center for Creative and Performing Arts on the Colby College campus in Waterville. The Mid-Maine Chamber of Commerce hosted the 2026 Civics Bee in partnership with the U.S. Chamber of Commerce Foundation and The Civic Trust, marking the first year Maine has participated in the national competition.

Open to sixth-, seventh-, and eighth-grade students, the competition required contestants to each write an essay about a community issue and offer a solution that demonstrates understanding of both civic virtues (e.g., humility, responsibility, etc.) and a founding principle (e.g., natural rights, consent of the governed, rule of law, etc.).

The final round of competition for the state brought together 17 students from five Maine schools. The top three winners were selected based on their demonstrated civic knowledge, as assessed through two rounds of multiple-choice questions and a spoken presentation of their essay.

The overall winner was Marin Larsen from Mt. Ararat Middle School, whose essay proposed consolidating schools in her home district and making key repairs to others. Larsen received $ 1,000 and will advance to the National Civics Bee in Washington, D.C., this fall.

The second-place winner was Ryan Coulon, also from Mt. Ararat Middle School, whose essay identified speeding in the Cundys Harbor area in Harpswell as being a key community issue. Coulon received $500.

The third-place winner was Tristan Singh from Rose M. Gaffney Elementary School in Machias. His essay addressed the need for a city website in East Machias. Singh was the only contestant who answered every question correctly in both rounds. Singh received $250.

The top three winners all received a trophy, certificate, and Civics Bee T-shirt.

*Image courtesy of the Mid-Maine Chamber of Commerce’s Facebook page.*

The first Civics Bee took place during the 2022-2023 school year, and states from across the country have participated every year since then.

The Mid-Maine Chamber of Commerce says it plans to host the Civics Bee again next year. The application portal for those interested in participating will open in the early fall. More information will be available here.

This article was submitted by Penelope Graham on behalf of the Waterville Youth Council. To submit a good news story to the Maine DOE, please fill out the good news submission form.

BCOPE: Building Community and Supporting Students Through Alternative Education

BCOPE students and staff gather for a group photo.

For more than three decades, the Belfast Community Outreach Program in Education (BCOPE), part of RSU 71, serving Belfast, Belmont, Morrill, Searsmont, and Swanville, has helped students reconnect with learning through strong relationships, flexibility, and community-based support.

Founded in 1990 through a grant, BCOPE began as a small pilot program serving 10 students in grades 10-12 with one teacher and one educational technician in a rented space. Today, the program serves approximately 43 students annually in grades 8-12.

“The focus has always been on meeting students where they are,” BCOPE Teaching Principal Helen Scipione said. “Relationships are at the heart of our work.”

Scipione joined the program in 1994 as an educational technician and later became teaching principal. As BCOPE expanded, staff and community partners worked together to create a permanent home for the program after the initial grant ended. With support from local partners, BCOPE purchased land and opened its current building in 2002. Students helped design the space, which was created to support academic, community building, and social-emotional learning.

Relationship-Based Learning

BCOPE’s educational philosophy centers on flexibility, individualized support, and creating an emotionally safe environment where students feel seen, heard, and valued. Community and consistency remain central to the program’s culture.

Rather than relying on a one-size-fits-all model, staff adapt instruction and support to meet each student’s academic and social-emotional needs. Many students arrive after facing challenging life experiences or barriers that have affected their school attendance and engagement.

Each school day begins and ends with a circle, creating consistent opportunities for communication, reflection, and connection. Staff say these routines help foster accountability, belonging, and trust throughout the school community.

“Students know they matter here,” Scipione said. “No one slips through the cracks.”

Staff say that sense of belonging is reinforced through close relationships across the school community. The staff team includes educators and staff members Helen Scipione, Lindsey Schortz, Randy Nichols, Veronica Maresh Mead, Nancy Nickerson, Pippa Jolie, and Laurel Murphy, who work collaboratively to support students. This year, one of their University of Maine social work interns, Mary Weiss, is a BCOPE alumna, contributing to a strong sense of continuity and shared experience.

“There’s a real sense of trust here,” Scipione said. “Many alumni stay connected, return to visit, or even come back to work.”

*BCOPE students gather together for a group meal.*

School culture is guided by a social contract emphasizing respect, honesty, equity, and accountability. Staff use restorative practices, mediation, and open communication to address conflict and support students rather than relying primarily on punitive discipline. Students also benefit from individualized academic and attendance support, social-emotional resources, and consistent access to food.

Hands-On and Real-World Learning

BCOPE uses performance and project-based instruction aligned with district standards and graduation requirements. Students demonstrate learning through hands-on projects and applied experiences. Student schedules are individualized to help them stay on track toward graduation while receiving the support they need.

BCOPE’s music room has an acoustic drum set, an electric drum set, multiple guitars and basses with multiple amps, keyboards, and two pianos. Student musicians receive individualized lessons based on their interests and learning styles.

“We recognize that success looks different for every student,” Scipione explained. “For some students, success may mean entering the workforce. For others, it may mean college, the trades, or contributing positively to the community.”

The program also emphasizes career readiness and real-world learning opportunities. Students participate in internships, job partnerships, and community-based experiences that connect academics to life beyond school.

“These projects help students see learning differently,” Scipione said. “They connect classroom lessons to real life.”

BCOPE students enjoy being outside. Hands-on learning helps BCOPE students regulate and find deeper connection to their learning.

One signature feature of the program is its greenhouse and garden project, which serves as both a learning space and a community-building effort. Science instruction is integrated into hands-on work, allowing students to apply classroom concepts in practical ways.

Family and Community Partnerships

Family involvement remains an essential part of the BCOPE experience.

BCOPE staff maintain close communication with families, recognizing parents and caregivers as key partners in supporting students. Many families have multi-generational connections to the program, and community support has remained strong throughout BCOPE’s history.

During times of need, staff and community members organize food and supply drives to support students and families.

Community partnerships also play a major role in sustaining the program and creating opportunities for students. BCOPE works closely with local businesses, organizations, and law enforcement, including the school resource officer, Kevin Littlefield, to support student learning and well-being.

“These relationships have sustained the program for more than 30 years,” Scipione said.

Sustaining Alternative Education

Like many alternative education programs, BCOPE faces ongoing challenges related to funding, staffing, and increasing student needs. Scipione credits strong community support and creative problem-solving with helping sustain the program over time.

“Our community has always stepped up,” Scipione added. “People believe in what we do because they’ve seen the impact on students and families.”

As Maine schools continue searching for ways to support students with diverse needs, BCOPE offers a model grounded in flexibility, hands-on learning, and community connection, helping students build confidence, find belonging, and create meaningful paths forward.

This story was written in collaboration with the Belfast Community Outreach Program in Education (BCOPE), part of RSU 71, 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. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Back-to-Back Kennebec County Teachers of the Year Highlight the Power of Multilingual Learning Through the Maine Seal of Biliteracy

Twelve of the 19 Cony High School students who received the State of Maine Seal of Biliteracy gathered for a group photo at the recognition assembly held May 26, 2026.

Nineteen members of Cony High School’s Class of 2026 were recently recognized for earning the State of Maine Seal of Biliteracy, a distinction that honors students who have demonstrated proficiency in English and at least one additional language.

This year’s recipients earned the Seal in four languages: Spanish (11 students), German (4 students), Arabic (3 students), and French (1 student), reflecting both the diversity of Cony’s student body and the strength of its World Languages program.

The Seal of Biliteracy is a statewide initiative supported by the Maine Department of Education (DOE) that recognizes students who have attained high levels of proficiency in multiple languages. The Seal is added to a student’s transcript and can provide significant advantages in college admissions, opportunities for college credit, career readiness, and participation in global learning experiences.

Since Maine launched the Seal of Biliteracy program in 2018, participation has continued to grow. This year, 52 schools across Maine participated, with 517 students working toward earning the Seal in 33 different languages. Since the 2021-2022 school year, approximately 1,741 Maine students have earned the distinction.

At Cony, the Seal of Biliteracy represents more than language proficiency; it reflects a school culture that values global citizenship, cultural understanding, and meaningful opportunities for students to connect with the wider world. This is especially notable, as Cony’s World Languages department is led by two educators who have recently been recognized as being among the state’s best. Spanish teacher and department head Gretchen Livingston was named the 2026 Kennebec County Teacher of the Year, and German teacher Deborah Backman earned the same honor in 2025.

“Cony Middle and High School is so fortunate to have a World Languages department with two Kennebec County Teachers of the Year—Gretchen Livingston this year and Deb Backman last year,” Cony Principal Kimberly Liscomb said. “The teachers create amazing opportunities for students, like the Maine Seal of Biliteracy and Global Seal of Biliteracy. The Augusta School Department has supported our students and staff with these important endeavors, and with our growing population of multilingual learners, opportunities have expanded to include Arabic.”

Deborah Backman, 2025 Kennebec County Teacher of the Year and German Teacher at Cony Middle and High School

Gretchen Livingston, 2026 Maine County Teacher of the Year and Spanish Teacher Cony Middle and High School, Augusta Schools — Deborah Backman, 2025 Kennebec County Teacher of the Year and German Teacher at Cony Middle and High School

Livingston says her passion for language education is rooted in helping students build meaningful, cross-cultural connections.

“I began teaching to share my love of language learning and to help people connect across cultures, opening doors to new perspectives and opportunities,” Livingston said. “I take my role as department head of World Languages at Cony Middle and High School very seriously because I believe that one of our main goals is to foster cultural empathy and awareness. When we open our minds to different cultures, we enrich our daily lives through new ways of thinking and connecting.”

Backman emphasized the transformative impact that international experiences can have on students.

“Living and studying in Germany and Austria gave me a perspective on American culture and history that I couldn’t have gained at home,” Backman said. “Many Americans don’t have the opportunity to look at their country from an outside perspective. In teaching German, I share the insights that I have gained through my experiences abroad, while inspiring students to seek out their own international experiences. These experiences foster a deeper appreciation of other cultures and, in turn, a greater understanding of their own.”

Cony’s World Languages program is successful because of its cohesive team, which, in addition to Livingston and Backman, includes Spanish teacher Rocio Carey and French teacher Sarah Moore, who has also taught Latin in the Augusta School Department.

Cony’s World Languages program initially introduces all seventh-grade students to language learning through a Unified Arts course that explores French, German, and Spanish. Eighth-grade students may then choose a language to study for high school credit, with students able to continue through advanced levels in high school.

Beyond the classroom, students have access to language clubs, international travel opportunities, cultural exchanges, and service-learning experiences. Cony’s German program, for example, has been part of the prestigious PASCH global network since 2017, making it one of only 14 schools in the United States with that designation. Through the partnership, students can earn full scholarships to participate in German immersion programs in Germany. Cony also offers opportunities to volunteer in Guatemala, travel to France and Italy, and participate in the German American Partnership Program (GAPP) exchange.

These experiences have had a lasting impact on students and graduates.

“Having the Seal of Biliteracy has been really helpful in continuing my language learning journey post high school,” Savier Littlejohn, a 2023 Cony graduate who now studies Political Science and International Affairs at the University of Southern Maine (USM), said. “At USM, I was able to get eight college credits, allowing me to skip directly to advanced courses instead of starting again from scratch. It has also been helpful on numerous applications and study abroad programs, as proficiency in a second language is something well looked upon.”

Similarly, 2021 graduate Kiara Henry said her Seal of Biliteracy translated directly into college savings. She explained that she didn’t have to take a language class in college because her Seal counted for eight college credits. She was able to take other classes instead, which allowed her to save time and money.

For many current Cony students, earning the Seal represents both a culmination of years of hard work and a pathway to future opportunities.

“Getting the Seal of Biliteracy, to me, feels like the one, all-encompassing award of recognition for all the work I’ve put into language learning. It also highlights all of the amazing opportunities offered by our World Languages department,” 2026 Cony graduate JohnPeter Caruso said. “Our German program provided me with an opportunity to spend a summer in Germany, speaking German with people from all over the world. Not only was this an amazing experience, but it helped me feel confident about enjoying all opportunities, even if they initially seemed intimidating.”

In addition to the World Languages department, Cony provides a comprehensive ESOL (English for Speakers of Other Languages) program for students. The Seal of Biliteracy program, coordinated by Livingston, gives ESOL students the opportunity to earn the Seal in their native language, recognizing the diverse linguistic skills they bring to the school.

Bayan Salamhi and Sham Alsaleh graduated from Cony this year and received the Seal of Biliteracy in Arabic and English.

“For me, receiving the Seal of Biliteracy is more than just an award,” Salamhi said. “It represents an important part of who I am and the journey I have taken to grow academically and personally. Knowing more than one language has allowed me to appreciate different cultures, communicate with more people, and feel proud of an ability that will stay valuable throughout my entire life.”

“Receiving the Seal of Biliteracy means a lot to me because it represents the hard work, dedication, and perseverance it took to become confident in two languages,” Alsaleh said. “As someone who learned English while maintaining my native language, this recognition reminds me that being bilingual is a strength that allows me to connect with different people, cultures, and opportunities. I am honored to receive this recognition and proud to celebrate the value of multilingualism.”

Classmate Allyson Dumont said she now sees multilingualism as an important part of her future career.

“Having my Seal of Biliteracy is important to me as someone pursuing a career in health care,” Dumont said. “I’m glad I had this opportunity in high school because it means being able to communicate with a larger group of people.”

Students noted that the impact of language learning also extends past academics and career preparation.

“Being a multilingual student goes beyond speech and into my jazz improvisation, so I find a home in learning languages while at the same time expressing myself through music,” 2026 Cony graduate Arlo Shargo said.

Batool AlBraihi, who earned the Seal after studying Spanish at Cony for five years, praised the educators who helped make the achievement possible.

“Having studied Spanish at Cony for the past five years, I have experienced firsthand the commitment and encouragement our language teachers provide,” she said. “Their recognition as County Teachers of the Year reflects not only their excellence as educators but also the strong and supportive language program they have built.”

For 2025 Cony graduate Luca Hardy, language learning became life changing.

“Learning Spanish has been one of the greatest opportunities of my life,” Hardy said. “What started as a single Spanish class at Cony ended up changing the trajectory of my future. Spanish has opened doors to new opportunities, experiences, cultures, and people I never would have met otherwise. It is one of the main reasons I am now at Princeton University.”

Eighteen of 19 the seniors from Augusta High School who received the Global Seal of Biliteracy gather for a group photo. — Eighteen of 19 the seniors who received the Global Seal of Biliteracy gather for a group photo.

Twelve of the 19 seniors at Augusta High School who received the Maine Seal of Biliteracy gather for a group photo during marching practice. — Eighteen of 19 the seniors who received the Global Seal of Biliteracy gather for a group photo.

As Maine schools continue expanding multilingual learning opportunities, Cony’s Seal of Biliteracy recipients demonstrate how language education can help students develop academic skills, cultural competence, and global perspectives that prepare them for success far beyond graduation.

Additional information about the Maine Seal of Biliteracy, including statewide participation data and resources, is available on the Maine Seal of Biliteracy Dashboard. For more information, resources, and tools to help students earn a Seal of Biliteracy, visit the Maine DOE website.

This article was written in collaboration with Cony Middle and High School (Augusta School Department). To submit a good news story to the Maine DOE, please fill out the good news submission form.

RSU 14’s Katahdin Program Supports Student Success Through Experiential and Relationship-Based Learning

Katahdin Program students boil sap they collected.

Located within Windham High School, RSU 14’s Katahdin Program provides students from Windham and Raymond with an alternative learning environment centered on hands-on instruction, outdoor learning, community partnerships, and strong relationships with staff. Through individualized support and experiential learning opportunities, the program helps students reconnect with school, complete graduation requirements, and build pathways toward future success.

“Alternative education deserves recognition,” Katahdin Program Director Rich Meserve said. “Education has to be different for some students. Relationships, trust, and flexibility are often what help students reconnect.”

Meserve started working in alternative education unexpectedly after a career in the business world. While living in Massachusetts, he began tutoring students who were struggling in traditional school settings and quickly found himself drawn to the work. He accepted a position in an alternative education program and later returned to school to pursue teaching professionally.

Originally from Maine, Meserve moved back to the state in 2004 to work at the REAL School before helping to launch the Katahdin Program in 2016. Many of the staff members who helped build the REAL School program transitioned to the Katahdin Program, bringing more than 120 years of combined experience in alternative and experiential education.

“That consistency matters,” Meserve said. “Students and families get to know the people here, and those relationships build over time.”

A School Within a School

The Katahdin Program operates as a “school within a school” at Windham High School, with its own entrance and dedicated learning spaces designed to create a smaller, more personalized environment. Approximately 23 students in grades 9-12 attend the program each year.

Many students come to the Katahdin Program after experiencing challenges in traditional school settings, including lack of attendance, anxiety, academic disengagement, or struggles finding a sense of belonging in larger school environments. The Katahdin Program is intentionally structured to provide individualized support while helping students rebuild confidence and connection to school.

Katahdin Program students attend a five-hour school day from 8:40 a.m. to 1:40 p.m. and are transported by district vans, with transportation staff viewed as an important part of the overall support system. They are often the first and last people students interact with each day. The daily structure emphasizes consistency, communication, and community. Students and staff eat lunch together each day, using that time to strengthen relationships and practice communication and social skills.

“We really focus on the soft skills and relationship-building,” Meserve said. “The more we get to know our students, their situations, and their needs, the more successful they become.”

*Katahdin Program students stack wood for a local senior citizen.*

Academics Connected to Real-World Learning

Students complete graduation requirements and earn credits aligned with district and state standards while participating in interdisciplinary and experiential learning opportunities. Academic instruction emphasizes STEM (science, technology, engineering, and mathematics) and humanities while integrating outdoor education, practical skills, and community engagement.

Students often work in multi-grade classrooms with individualized supports tailored to their learning goals and academic needs.

“We try to make experiences part of the academics,” Meserve explained. “Whether it’s going to the Museum of Fine Arts in Boston as part of a humanities unit on Ancient Egypt or interviewing veterans for the Library of Congress, those experiences are directly tied to learning.”

Project-based and community-based learning opportunities are embedded throughout the program. Students regularly participate in service projects across the region, including volunteering with local schools and food pantries, supporting older community members by stacking wood and delivering sand buckets in the winter, and partnering with organizations on environmental and outdoor stewardship projects.

The program also emphasizes practical and career-connected learning. Students have built picnic tables, birdhouses, trail infrastructure, and outdoor structures while developing teamwork, communication, and problem-solving skills.

Staff expertise helps expand these opportunities. Team members bring experience and certifications in wilderness first response, outdoor leadership, climbing, paddling, skiing, backpacking, and adventure-based counseling. Students participate in activities ranging from indoor and ice climbing to trail maintenance and outdoor leadership experiences.

“In the grand scheme of things, those experiences are just as important as what happens in the classroom,” Meserve said. “We want students learning through experiences as much as possible.”

*A Katahdin Program student wins first place in a blueberry pie competition at the Fryeburg Fair.*

Prioritizing Social-Emotional Support

The Katahdin Program places a strong emphasis on social-emotional support and restorative practices. The staffing team includes regular and special education teachers, counselors, educational support staff, a social work intern, and an administrator who work collaboratively to support students as whole individuals.

Counselors are embedded within the program and available throughout the day to support students with challenges both inside and outside of school. Staff maintain regular communication with families and work to build trust and partnership with caregivers.

“Many students and families come to us after difficult experiences in school,” Meserve said. “We work hard to build trust and create a true partnership with families.”

The program uses restorative practices as its primary approach to conflict resolution and accountability. Rather than focusing primarily on punishment, staff work with students to repair harm, reflect on situations, and rebuild relationships when challenges arise.

“Growth is a big piece of what we do here,” Meserve said. “Restoring harm and helping students move forward is important.”

Community Partnerships Strengthen Opportunities

Community partnerships have played a major role in expanding opportunities for students while helping reduce barriers to participation. Meserve credits years of relationship-building, grant writing, and community support for helping sustain many of the program’s experiential learning opportunities.

Students participate in partnerships and projects with local organizations, outdoor programs, food pantries, and community groups throughout the region. The program also relies on community donations, fundraising, and partnerships to expand access to outdoor equipment and learning experiences.

“We’ve been fortunate to have incredible support from our district, school board, and community,” Meserve said. “That support allows us to provide opportunities students may not otherwise have.”

*Katahdin Program students build a bow shed for use as an outdoor classroom.*

Supporting Student Success Beyond Graduation

Meserve said attendance, engagement, and confidence often improve significantly after students join the program, with most graduates moving on to employment, college, military service, or other postsecondary pathways.

This year, the program will celebrate seven graduates, all of whom are currently employed, with several also pursuing college opportunities.

For Meserve, the success of the Katahdin Program reflects a broader commitment within RSU 14 to support students through flexible and innovative approaches to learning.

“I’m continually amazed by the foresight and commitment of district leadership and the school board,” Meserve said. “This program exists because people believe all students deserve opportunities to succeed.”

As schools across Maine continue to explore ways to support students with diverse strengths and needs, programs like the Katahdin Program demonstrate the important role alternative education can play in helping students build confidence, develop meaningful connections, and experience success in school and beyond.

This story was written in collaboration with Windham High School (RSU 14) 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. To submit a good news story to the Maine DOE, please fill out the good news submission form.

BARR Spotlight: How Indian Township School is Honoring Culture, Building Relationships, and Driving Student Success

On the Passamaquoddy Indian Township Reservation in Princeton, Indian Township School is embracing a powerful model for student success that honors culture, strengthens relationships, and supports the whole child.

Serving approximately 115 students in pre-K through grade 8, Indian Township School began implementing the BARR (Building Assets, Reducing Risks) model in May 2024. BARR is a research-backed approach focused on strengthening relationships, improving academic outcomes, and reducing high-risk student behaviors. The Maine Department of Education (DOE) began funding BARR implementation in 2023, investing $18 million in federal funds to support schools recovering from the impact of the pandemic on academics, student well-being, student engagement, and school climate. Since then, more than 100 Maine schools have implemented, or are in the process of implementing, BARR.

Through a grant from the Maine DOE’s second round of BARR funding, Indian Township School began using the BARR model with grades 4-6 during the 2024-2025 school year. That work has since expanded to include grades 7 and 8, with plans underway to bring elements of BARR into pre-K through grade 3, too.

At the heart of BARR at Indian Township School is a deep alignment between the model’s focus on relationships and the Passamaquoddy community’s cultural values.

Indian Township School staff members in the front office.

Artwork on the walls at Indian Township School.

“BARR seems to be a natural fit for us and our culture,” Principal Dolly Barnes said. “As a community, we take care of our members. When something is going wrong, we all step in and try to help. The BARR approach is about relationships, and as Passamaquoddy people, that’s who we are. We are in a relationship with our community and our environment.”

Barnes noted that while these values have always been present at Indian Township School, BARR has provided a meaningful framework and structure to bring them into sharper focus.

A cornerstone of the BARR model at Indian Township School is “I-Time” (also known as “U-Time” in grades K-5), a dedicated weekly block of class time when students and staff participate in an activity designed specifically to help them build relationships, develop social-emotional skills, and strengthen their sense of community.

In one classroom session this past school year, students played a charades game focused on identifying emotions. As one student acted out a feeling, others worked together to interpret it. This was followed by a thoughtful discussion about how emotions are expressed—and how they can sometimes be misunderstood.

Students play a charades game focused on identifying emotions as part of their “I-Time” BARR activities. As one student acts out a feeling, others work together to interpret it.

Students participate in “I-Time” BARR activities, a dedicated weekly block of class time during which students and staff engage in activities designed to help them build relationships, develop social-emotional skills, and strengthen their sense of community.

These activities are designed to help students better understand themselves and their peers, creating a safe and supportive environment for learning.

In educator Michaelene Spencer’s classroom, that sense of care extends even further. Her students help care for three class guinea pigs—Callie, Nalla, and Tillie—learning responsibility, empathy, and compassion through daily interactions.

Students help care for three class guinea pigs—Callie, Nalla, and Tillie—learning responsibility, empathy, and compassion through daily interactions. — *Students help care for three class guinea pigs—Callie, Nalla, and Tilli.*

Reflecting on Indian Township School’s experience with BARR, Spencer emphasized its role in supporting the whole child.

“I find that many of the basic needs that are often missing for children are addressed,” Spencer said.

In addition to I-Time/U-Time, educators at Indian Township School participate in weekly BARR “Block” meetings, where teachers and administrators come together to discuss each student’s progress, strengths, and needs. These meetings, held in different grade-level pods, allow staff who work most closely with the students in each pod to coordinate support, plan interventions, and celebrate successes. Teachers for grades 7 and 8 are in one pod, and 4th-, 5th-, and 6th-grade teachers are in another pod.

*Educators at Indian Township School participate in weekly BARR “Block” meetings, where teachers and administrators come together to discuss each student’s progress, strengths, and needs.*

BARR was initially implemented at Indian Township School because of its relationship-building strategies. The school’s administration wanted to help non-native staff better understand the situations and struggles of the native student population.

“A surprise was how those relationships were forged between the staff—and how that has made them a more cohesive team,” Barnes said.

Block meetings also align closely with Indian Township School’s Positive Behavioral Interventions and Supports (PBIS) framework, reinforcing positive behavior and creating consistent expectations across the school.

“What we see every day is students smiling and their needs being met,” Emma Soctomah, PBIS and BARR Coordinator, said. “We see strong relationships, good conversations, and real connection between students and teachers. BARR makes sure we’re focusing not just on academics but on the whole child.”

BARR has created a system within Indian Township School that helps ensure students are ready to learn. The support it provides has contributed to significant academic growth at the school. Since implementing the BARR model, the school has documented improved attendance, fewer behavioral issues, and rising academic achievement—results that stand among the most notable multi-year gains for a tribally controlled school.

Attendance has shown a dramatic turnaround. Drawing on the Maine DOE Chronic Absenteeism Detail Extract, Indian Township School reduced chronic absenteeism to 27 percent in the 2024-2025 school year—down from an estimated peak of 58-68 percent just three years earlier. Nearly three-quarters of students now meet the attendance goal, and the school’s progress has helped drive Maine Indian Education’s systemwide chronic absenteeism rate down to 19.6 percent, an improvement of roughly 37 percentage points from the 2021-2022 peak.

Academic achievement has also climbed:

63.6% of eighth graders are meeting state reading expectations, which means nearly two-thirds of students are prepared for high school success, with the strongest reading performance district-wide.
61.5% of fifth graders are meeting or exceeding reading standards, including one student who is achieving “Above State Expectations.”
Half of seventh graders are meeting state reading standards, demonstrating strong academic momentum.
Grade 8 science scores improved by 5.48 points over three years (from 28.33 to 33.82), with students performing at or near proficiency rising from 20% to 36% and students in the “Well Below” category dropping from 80% to 36%.
Grade 5 science scores improved by 2.16 points, with the school’s first students reaching proficiency level.

“These achievements represent more than test scores; they reflect growing confidence, critical thinking skills, and a school culture where every student knows they can succeed,” Dr. Reza Namin, Superintendent of Maine Indian Education, said.

Principal Barnes credits this success with a shared commitment among Indian Township School staff.

“Our teachers have embraced innovation and worked together to share best practices,” she said. “We’ve implemented research-based strategies like the BARR model while maintaining our commitment to culturally responsive education.”

For Indian Township School, success is measured not only in academic gains but in the strength of its community and the pride its students carry.

“I think focusing on students as whole children is really preparing them for the future,” Soctomah said. “We also make sure to include our culture every day—whether it’s speaking our language or helping students feel proud of who they are and where they come from.”

That sense of pride is especially meaningful for students who now see themselves reflected in Indian Township School leadership.

“We have Native leadership here—our principal, vice principal, coordinators—we are community members,” Barnes said. “Our students can look at us and see that this could be them someday. That creates a strong sense of pride in being Passamaquoddy.”

As Indian Township School continues to grow its BARR implementation, its story stands as a powerful example of what’s possible when schools center relationships, honor culture, and work together to support every student. Through BARR, Indian Township isn’t just improving outcomes; it’s strengthening a community and building a future grounded in connection, care, and opportunity.

This story is part of a series highlighting positive outcomes from Maine schools implementing the Building Assets, Reducing Risks (BARR) model—a research-backed school improvement framework that strengthens relationships, uses real-time student data, and builds intentional systems to support academic achievement, engagement, and student well-being for all learners. BARR aligns with the Maine Department of Education’s (DOE) whole-student approach, which emphasizes that all students should be healthy, safe, engaged, supported, challenged, and prepared.

Through $18 million in federal emergency relief funds, 120 schools across 50 school administrative units in Maine have implemented—or are in the process of implementing—BARR strategies. These efforts have strengthened educator collaboration, reduced student behavioral issues, and improved student attendance and academic outcomes.

To submit a good news story to the Maine DOE, please fill out the good news submission form.

Maine Celebrates First Recipients of the Seal of Climate Literacy

Freeport High School seniors, Class of 2026, receive their 2026 Maine Seals of Climate Literacy.

A new generation of Maine students is demonstrating a commitment to understanding and addressing environmental challenges through the Maine Department of Education’s (DOE) newest diploma endorsement, the Maine Seal of Climate Literacy.

The Seal of Climate Literacy is awarded to students who complete two high school courses focused on climate and environmental literacy concepts and standards, as well as an experiential project that demonstrates and publicly communicates their understanding of environmental literacy, green career exploration, and/or place-based climate action. In its pilot phase in the spring of 2026, the Seal was awarded to 57 students from nine schools across the state, recognizing their knowledge, skills, and dedication to creating a more sustainable future. The program will officially launch statewide in September for the 2026-2027 school year.

Students working to earn the Seal took a wide range of classes to apply to it, including AP Human Geography, Earth Science, and Early College U.S. History. Students completed projects, allowing them to explore their interests and delve deeper into community-based solutions.

For example, at Mount Desert Island High School, a senior earned the Seal by taking Biology and Honors Environmental Science. She was also the Student Representative of the Bar Harbor Climate Task Force. The mission of her project was to reduce Bar Harbor’s carbon footprint and make the town more sustainable.

Geoffrey Beane (left) and Annabel Curry (right), seniors at Mount Desert Island High School, receive their 2026 Maine Seal of Climate Literacy certificates and medals from their Science Educator Ruth Poland (middle) at an awards ceremony.

“Having the Seal has given me a chance to show my community that I am well educated around environmental topics and that it is super important to me,” the student said.

Another student from Orono High School found the most accurate way to predict basal area, enabling foresters to make accurate tree-harvesting plans. A few students from Bangor High School evaluated the effects of fast fashion, spread awareness of the environmental impact, and encouraged sustainable clothing habits through a research poster.

“The Seal of Climate Literacy allowed students to be honored for participating in something that I hold to be of the most critical importance in education: authentic learning that benefits our community and our planet,” a science educator from Poland Regional High School shared.

*Pheober Kibler, senior at Cheverus High School, receives the 2026 Maine Seal of Climate Literacy certificate and medal.*

This summer, the Maine DOE will launch a website to provide resources to guide students and teachers in implementing the Seal and determining classes and project guidelines. Included in these resources will be example projects, the Maine Learning Results that schools use to award the Seal, and a database of community-based organizations and partners for student projects.

If your school administrative unit (SAU) is interested in getting involved with the Maine Seal of Climate Literacy, please complete this form.

With questions about the Maine Seal of Climate Literacy, please contact Maine DOE Climate Education Specialist Teddy Lyman at Theodore.Lyman@maine.gov.

Finding Growth Through Flexibility: Inside the Zenith Alternative Education Program

Zenith Alternative Education Program students carve pumpkins.

At Camden Hills Regional High School, part of Five Town Community School District (CSD), an off-site alternative education learning community is redefining what high school can look like for students seeking a more personalized, project-based path.

Located at Rose Hall in Camden, the Zenith Alternative Education Program serves students in grades 10-12 through a model rooted in flexibility, relationships, and experiential learning. While the setting differs from a traditional high school, students at Zenith earn the same diploma and meet the same graduation requirements as their peers at Camden Hills Regional High School.

What differs is the approach.

“Traditional high school experiences can feel like conveyor belts in many ways,” Zenith teacher and coordinator Mae Applegate said. “It’s already mapped out, and it’s your job as a student to stay on it. Alternative education is responsive. It’s flexible. It’s built around the students who are actually in front of you.”

Applegate joined public alternative education during the 2025-2026 school year after years of approaching education through a nontraditional lens.

“One of the first questions in my interview was, ‘What brings you to alternative education?’” Applegate said. “My answer was that I’ve always been alternative. It’s the way I approach education and learning.”

Zenith currently serves approximately 20 students, with enrollment fluctuating throughout the year as students transition in and out of the program. Students attend by choice and complete a multi-step application process that includes shadow days, reflective activities, and interviews with staff and family members.

The intentional admissions process reflects the program’s philosophy: Students are active participants in shaping their own educational experience.

Learning Through Experience

At the Zenith Alternative Education Program, courses are organized into interdisciplinary nine-week units that combine academic standards with hands-on learning and real-world experiences.

*A senior in the Zenith Alternative Education Program shows off her latticed apple pie.*

In a recent history course exploring the cultural and historical significance of food, students brainstormed topics of interest, voted on areas to study, and helped shape the direction of the class. One particular unit in this class included apple dissections, pie baking for community donations during Thanksgiving, and learning about apple preservation methods.

“We’re always asking how we can connect learning to authentic experiences,” Applegate said. “Students are meeting graduation standards, but they’re doing it through projects and collaboration.”

Cross-curricular learning is also central to the program’s design. During one interdisciplinary unit, students explored the physics of sound in science and math classes, led by Zenith’s science and math teacher John Van Dis, by designing and building their own speakers and instruments. At the same time, students participated in an English songwriting course that blended scientific inquiry with creative expression. At the end of their coursework, students visited the local elementary school to share their instruments and creative processes with younger students while demonstrating the science behind sound and vibration.

*Zenith Alternative Education Program students visit Camden Rockport Elementary School.*

“The elementary students loved having the high schoolers come in,” Applegate said. “It became a meaningful experience where our students were seen as leaders and mentors.”

Another recent course, “Star Wars: Physics Strikes Back,” expanded upon student interest to explore scientific concepts. As part of this class, students visited the planetarium at the University of Maine, combining academic content with exposure to a college campus and future pathways.

“It was both a science experience and a life experience,” Applegate said. “For some students, it was also an opportunity to imagine themselves in a four-year college environment.”

Building Community Through Leadership

Relationships are a foundational part of the Zenith Alternative Education Program, and students are encouraged to contribute actively to the community around them. Every day starts and ends with a community circle, including gratitude and reflective exercises. On Wednesdays, students participate in a dedicated “Community Day” focused on leadership, collaboration, and culinary programming. Students help plan and prepare meals, manage grocery budgets, lead lunch preparation, and support cleanup responsibilities.

This year, students have also spent time revisiting and redefining the program’s community agreements—the shared values that guide how students and staff interact.

“When I arrived, there were 10 community agreements,” Applegate said. “Some students could explain some of them clearly, and others couldn’t name more than three. We realized we needed to better define who we are as a community.”

Through discussions, writing exercises, debates, and collaborative activities, students distilled the program’s values into a single guiding acronym: GROWTH.

“We knew that if students are coming to Zenith, they’re committing to growth,” Applegate said.

Students are now collaboratively determining what each letter in GROWTH represents through structured discussions and community voting. Two values that quickly emerged were “gratitude” and “welcoming.”

“When students come for shadow days, we want to clearly articulate what being here is all about,” Applegate said. “How do we, as students and staff, live our collective values every day?”

A Different Path, the Same Diploma

Students in the Zenith Alternative Education Program can participate in hybrid schedules, attending classes at Camden Hills Regional High School or programs through the Mid-Coast School of Technology, while remaining enrolled in Zenith.

Some students attend Zenith full-time, while others begin on alternating-day schedules. The flexibility allows staff to individualize supports, while helping students maintain connections to broader school opportunities.

Weekly social work services, close collaboration with counselors, and strong staff relationships also help students navigate challenges both inside and outside the classroom.

“Relationship is really the core pillar of this work,” Applegate said.

The program, funded through Five Town CSD, has existed for more than two decades. Staff members continue working to increase awareness about and understanding of the program among families, faculty, and the broader school community through newsletters, outreach, and presentations.

“There are more than 700 students at the high school, and many stakeholders do not fully understand what happens here,” Applegate said. “We want people to know that what we do here is highly engaged learning. Our students are doing important academic and character work.”

For staff and students alike, Zenith represents more than an alternative education setting. The community is like an extended family, with its own quirks and inside jokes.

“It’s a different way of doing things,” Applegate said. “It’s cool; it’s interesting; and I love it.”

This story was written in collaboration with Camden Hills Regional High School (Five Town CSD) 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. To submit a good news story to the Maine DOE, please fill out the good news submission form.