BARR Spotlight: How Learners Have Become the Center of Focus at RSU 14 Through Positive Relationship Building

At RSU 14 (Windham and Raymond), important work is underway district-wide to ensure all students feel included, supported, and ready to learn. At the heart of this effort is a focus on the importance of relationships—among both students and staff.

Windham High School (WHS) recently completed its third year of BARR (Building Assets, Reducing Risks), a research-backed model focused on strengthening relationships, improving academic outcomes, and reducing high-risk student behaviors. WHS first launched the BARR model as a pilot program with about a third of its freshman class. In its second and third years of implementing BARR, WHS has expanded BARR to include all of its approximately 240 ninth-grade students.

“We started with the idea of just trying to help our ninth graders because if you have a strong ninth-grade year, the data shows that your four years of high school can be much smoother,” Megan Fleming, a school counselor at Windham High School, shared.

The data since WHS began implementing BARR has reflected that intent. WHS staff say the school has achieved its highest attendance rates in more than a decade, with increased student involvement in athletics, clubs, and activities, and a decrease in student failures and behavioral incidents. Survey data has indicated that students feel very supported by their teachers—both academically and personally.

“It feels great as a staff member that something you’re doing and putting a lot of energy into is having those rewards, as well—for staff and for students,” Fleming said, later adding, “I think teenagers want to know that we care about them.”

For WHS student Abbey C., that sense of care and connection has become her favorite part of school.

“I have really good bonds with a lot of the teachers. I love all of the teachers here. I think they’re great. They’re really nice,” Abbey shared.

For Abbey, the friendly community at WHS is a reason to come to school.

“I never miss school, ever. I love being here. I don’t think I’ve missed a single day this year,” Abbey noted.

Jennifer Long teaches academic and honors English to WHS freshmen, as well as AP Literature to seniors. For her, the implementation of BARR has helped address the lack of connection that students entering high school can feel, compared with their elementary and middle school years.

“It’s kind of a holistic view of the student, and I think that’s really great for us to have as teachers, too,” Long expressed.

This holistic view is made possible through activities called “Block” meetings. Every week, teachers from across subject areas meet in “Small Block” meetings to discuss students and gain a comprehensive understanding of their strengths and areas in need of improvement. If a student is facing a challenge that requires additional support, their name is carried over to a “Big Block” meeting, which involves teachers, as well as administrators, educational technicians, subject specialists (e.g., art, music, and physical education teachers), and support staff (e.g., speech therapists and behavior specialists). If that group is unable to address the student’s needs, a “Community Connect” meeting involving partners from outside the school occurs to ensure the student receives the required supports.

WHS staff say that this practice not only helps them to be more conscious of students’ connections; it also helps them to be more in tune with one another.

“We feel more connected to students. We feel more connected to each other cross-curricularly by meeting every other day,” Long explained. “[There are] lots of good, positive things—outcomes for students and also for us. I think the kids on our teams see connections between us, as well, and that benefits them, too.”

“When I go into a team meeting, it is so clear how well the teachers know all of the students,” Fleming expressed. “They can say so much about them, like what they do outside of school, what clubs and sports they’re in. I don’t know if that is something that every teacher could have really shared with us five years ago.”

In the fall of 2024, Windham Primary School (WPS) decided to start BARR, too, after learning about an opportunity through the Maine Department of Education (DOE). Principal Kyle Rhoads explained that research into the BARR model indicated it closely aligned with the practices the school had already been working to establish.

“BARR’s ideals and elements matched our core values,” Rhoads said, later adding, “Our staff has always been one to put learners at the center. I believe, though, that more of our actions that we’re doing since we started implementation of BARR support that.”

The BARR model follows a three-year implementation schedule. Even with just two full BARR school years completed, WPS has seen improvements in attendance—specifically for learners who were chronically absent or approaching chronic absenteeism.

“When you feel like you belong, you typically perform better,” Rhoads shared. “Some of the research that BARR has done supports that idea. We also know that not just at Windham Primary School but across the country since COVID, attendance has been a concern, and if you’re motivated to be at school, and you have connections with both adults and with peers, you’re more apt to come to school.”

That connection occurs, in part, through activities that are structured into classrooms on a rotating basis, shifting responsibility from teacher to teacher. WPS students participate in “U-Time,” and WHS students participate in “I-Time.” These weekly lessons are 30-minute facilitated activities that build intentional relationships and help schools to achieve both academic and non-academic outcomes for each student.

One such U-Time activity in the spring semester at WPS focused on the following prompt: “What Makes You Special?” Students had the opportunity to consider what is unique about themselves, draw a picture demonstrating their ideas, and then share with the class. Later, these pictures were hung in the hallway to give other students and educators a chance to learn about this particular class and their strengths.

“I have a dog that protects me,” one WPS student shared.

“I know how to count to 39 in Spanish,” another WPS student said.

Rhoads said more teachers are getting involved in U-Time activities, allowing connections at WPS to continue to flourish.

“One of our core values is acceptance,” Rhoads shared. “We have had in mind that relationships really matter here. We’ve gotten new strategies and new techniques through our BARR work to really do that well.”

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.

Better Together: County Teachers of the Year Open Their Classroom Doors to Learn From One Another

Kathy Theriault (left), a high school math teacher at Wisdom Middle and High School, part of MSAD #33, and 2026 Aroostook County Teacher of the Year, and Marcy Soucy (right), a fourth- and fifth-grade teacher at Fairmount School in Bangor and the 2026 Penobscot County Teacher of the Year.

In the very early morning hours of August 28, Marcy Soucy, a fourth- and fifth-grade teacher at Fairmount School in Bangor and the 2026 Penobscot County Teacher of the Year, headed north. And not just north, north north, to the picturesque, close-knit community of St. Agatha, Maine, to visit fellow educator and 2026 Aroostook County Teacher of the Year Kathy Theriault, the high school math teacher at Wisdom Middle and High School, part of MSAD #33.

The nearly 200-mile trip was about much more than a classroom visit. It was an opportunity for two educators from different grade levels, schools, and regions of Maine to open their classroom doors, learn from one another, and explore a simple question: What happens when teachers become students of one another’s practice?

The plan began months earlier during a workshop for the 2026 Maine County Teachers of the Year. In addition to being selected and recognized as County Teachers of the Year and considered for Maine Teacher of the Year, these educators spend a year in service, participating in professional learning and leadership opportunities with the Maine Department of Education (DOE) and Educate Maine. They also form a cohort and work on individual and group projects designed to strengthen Maine’s education landscape and elevate the voices of Maine educators through grassroots, teacher-led efforts.

It was during one of these professional learning opportunities this summer that County Teachers of the Year were encouraged to step outside their own classrooms, visit one another’s schools and learn from the incredible educators who make up the cohort.

“Kathy and I didn’t need much convincing. We wanted to see the amazing work of other educators.” Soucy stated. “We had already discovered how much we could learn from one another through conversations about our classrooms, our students, and our shared love for math. So we decided to turn those conversations into action.” The decision was made; the collaboration would be a two-way learning experience. Soucy would travel north in August to spend time learning alongside Theriault and her students, and during Potato Harvest Break in Northern Maine, Theriault would travel south to visit Fairmount School, an elementary school in Bangor.

This year, MSAD #33 has placed a districtwide emphasis on student engagement, with educators drawing inspiration from Jonathan Alsheimer’s School of Engagement and exploring strategies designed to increase connection, participation, and joy in learning. Drawing on work from her master’s program in Human Relations at Husson University, with a focus on creating positive classroom environments, Soucy gathered a collection of team-building games and collaborative activities. When asked his thoughts, WMHS Principal Robby Nadeau said, “The best ideas in education usually come from collaboration, rather than a singular thought.”

Although Soucy wondered if the team building activities would translate from her younger classroom to Theriault’s older classroom, Theriault wasn’t worried at all. “I was so excited to share my classroom with Marcy and knew she would have insight on team-building activities. I loved how she set the ‘stage’ with essential questions and criteria while allowing students to feel comfortable choosing to participate or help in another way,” Theriault said. “I am totally going to steal that for the future!”

And then the students walked into the room. The first activity was a simple game of competitive Rock, Paper, Scissors, one of Soucy’s favorites. Simple, perhaps, but within minutes, the room was buzzing.

Students were laughing, cheering for their classmates, celebrating wins, and playfully groaning over losses. The energy continued to build as students moved around the room, challenging one another and searching for their next opponent. What began as a familiar childhood game quickly became something much bigger: an opportunity to connect, encourage one another, and simply bring joy into the learning process. The engagement was immediate and genuine. There was no need to convince students to participate. They were in it.

Soucy stated, “As I watched the room, I was struck by how quickly joy can open the door to connection. Students were interacting, practicing positive sportsmanship, and discovering that learning together can feel a lot like play. It was magic.”

With the next game of Bottle Flip Team Tic-Tac-Toe, students who initially hung back began participating. Teams began communicating more intentionally. Students encouraged classmates who were struggling. The room became louder, more animated, and more connected.

The impact was perhaps best captured not by either teacher, but by the students themselves. When Soucy invited students to reflect on the experience, seventh grader Elsi Picard explained, “It makes you energized when your team is cheering for you!”

This is what happens when educators open the doors to their classrooms and allow themselves to be learners, too. “Kathy and I come from different educational settings and work with different age groups, but our goals are remarkably similar. We both want students to feel connected and feel that sense of belonging to their learning community. We want them to see themselves as capable and a valued member. We want them to take risks, learn from mistakes, and understand that they matter. Great ideas don’t belong to one grade level, one school, or one district. We were not trying to create a perfect lesson. We were trying something new. We talked. We questioned. We adjusted. We laughed. We learned, ” Soucy said in her reflection.

As educators, it can be easy to become focused on our own classrooms, our own students, and our own responsibilities. Yet some of our greatest professional learning can happen when we step outside those four walls. The invitation to visit one another’s classrooms was simple: Get out. Visit. Learn from each other. Soucy said, “I am so grateful that Kathy and I said yes.”

That day at Wisdom Middle and High School was about much more than team-building activities. It was about professional generosity. It was about trusting another educator enough to open the door and say, Come see what I’m doing. Let me see what you’re doing. Let’s figure this out together. That kind of collaboration makes all educators better. And it reminds us that learning isn’t something that ends when we become teachers. Teachers are still learners. They are still curious. They are still trying new things.

When educators model that curiosity for one another, students see something important: learning is not something that ends when we leave school. It is a lifelong process and it can be joyful.

The collaboration between Soucy and Theriault is only halfway finished. During Northern Maine’s Potato Harvest Break, Theriault will head south to Fairmount School in Bangor, where the roles will reverse and she will step into Soucy’s elementary classroom as the learner.

Because when educators open their classroom doors to one another, everyone learns.

This story was submitted by Maine 2025 County Teachers of the Year Marcy Soucy (Penobscot County) and Kathy Theriault (Aroostook County). To submit a good news story to the Maine DOE, please fill out the good news submission form.

From Trees to Table: RSU 74 Alternative Education Students Turn a Sugaring Project into a Lesson in Grit and Teamwork

For students in RSU 74’s Alternative Education program, learning this spring started in the forest and ended with maple syrup on ice cream.

A month-long maple sugaring project gave students an opportunity to experience the full process of making maple syrup while building skills in observation, data collection, problem-solving, teamwork, and perseverance.

Serving students from Anson, Embden, New Portland, and Solon, RSU 74’s Alternative Education program began the project on March 6 by heading outdoors to identify maple trees using the Forest Trees of Maine book. Once they identified the right trees, students drilled the trees, installed spiles, and connected the tubing to the collection buckets.

From there, the students took responsibility for monitoring their sugarbush each day. They collected sap, recorded the quantity gathered, and documented the day’s temperature and weather conditions. They also developed a plan for storing the sap until they had collected enough to begin boiling.

Their goal was to collect 40 gallons of sap and turn it into approximately one gallon of maple syrup.

They surpassed that goal.

By the time they began boiling on March 30, students had collected 53 gallons and 5 ounces of sap. After several days of boiling, they finished on April 3 with approximately 1½ gallons of maple syrup.

The process wasn’t always easy.

The students faced cold, wind, rain, and snow throughout the project. At one point, strong winds blew away about half of their buckets, requiring them to work together to find a solution. During the boiling process, students used tarps to help preserve heat when temperatures dropped.

Rather than letting the challenges stop them, students adapted and kept going.

“The weather was not on our side sometimes, but we made it, and that’s what matters,” one student reflected.

The boiling process itself became another lesson in patience and perseverance. Students spent a total of 25 hours and 53 minutes working through the process, learning that making maple syrup requires much more time, labor, and fuel than they might have expected.

They learned vocabulary associated with maple sugaring, tracked data, and observed how weather conditions affected the process. They also gained a firsthand understanding of the resources required to turn a natural product into something ready for the table.

“The whole process took us 25 hours and 53 minutes,” one student reflected. “This was a fun experiment. I would like to do this again.”

Another student recalled tasting the sap for the first time: “It tasted like water with a hint of a sugary taste.”

As the syrup production progressed, students began thinking creatively about how they could use what they had made. Ideas included maple syrup on ice cream and ployes, as well as candied nuts and snack cakes. The school’s culinary class also joined in, baking a traditional Tarte su sirop d’érable—a maple syrup pie—for the Alternative Education students.

The project culminated in a celebration where students enjoyed their maple syrup on ice cream and with ployes. Each student was also able to take a container of the syrup home.

For the students, however, the biggest takeaway may not have been the syrup itself.

“It was a long process, but I enjoyed it even if it was freezing outside,” one student said. “Working outside was good.”

The project gave students an opportunity to see how persistence, teamwork and problem-solving can turn a challenging process into something tangible they could be proud of. From identifying trees and collecting data to troubleshooting equipment and enduring unpredictable spring weather, students were engaged in learning that connected the classroom to the land and to their own community.

RSU 74 also extends a special thank-you to Moscow Maple for its generous donation of buckets and lids, spiles, tubing, and a drill bit. The equipment and supplies helped make the hands-on learning experience possible.

In the end, the students didn’t just make maple syrup. They experienced patience, teamwork, and the grit it takes to make something from start to finish—and got a sweet reward for their efforts.

This story was written in collaboration with RSU 74’s Alternative Education program. To submit a good news story to the Maine DOE, please fill out the good news submission form.

St. George MSU Recognized as Top 10 Finalist for National Education Innovation Showcase

St. George Municipal School Unit (MSU) has been recognized as a national leader in education innovation after being named a top 10 finalist in the annual global recognition program, ASU+GSV Summit Education Innovation Showcase. The award celebrates St. George MSU’s groundbreaking work to develop the nation’s first preK-12 career and technical education (CTE) program, in partnership with MidCoast School of Technology.

As part of this project, St. George MSU opened the GRACE Innovation Center in August 2025, which includes shop spaces for boatbuilding, woodworking, and metalwork, as well as a Makerspace with 3D printers, laser cutters, computer numerical control (CNC) routers, robotics, and sewing machines. The goal is to provide ALL students, preK-12, with access to career and technical education (CTE) to re-engage them in their learning, prepare them with the skills to thrive in today’s workforce and create the businesses and industries of the future, and strengthen the local economy.

Organizations from around the world apply each year to participate in the ASU+GSV Education Innovation Showcase. St. George MSU was selected as one of the top K-12 education leaders for its efforts to advance innovation within its community, create new approaches to delivering education and workforce skills, and foster meaningful change at the systems level.

At the heart of St. George MSU’s vision is the belief that the future of education is built on understanding and honoring the community’s people, history, traditions, and values. This innovative approach is deeply rooted in place and inspired by the legacy of the Lillius Gilchrest Grace Institute, a nonprofit founded in 1936 by the Grace family in memory of Lillius Grace, a St. George native. With the help of the Maine Department of Education’s (DOE) Rethinking Responsive Education Ventures (RREV) grant, a $16.9 million federal grant awarded to Maine in 2020, St. George MSU received $350,000 to kick-start its building design process, curriculum development, and capital campaign. The GRACE Innovation Center, which opened last year, was named in honor of the original Grace Institute and continues a long legacy of hands-on/minds-on learning and innovation rooted in people and place.

“Our work and vision are rooted in this place – in the history, values, traditions, and people of St. George,” Mike Felton, Executive Director of the GRACE Innovation Center, said in a statement to the community. “Even as we expand our impact, we always remember our roots. The GRACE Innovation Center is the result of a community that had the courage and heart to dream BIG for their kids.”

Rather than simply introducing a new program, St. George MSU is reimagining what education can look like when students have opportunities to create, build, and learn through meaningful experiences. Through the GRACE Institute, students and teachers collaborate with Makerspace Director Paul Meinersman, CTE Coordinator John Clark, local tradespeople, business owners, parents, and community volunteers to help turn ideas into reality.

Check out this video of St. George MSU students talking about the GRACE program:

Students are developing skills that extend far beyond the classroom as they use both their hands and minds to design, problem-solve, and create. These experiences allow students to explore potential career pathways while building confidence, collaboration skills, creativity, and a strong connection to their community.

The recognition as a finalist highlights the impact of St. George MSU’s commitment to innovative, place-based education. The school’s approach demonstrates that meaningful change does not have to begin in a large city or a major institution but can start in a small community with a bold vision, dedicated educators, and a commitment to giving students opportunities.

This story was written in collaboration with St. George MSU. To submit a good news story to the Maine DOE, please fill out the good news submission form. To learn more about the Grace Innovation Center, visit their website.

Community Regional Charter School Blends Technology and Nature Through “Innovation Inside and Out”

Community Regional Charter School (CRCS) is redefining what modern learning can look like by intentionally blending advanced technology with outdoor, nature-based education. Through its “Innovation Inside and Out” approach, CRCS ensures learners develop technological fluency while building deep connections with the natural world. At CRCS, the philosophy is simple: It’s not technology or nature—it’s both.

Learners regularly engage with proven and emerging technologies as they grow into confident problem solvers and design thinkers. Through the Maine Department of Education’s (DOE) Maine Learning Technology Initiative (MLTI), CRCS has long provided one-to-one Apple devices for all learners. In recent years, additional MLTI Teach with Tech grant funding has expanded access to digital storytelling tools, including 360-degree cameras, action video equipment, and livestreaming technology. The same grant enhanced wide-format printing capabilities, introduced AR/VR workstations, and brought a 30-learner-capacity mobile planetarium to the school community.

Most recently, CRCS was awarded a competitive federal grant to upgrade its 3D printing fleet, establish a mobile PC lab, and begin developing virtual reality environments to support remote learning and mental health access in rural communities. These opportunities are further supported by full access to Adobe Creative Cloud, Wacom Art Displays, Unreal Engine, Unity, Fusion 360, and other industry-standard tools.

At the same time, learners benefit from robust outdoor learning and nature-based education. Whether working with the outdoor learning facilitator or the school garden coordinator, learners explore local ecosystems through tree observations, weather and climate studies, and hands-on garden work. These experiences cultivate empathy and stewardship while strengthening science learning.

In the school garden, learners connect life science concepts to real-world skills, such as growing whole foods, preparing healthy meals, and building lasting knowledge about wellness and nutrition.

This year, Director of Design and Innovation Dan Ryder and Coordinator of Garden-Based Education and Experiential Learning Selina Greene Warren began collaborating to intentionally weave together technology and nature-based education. Their two-pathway framework, known as Compass and Canvas, guides the work.

The Compass Pathway focuses on mentoring learners to discover their interests, strengths, and areas for growth. Through guided exploration, learners develop strategies for self-regulation, resilience, and perseverance while discovering their “true north.”

The Canvas Pathway emphasizes creativity and expression. Whether working in visual arts, music and movement, graphic design, or nature art, learners are encouraged to explore ideas across a wide range of mediums—from paper and cardboard to computer screens and garden plots. The goal is to help learners communicate ideas, express creativity, and strengthen problem-solving skills.

To support this work, Ryder established RavenWorks Problem-Solving Studios at both the Overman and Dimensions Academy campuses. Based on the award-winning Success and Innovation Center model he co-founded, RavenWorks blends makerspace practices with social-emotional support and flexible learning environments.

Meanwhile, Warren is expanding the school garden program at Dimensions Academy to include a perennial garden and a therapy garden—spaces designed to support self-regulation, inspiration, and creative thinking. Additionally, a play-based garden is being developed at the Creative Children’s Academy, ensuring CRCS’s youngest learners can begin exploring the Compass and Canvas pathways.

“When facilitators model innovation, learners become more confident problem solvers,” Ryder said.

“By balancing the Compass and the Canvas, we help learners recognize and celebrate differences while working toward both individual and collective growth,” Warren said.

Ryder and Warren presented their collaborative work at the Every Teacher a Leader Conference at Thomas College on July 30-31, 2026.

This story was submitted by Community Regional Charter School. To submit a good news story to the Maine DOE, please fill out the good news submission form.

New Regional ELO Program Is Growing Tomorrow’s Real Estate Professionals

Students in the southern Maine regional ELO real estate program gather for a group picture.

A new regional Extended Learning Opportunity (ELO) pilot has given students in southern Maine a firsthand look at careers in real estate, demonstrating how strategic partnerships between schools and local businesses can expand career-connected learning opportunities across several school districts while helping students build valuable professional networks.

The program was developed through a partnership between local ELO Coordinators, including Katie Schilnder, who led the coordination, and Katy Foley, Keller Williams Realty CEO and broker, who served as the lead community partner. Foley was an impactful lead; in addition to her expertise in real estate, she previously worked at JMG (Jobs for Maine Graduates) and has developed ELOs for several years. With support from a Maine Community Coordinators Collaboration (Maine C3) Sunshine Mini Grant, the program brought together 21 students from Portland High School, Deering High School, Greely High School, South Portland High School, Scarborough High School, Yarmouth High School, Freeport High School, and Cape Elizabeth High School to explore careers within the real estate industry.

The semester-long program was held at the Keller Williams office in Portland and introduced students to a wide range of real estate-related professions. Through weekly sessions, students learned about residential and commercial sales, lending, title services, property management, inspections, and other business operations. Students were able to hear directly from industry professionals, participate in hands-on learning experiences, and gain exposure to how brokers and other real estate professionals handle transactions from the beginning to the end.

“One thing that impressed me the most was that not once did I see a young person who needed to put their phone away,” Schindler said. She described how, over the course of the ELO, the youth were incredibly attentive, which spoke volumes about the program’s quality and engagement.

In addition to more traditional classroom learning, students had the opportunity to engage in job shadowing and earn industry-recognized licenses by completing coursework. Some students have even gone on to earn their real estate licenses.

This program, made possible through the partnership of schools, local businesses, organizations, and educators, highlights the growing role of ELO models in expanding access to career-connected learning and pathways—not only in individual communities but across regions.

Real estate-focused ELOs are available to students beyond southern Maine. In western Maine, Vivienne from Telstar High School developed a strong interest in real estate, and her ELO Coordinator, Carrie Lynch, developed an ELO to support her goals and interests and provide hands-on career exploration.

Here is what Vivienne shared about her experience:

Through my ELO, I had the unique chance to intern at Wheelers Insurance while also using my time to study for and earn my Maine Real Estate Sales Agent license. My favorite part of my ELO was the strong feeling of accomplishment and the knowledge I gained along the way. I especially enjoyed seeing what careers in insurance and real estate truly look like on a day-to-day basis, rather than just learning about them in a classroom. The greatest benefit of my ELO was earning my sales agent license after passing both the national and state exams on my first try, which is an opportunity I would not have had at such a young age without the support of this program and my ELO Coordinator, Mrs. Lynch. I chose this ELO because I carefully considered what would best prepare me for life after graduation and what skills would have the greatest long-term impact on my future. Even if I decide not to pursue insurance or real estate as a career, the communication, professionalism, and real-world business skills I developed will benefit me in many areas of my life. I gained invaluable in-person experience and a deeper understanding of professional expectations from working with a highly reputable agency. This program has already helped shape my future, and I am incredibly grateful for the opportunity it provided.

*Vivienne (far left) gathers with fellow students for a group photo.*

As students completed the program and presented their final projects for the regional ELO, they left with a better understanding of the real estate industry, professional connections, and workplace experience to bridge the gap between their interest in an occupation and a future career in it. The success of the Regional Real Estate ELO offers, as Scarborough High School ELO Coordinator Christy Zavasnik put it, “a great model to build on in other regions and a very popular field of interest with many pathways and possibilities.”

Through this series of intentional and thorough career-connected learning sessions, students gained a deeper understanding of the skills, training, and career pathways available within the industry.

This article was written by Vagni Das, a recent graduate of Yarmouth High School. As part of her extended learning experience, she is interning at the Maine DOE. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Calais Elementary Summer Program Demonstrates the Power of High-Quality Summer Learning

A Calais Elementary Summer Program student holds a lobster during an educational excursion to Eastport with the Eastport Windjammers.

This summer, Calais Elementary School demonstrated what is possible when evidence-based instruction, strong community partnerships, and engaging learning experiences come together to support student success.

Maine Department of Education (DOE) Associate Commissioner Fortin-Trimble recently visited the school’s academically rigorous Summer 2026 program, funded through the Maine DOE Title I Summer Grant, to see firsthand how students, educators, and families are working together to prevent summer learning loss and create engaging, high-quality learning experiences.

During the visit, Associate Commissioner Fortin-Trimble observed students participating in small-group phonics instruction, building foundational literacy skills by decoding consonant-vowel-consonant (CVC) words, practicing blends and digraphs, and strengthening early reading fluency. Classrooms reflected purposeful, data-informed instruction where teachers knew each student’s strengths, goals, and next steps.

The Calais program reflects many of the characteristics identified by the Wallace Foundation as hallmarks of effective summer learning. Successful programs combine strong academic instruction with engaging enrichment opportunities, maintain high attendance, create welcoming learning environments, and build meaningful partnerships with families and community organizations. At Calais Elementary School, those research-based practices were evident throughout the five-week program.

Students attended Monday through Thursday for targeted reading and mathematics instruction designed to accelerate student learning. Teachers administered reading and math assessments at the beginning and end of the program, using the results to establish individualized learning goals, create flexible instructional groups, and adjust instruction throughout the summer.

Every participating student (100 percent) maintained or improved both reading and mathematics performance over the course of the program. Beyond maintaining skills, 73 percent of students demonstrated measurable growth in mathematics, and 71 percent in reading. The program also exceeded its attendance goal, averaging 89 percent attendance across the five weeks.

Learning extended beyond the classroom through experiences that connected students with their community. Through a partnership with the local community pool, students participated in twice-weekly swimming lessons that developed water safety skills.

Students also traveled to Eastport for an educational excursion with Eastport Windjammers, where many students saw minke whales, porpoises, seals, bald eagles, and other marine wildlife for the first time. These experiences reinforced classroom learning while helping students develop a stronger connection to Maine’s coastal environment and Washington County.

The success of the Calais Elementary Summer Program reflects thoughtful planning, strategic use of Title I funds, and the dedication of students, families, educators, support staff, and community partners. By combining individualized instruction, ongoing assessment, nutritious meals, enriching experiences, and strong community partnerships, the program helped students return to school ready to continue learning and succeed in the year ahead.

This story was developed through a collaboration with Calais Elementary School. To submit a good news story to the Maine DOE, please fill out the good news submission form.

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.