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 (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.
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 thestrong 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.
A Calais Elementary Summer Programstudent 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.
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.
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.
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 ofSpace 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.
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.
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.
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.
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.
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.
“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 theMaine DOE website.
This article was developed in collaboration with the School Department and theMaine 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 thegood news submission form.
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 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.
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 SchoolGretchen Livingston, 2026 Maine County Teacher of the Year and Spanish 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 who received the Global Seal of Biliteracy gather for a group photo.Twelve of the 19 seniors who received the Maine Seal of Biliteracy gather for a group photo during marching practice.
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 thegood news submission form.
Maine DOE Newsroom 