Mount Abram High School Students Experience the Arts in New York City

Thanks to a generous grant from the Carrabassett Valley School Committee, Mount Abram High School students (MSAD 58) have had the opportunity over the past two years to experience immersive, real-world learning through arts-focused trips to New York City. These experiences have brought classroom lessons to life in one of the world’s most vibrant cultural hubs.

Last year, a group of students traveled to New York City for an art field trip filled with exploration and discovery. During that visit, students explored the world-renowned Metropolitan Museum of Art, toured Mana Contemporary, attended a performance on Broadway, and visited the School of Visual Arts. Along the way, they discovered small galleries tucked throughout the city’s art districts, gaining a firsthand look at the breadth and diversity of the art world.

For student Sage Norton, one of the highlights of the trip was exploring those smaller galleries.

“There are so many art galleries hidden away wherever you go,” Norton said, sharing that the trip also shifted her perspective on city life. “I used to hate cities, but visiting helped me grow fonder of them.”

Beyond the art itself, Norton noted she appreciated the connections formed during the trip.

“I would definitely go again,” Norton expressed. “It was an amazing experience, and I made friends with people I probably wouldn’t have talked to otherwise.”

Student Anneliese Ziehler said she valued both the cultural experience and the time spent with classmates.

“It was really nice getting to spend time with friends and new people outside of school,” Ziehler said.

With a packed schedule, students were constantly on the move—something that made the experience even more memorable.

“I would definitely go again if I have the chance. It was one of my favorite experiences during my time at Mount Abram,” Ziehler added.

For Brooke Atwood, the opportunity to draw throughout the trip was especially meaningful. Under the guidance of art teacher Mr. Masterman, students sketched what they saw, what inspired them, and what sparked their creativity.

“Everything I saw there inspired my art—the museum, the city landscape, the graffiti on buildings, and even the diverse restaurants,” Atwood reflected. “I learned more about the world of being an artist full-time and what that could mean for me.”

Building on the success of that first experience, the Mount Abram Art Department expanded the opportunity again this year. Funded once more by the Carrabassett Valley School Committee, 10 students participated in a second trip to New York City—this time, with an even broader itinerary and deeper engagement with the professional art world.

During this stay, students visited both the Metropolitan Museum of Art and the Museum of Modern Art, met directly with photographer Renate Aller and painter Gill Stewart in their studios, explored numerous galleries in the Chelsea Art Gallery District, and toured the School of Visual Arts. They also attended a production of Hadestown on Broadway, visited the 9/11 Memorial at Ground Zero, and experienced a wide range of public art installations across the city.

Amid this full itinerary, students gained valuable life skills beyond the arts. They learned to navigate a dense urban environment, traveled throughout the city using the subway and bus systems, and experienced city life firsthand—grabbing meals from food stands and bodegas while keeping up with a fast-paced schedule.

Together, these experiences offered students a powerful “crash course” in both the art world and urban living, exposing them to new perspectives and possibilities beyond high school.

Both trips have proven to be tremendous successes, giving Mount Abram students access to the energy, diversity, and opportunity of one of the world’s most significant arts capitals. More importantly, they have helped students build confidence, strengthen connections, and envision new pathways for their futures.

Opportunities like these are made possible through strong community support. Their impact will stay with these students long after their return home.

This story was submitted by MSAD 58. To submit a good news story to the Maine DOE, please fill out the good news submission form.

ExCEL: A Relationship-Centered Alternative Education Program at MSAD 15

MSAD 15 ExCEL students and teacher Laura Fralich support their local community through trail work.

As students at MSAD 15’s Gray-New Gloucester High School settle into their seats for English class, a calm, authentic energy fills the room. Laura Fralich, Expanding Choices for Each Learner (ExCEL) Alternative Education teacher, prepares to begin, having arranged her classroom so that the desks form a circle, and everyone can see one another. She starts each class by asking students a reflective question, intending to build relationships and community, which is the foundation of ExCEL.

This is Fralich’s’s sixth year leading ExCEL within MSAD 15 at Gray-New Gloucester High School. ExCEL is an alternative education program that serves up to 24 students in grades 10-12. It is designed for students whose academic success is strengthened through interdisciplinary and experiential learning in a small, student-centered environment.

Learning Through Experience

In a typical school year, ExCEL has two teachers, but this school year, Fralich has been teaching on her own. Fralich’s students have individualized schedules; some students complete all of their classes in the ExCEL program, while many blend their ExCEL classes with mainstream classes at Gray-New Gloucester High School or at the region’s Career and Technical Education (CTE) program in Portland Arts and Technology High School (PATHS) where students explore and earn certifications in a variety of career pathways. All ExCEL students in the work toward a Gray-New Gloucester High School diploma. Courses are held to the same academic standards as traditional classes, and students must earn the same credits required of their peers.

Fralich’s teaching approach emphasizes hands-on, community-connected learning that is woven throughout the curriculum. She continually ensures that her courses remain rigorous while meeting the diverse needs of her students.

“Instead of teaching five sections of the same course to 100 students, I have 24 students that I get to know over the course of several years,:” Fralich explained. “This allows me to build relationships while creating a curriculum that supports my students’ abilities to access education in a meaningful way.”

Several community partnerships have helped shape the ExCEL curriculum. Funding from Planson International in New Gloucester, and local community members helped establish a greenhouse at the school, which anchors experiential science instruction. Students plant seedlings, design vertical growing systems, experiment with plant-based tie-dying, maintain worm compost systems, and host an annual plant sale. These projects integrate science with sustainability, entrepreneurship, and teamwork.

MSAD 15 students and teachers help to maintain and support the ExCEL greenhouse.

Community connections further enrich student learning. During a recent interdisciplinary study of Black history in Maine, ExCEL students visited Malaga Island and a cemetery at Pineland Farms where residents are buried. Students are currently learning about Indigenous history and will explore Indigenous art at the Portland Museum of Art and attend a Wabanaki storytelling performance at Merrill Auditorium. These experiences deepen students’ understanding through place-based engagement.

MSAD 15 ExCEL students took a trip to Malaga Island.

The arts are also integrated across subjects. In a current poetry unit, ExCEL students are reading and writing original poems and then sewing their work into lap quilts. Students are blending literacy, creativity, and craftsmanship into a meaningful final product.

Connecting Learning to Community

Service learning is embedded in the weekly ExCEL schedule. Each Friday, students volunteer in the community by serving as reading buddies at the local elementary school, helping clean and care for animals at the animal shelter, and visiting residential homes for adults with disabilities to build relationships and foster community connections. These experiences help students develop empathy, civic responsibility, and a stronger sense of connection to their community.

MSAD 15 ExCEL students read to local elementary students.

Building the ExCEL Community

Twice a year, Fralich sends out a request for student recommendations for the ExCEL program. Students are generally referred by school staff, but students can also self-refer. Referrals are reviewed by school-based mental health staff, administrators, and ExCEL teachers. School counselors then meet with interested students to discuss the program and schedule shadow days so they can experience the classroom firsthand and determine whether it is a good fit. These visits also allow prospective students to ask questions of both ExCEL teachers and current students.

ExCEL students frequently cite the program’s smaller setting, field trips, and immediate access to support as key benefits. Most importantly, they describe feeling comfortable and engaged in school because of the program. ExCEL demonstrates that alternative education can uphold high academic standards while centering relationships, student voice, and authentic learning. By creating a structured yet supportive environment, ExCEL keeps students on track for graduation while helping them build confidence and connection.

This story was written in collaboration with Gray-New Gloucester High School (MSAD 15) as part of an ongoing series to highlight alternative education programs across Maine. For more information about alternative education, please visit the Maine DOE Alternative Education webpage or contact Aubrie Howard, Maine DOE Student Success and Wellbeing Specialist, at aubrie.howard@maine.gov. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Mount Abram Alternative Education Program Reengages Students Through Hands-On Learning

Students and teachers from the Mount Abram Alternative Education Program stacked emergency wood this past winter for the United Methodist Economic Ministry to support the community.

At Mount Abram High School (MSAD 58), a new approach to learning is helping students reconnect with school through experiential, student-centered practices.

Funding from the Carrabassett Valley Innovative Education Grant Program served as the catalyst for the Mount Abram Alternative Education Program’s launch, supporting the construction of a greenhouse and advancing a clear vision centered on project-based, hands-on learning for students who have become disengaged in traditional classroom settings. In its first year, the program was developed through a collaborative effort involving a former principal, school staff, and special educator Christie Naas, who identified a growing need for a more personalized and supportive learning environment.

Mount Abram Alternative Education Program students worked together to get their greenhouse ready for use. They designed growing systems, including benches, raised beds, and vertical planting structures. They plan to continue to improve the space throughout the year and for years to come.

A Small Program with Big Impact

The Mount Abram Alternative Education Program currently serves students in grades 11 and 12. The program meets every other day and is staffed by one teacher and one educational technician. In less than a year, students have demonstrated significant academic progress, with several moving from failing grades to honor roll status.

“I didn’t really like school before this,” one student shared. “Here, I actually want to show up. I feel like what we’re doing matters.”

Participating students can earn up to four credits per year toward the 24 credits required for graduation while benefiting from a flexible model that emphasizes relationship-building and individualized support.

Learning by Doing

Grounded in project-based and experiential learning, the Mount Abram Alternative Education Program allows students to apply academic concepts through hands-on work.

In the greenhouse, students have taken ownership of designing and maintaining growing systems, including benches, raised beds, and vertical planting structures. Through a partnership with the Maine Mathematics and Science Alliance (MMSA), students are also engaging with “smart greenhouse” technology, using coding and data collection to monitor plant growth under varying environmental conditions.

A highlight of the year has been the development of student-designed hydroponic systems. Working within a $15 budget, students plan, build, and test controlled growing environments, integrating science, engineering, and problem-solving skills.

A Mount Abram Alternative Education Program student put together a hydroponic system that he self designed.

Beyond agriculture, students participated in a maple syrup unit that included tapping trees, building stoves, and studying forest ecology. These experiences connect classroom learning to Maine’s natural environment and local traditions.

“The hands-on work changes everything,” Naas said. “Students aren’t just learning concepts; they are applying them right away, which builds confidence and deeper understanding.”

Building Skills for Life

The Mount Abram Alternative Education Program also emphasizes real-world skill development. Students explore topics such as budgeting, taxes, and financial literacy, while gaining hands-on experience through internships and community service. Projects have included cutting firewood and supporting local food pantries, helping students build responsibility and a sense of purpose.

Looking ahead, the program aims to expand its food production efforts, with goals of growing vegetables for community distribution and, eventually, introducing livestock.

A Supportive, Student-Centered Environment

Creating a safe, respectful, and inclusive learning environment is central to the Mount Abram Alternative Education Program’s success. Staff utilize a trauma-informed approach to ensure students feel valued and supported. The small group setting fosters strong relationships, with many students describing the program as “like a family.”

“It feels different here,” a student expressed. “People listen to you. The small class size makes it feel less overwhelming than traditional classes.”

Learning is tailored to students’ interests and needs, encouraging independence, creativity, and critical thinking. By integrating academics with real-world applications, the program helps students see the relevance of their education.

Early Success and Future Growth

In its first year, the Mount Abram Alternative Education Program has already demonstrated meaningful impact. Students are attending more consistently, engaging more deeply in their learning, and achieving academic success. They are also gaining confidence, practical skills, and a renewed sense of connection to their school and community.

Mount Abram High School’s work highlights how experiential, student-centered approaches can transform student outcomes by providing not only a pathway to graduation but a strong foundation for lifelong success. As the program continues to evolve, school leaders are working to formalize a referral process and establish clear participation criteria to ensure that more students can benefit from this innovative model.

For more information on alternative education, please visit the Maine DOE Alternative Education webpage or contact Aubrie Howard, Maine DOE Student Success and Wellbeing Specialist, at aubrie.howard@maine.gov.

This story was written in collaboration with the Mount Abram Alternative Education Program, MSAD 58, as part of an ongoing series to highlight alternative education programs across Maine. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Under the Hood and Ahead of the Curve: Sanford Student Turns Auto Shop Experience into Academic Credit

At 8 a.m. on a Tuesday morning, just as first period is starting at Sanford High School (SHS), senior Lucas Barrow is already under the hood of a car at Black Bear Automotive in Springvale. He’ll work until 10:30 a.m., drive to Sanford Regional Technical Center (SRTC) for class, and then head back to the shop until 5 p.m. On weekends, Barrow drives 45 minutes to work at VIP Tires & Service in Scarborough. As a second-year student in SRTC’s Automotive Technology program, Barrow has built a challenging schedule for himself, juggling two automotive jobs and balancing academics—but he is thriving.

Through SHS and SRTC’s Extended Learning Opportunities, Barrow has turned his Tuesday and Thursday shifts at Black Bear into academic credit. Additionally, he is gaining different learning opportunities through each of his jobs. At VIP, Barrow handles fundamentals: tires, oil changes, brake work, and wheel bearings. At Black Bear, where he has access to more specialized equipment, Barrow tackles radiators, engine work, and valve cover gaskets.

“I’m doing more risky jobs that make more money, [and provide] more benefit [to] the company,” Barrow said.

While Barrow explained that he enjoys suspension work, he said he is particularly drawn to engine repair.

“It’s more high risk. You can’t mess anything up or else it’s going to mess the car up,” Barrow said.

Barrow grew up working on cars with his stepfather, but he said the SRTC program has enhanced his knowledge considerably.

“We dive in really deep into the actual specifics of how machines work, how parts work in the car, how they all work together,” Barrow said. “Being able to put it in perspective of how the parts work to make the whole car work makes it easier to diagnose stuff.”

Barrow’s connection to Black Bear occurred through the industry relationships of his SRTC instructor, Rich Couture. The owner of Black Bear serves of the SRTC program’s advisory committee, meeting several times a year to discuss industry needs.

Couture said Barrow represents the kind of student who makes teaching rewarding. The

“This group of kids that I have is exceptional. I have some real go-getters in this class,” Couture said. “Lucas came in here with some automotive knowledge because he has always tinkered around with cars. That made it a little easier for him to make that transition to working professionally.”

To qualify for an internship, SHS/SRTC students must maintain an 80% average and demonstrate solid skill sets. Couture currently has four students in similar cooperative education placements, including one at Weirs GMC in Arundel, who has become the dealership’s sole Fisher plow technician.

“There’s a big need for new technicians,” Couture said, noting that employers value more than just technical knowledge. “A lot of it has to do with soft skills: showing up on time, staying off your phone, being a team player, being willing to learn.”

As graduation approaches, Barrow isn’t entirely sure what’s next, but right now, Black Bear feels like the right fit.

“I’m learning a lot but also doing a lot and making money,” Barrow said.

This story idea was submitted by the Sanford School Department. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Building Confidence and Community: Oceanside Middle School’s Alternative Education Program

(Pictured: Oceanside Middle School students explore the river during their visit to Camden to observe a dam removal project.)

At Oceanside Middle School in RSU 13, a small alternative education program is helping students rediscover their potential by reconnecting them to learning and their community. Serving the communities of Owls Head, Cushing, Rockland, Thomaston, and South Thomaston, this program gives students in grades 6-8 the tools and confidence to thrive both inside and outside of the classroom through hands-on projects, supportive relationships, and real-world experiences.

For the past two years, Ryan Verill has led the program, guiding students through a model focused on relationships, hands-on learning, and meaningful connections to the local community. While the program has existed in various forms for many years, Verill has worked to shift it away from a behavior-focused model toward a learning environment where students build relationships with peers and teachers, develop agency in their education, and grow in confidence as learners.

“Many students come into the program feeling like school isn’t for them,” Verill explained. “We work to help them see that they are capable, that they are smart, and that learning can be meaningful.”

Hands-On Learning

At the heart of the Oceanside Middle School alternative education program is a commitment to relationship building. Small class sizes and flexible schedules allow Verill and Lucas Brower, an educational technician working with students in this program, to meet students where they are, respond to their needs in real time, and design learning experiences around students’ interests.

Verill is intentional about bringing students’ interests and learning experiences to life while aligning his curriculum with academic standards and the same grade promotion expectations as Oceanside Middle School. One way he does this is by ensuring students have access to a variety of hands-on tools that support engagement and creativity.

Technology is woven throughout the classroom, including coding kits, robotics sets, and 3D printers. These tools help students learn not only how to use digital resources but also how to use them responsibly.

“We talk a lot about AI and technology as tools,” Verill said. “We want to make sure students know how to use these resources thoughtfully and appropriately.”

Interdisciplinary projects are another key part of the program. Verill often connects literacy, history, and social issues to deepen student engagement. For example, students read books such as When Stars Are Scattered and Hidden Figures, exploring themes of resilience, identity, and leadership. They demonstrate their understanding through creative projects such as visual displays, posters, and timelines that connect the stories to their own experiences while also exploring perspectives beyond their small, rural coastal community.

Because the program serves a small group of students, Verill can incorporate field-based learning that brings academic concepts to life. Students have participated in Wabanaki Water Studies through the Maine Department of Education’s (DOE) MOOSE (Maine Online Open-Source Education) platform and visited Camden to observe a dam removal project. Students explored how restoring river systems impacts ecosystems and fish populations. Those who were once disengaged and not attending school are now showing up and ready to learn because of the experiential, interdisciplinary methods woven into this program.

Community Building

Community engagement is another defining feature of the Oceanside Middle School alternative education program. Students regularly walk into town to visit local businesses, purchase ingredients for cooking projects, and interact with community members. These experiences help students build positive relationships and reshape how they see themselves within their community—and how the community sees them.

Student participate in relationship building activities during their field trip to their local community. — *Students participate in relationship-building activities during their field trip to their local community.*

One of the program’s most meaningful traditions is preparing and serving meals for seniors at the town hall each month. Students cook the food themselves and stay to share the meal and play games with community members.

Students also help in the school cafeteria by packing lunches and supporting food preparation during early-release days, allowing them to stay connected to their school environment.

“These experiences help students feel valued and connected,” Verill said. “Many of them haven’t always felt successful in school spaces. When they see that people in the community recognize their effort and appreciate their work, it makes a difference.”

Lucas Brower, an educational technician, and student have some fun after a field trip into the community. — *Lucas Brower, an educational technician, and a student have some fun after a field trip into the community.*

Preparing Students for the Future

With consistent support, humor, and trauma-informed practices, students in the Oceanside Middle School alternative education program are gradually rebuilding trust in their school and developing stronger self-awareness. Staff often see growth when students begin reflecting on their own behavior and taking responsibility for their choices.

“Sometimes students come to us with multiple school suspensions or a history of struggling in traditional classrooms,” Verill said. “When they start recognizing their own progress and advocating for themselves, that’s when we know the work is paying off.”

As students prepare for the transition to high school, this program helps them explore future pathways, rebuild their confidence, strengthen their connection to the community, and regain their ability to access learning. For many students, the alternative education program provides something they may not have experienced before: a sense of belonging. Students are rediscovering their potential and showing them that school can be a place where they thrive.

This story was written in collaboration with Oceanside Middle School, RSU 13, as part of an ongoing series to highlight alternative education programs across Maine. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Growing Tradition: Maine FFA Celebrates National FFA Week

By: Jillian McLaughlin, Maine FFA State Reporter

Throughout FFA history, various celebrations have emerged to provide additional support to the organization. Of those traditions, one of the most widely celebrated is National FFA Week, which occurs during the last week of February and is focused on sharing FFA’s message with the community and partner organizations. In recent years, members of the Maine FFA Association have not been able to participate in this celebration because of its timing during February vacation. This year, however, the Maine FFA Association was proud to recognize National FFA Week for the first time in recent history.

To kick off National FFA Week, the state officer team hosted an ice fishing social for FFA members in northern Maine. Ice fishing is a major part of Maine’s social scene during this time of year, and inviting FFA members to fish together offered an opportunity for community engagement and natural resource education. The team traveled to meet FFA members at Long Lake in Sinclair, where they spent a day on the ice, fishing for trout and salmon. For some FFA members, this was their first ice fishing experience, allowing them to learn from and connect with other members from neighboring chapters. The day concluded with a group lunch before heading home to prepare for the week ahead.

Following the ice fishing social, the state officer team, along with members of the Easton FFA Chapter, had the privilege of meeting with National FFA Secretary Lilly Nyland. The group had dinner at a local restaurant in Presque Isle, allowing attendees the chance to get to know Nyland before their Days of Service.

On Monday, FFA members from across northern Maine met at Easton High School for a Day of Service. This year, the state officer team decided to reach out to advisors and other community members to identify community needs that could serve as the basis for the service project. During this outreach, the Maine FFA Association was informed of a significant need for emergency response materials due to numerous recent fires that have devastated homes, public spaces, and farmland. Since many of these communities are quite rural, emergency responders often do not arrive early enough to prevent major damage.

To help these communities, Maine FFA members spent the day packaging fire safety kits, which included smoke detectors, fire safety booklets, fire blankets, and more. The assembly of the kits was supervised by members of the local fire department, many of whom were former FFA members. By the end of the day, FFA members packaged more than 100 emergency response kits, which were later distributed throughout their home chapters.

FFA members from northern Maine gather in Easton with National FFA Secretary Lilly Nyland for a Day of Service.

FFA members from Fryeburg Academy, Lincoln Academy, and Tri-County Technical Center gather at the Dexter Fire Department for a Day of Service.

Following this event, Nyland, along with the state officer team, traveled to Dexter to host the state’s second Day of Service. FFA members from Fryeburg Academy, Lincoln Academy, and the Tri-County Technical Center met at the Dexter Fire Department on Tuesday to continue their service mission. Attendees listened to an informational speech by members of the fire department and watched a demonstration of proper fire extinguisher use. They then came together to package more than 100 emergency kits for distribution across central and southern Maine. Once all kits were complete, FFA members had the opportunity to participate in powerful workshops led by Callie Cullins, Maine FFA State Vice President; Hannah Shaw, Maine FFA State Treasurer; and National FFA Secretary Nyland.

FFA members learn about fire prevention from a Tri-County Technical Center instructor and firefighting students.

The Maine FFA Association is immensely proud of all the FFA members, community supporters, and sponsors who showed up to make Maine’s celebration of National FFA Week happen. The Maine FFA Association would like to extend its gratitude to Nyland and her national staff Ambra Tennery for joining the events and being such a great role model for FFA members.

For more information about National FFA Week, click here.

Funds for the Maine Days of Service were provided through the generous support of MMG Insurance, FA Peabody Insurance, and a State Day of Giving grant.

BARR Spotlight: Dirigo Middle School Builds Stronger Connections and School Culture Through the BARR Model

At T.W. Kelly Dirigo Middle School in Dixfield, relationships have always been a strength. As part of a small, rural school serving about 170 students in grades 6-8 from Canton, Carthage, Dixfield, and Peru, staff have long prided themselves on knowing their students well. As student needs have become increasingly complex in recent years, however, school leaders have recognized the need for a more intentional and structured approach to ensure that every student feels supported and that no one falls through the cracks.

The effort to address that challenge led Dirigo Middle School to Building Assets, Reducing Risks (BARR), a research-backed approach focused on strengthening relationships, improving academic outcomes, and reducing high-risk student behaviors. The Maine Department of Education (DOE) began funding BARR implementation for all interested public schools in 2023, investing $18 million in federal funds to support schools recovering from the pandemic’s impacts on academics, student well-being, student engagement, and school climate. During the 2023-2024 school year, 71 schools across Maine launched their first year of BARR implementation (which follows a three-year schedule), with an additional 30 schools signing up in 2024 and an additional seven schools signing up in 2025.

Dirigo Middle School opted to receive BARR services in May 2024 during the Maine DOE’s second round of funding for BARR and began training staff that summer in advance of the 2024-2025 school year. The school is currently in its second year of BARR implementation, and staff say the results have been transformative—particularly for school culture.

“BARR provided a formal structure to ensure that the conversations we’ve always valued are happening consistently and intentionally,” Jason Long, principal of Dirigo Middle School and Curriculum Coordinator for RSU 56, said. “In a small, rural school, we sometimes assume that because we know everyone, we’re meeting every need. BARR helps us make sure that’s actually true.”

BARR is built around four core components: cohort-based scheduling, regular structured team meetings, data-informed conversations, and coordinated interventions. Together, these elements create a system where educators share responsibility for all students and respond early when challenges arise.

For Dirigo Middle School, BARR has reinforced the school’s inclusive values.

“Inclusion only works when everybody is concerned with every student,” Long explained. “BARR breaks down silos. There’s no, ‘This is a special education issue,’ or ‘This is someone else’s problem.’ All 173 of our students belong to all of us.”

Regular “Block” meetings through BARR bring together teachers, special educators, ed techs, administrators, and support staff to review students’ attendance, grades, engagement, strengths, and challenges. At Dirigo Middle School, every adult who has contact with students attends the “Small Block” and “Big Block” meetings, which happen weekly before students arrive during the school’s Wednesday late-arrival schedule. These meetings are intentionally structured, time-limited, and strengths-based, allowing teams to collaborate efficiently and focus on solutions.

Sarah Bragdon, Dirigo Middle School’s BARR coordinator, facilitates a room full of staff members during a Block meeting at Dirigo Middle School.

Dirigo Middle School’s Block meetings are well-organized and fast-paced, with specific roles assigned to ensure productivity and time well spent. A facilitator leads the conversation by coming prepared with student data and goals for the meeting. A timekeeper keeps track of the clock as each student is discussed. A task-tracker sends an email reminder to each person who has committed to taking on a specific task raised during the meeting.

Typically, Big Block meetings serve as a follow-up to Small Block meetings and include building administrators and counseling staff for students who require additional support. For the most complex issues, staff bring in specialists, community partners, and family members from outside of the school for “Community Connect” meetings.

Sarah Bragdon, Dirigo Middle School’s BARR coordinator and a science teacher, facilitates the Block meetings and much of the school’s BARR implementation. She said she sees the impact daily.

“Our Block meetings have changed how we work,” Bragdon said. “They initiate collaboration and help us brainstorm strategies we wouldn’t come up with on our own. What doesn’t work for me might work for another teacher—and suddenly, we have a new way to support a student.”

Beyond structured meetings, BARR has reshaped how Dirigo Middle School builds community on a daily basis. Schoolwide incentives, intentional check-ins, and regular community-building activities help students feel connected, supported, and motivated. Importantly, these supports are universally designed for all students—not just those who are struggling.

In classrooms, students participate weekly in Community Builders (also known as “I-Time”), a dedicated period for intentional relationship-building and connection among students and teachers. These activities are one of the most visible ways that BARR comes to life in students’ everyday experiences. Led by classroom teachers and adapted for different age groups, Community Builders sessions vary in format and focus.

For example, 7th- and 8th-grade students might explore how relationships are shaped through technology compared to in-person interactions, while 6th graders might build empathy and social awareness through a playful game of charades that challenges them to interpret expressions and real-life scenarios. Designed by BARR experts, these activities create an environment where students learn about themselves and one another, strengthening their social and communications skills and empathy and challenging them to think critically about real-world situations.

7th- and 8th-grade students participate in an activity to explore how relationships are shaped through technology during a Community Builder.

6th-grade students participate in a game of charades during a Community Builder.

“BARR makes sure every student is accounted for,” Long said. “It pushed us to rethink how we approach PBIS [Positive Behavioral Interventions and Supports] and recognition. Now our incentives and celebrations truly apply to everyone.”

Since implementing BARR, Dirigo Middle School has seen clear improvements. Attendance has increased, particularly among students who were previously chronically absent, with the school’s chronic absenteeism rate dropping below the state average. The number of students requiring summer school has also declined, despite the school’s increased academic expectations.

In addition to these academic successes, Long says behavioral outcomes have also improved. Prior to implementing BARR, the school experienced more than 1,400 office referrals during the school year due to classroom behavioral issues.

“All of my time was spent being reactive,” Long shared. “It was not efficient.”

After completing the first year of BARR, Long said Dirigo Middle School recorded fewer than 300 referrals for the entire year. He explained that the resulting culture shift—along with increased communication and more efficient systems designed to account for all students—has enabled the entire team to work together more effectively.

“We are a unified staff,” Bragdon added. “The students see it. The intentionality with every student—and with each other—has changed the energy in the building.”

That sense of unity is felt beyond classrooms. Staff community-building activities mirror those used with students, reinforcing the idea that everyone in the building is part of the same learning community.

For Lisa Sanborn, Dirigo Middle School’s administrative assistant of 21 years, BARR has strengthened communication and shared understanding across the school.

“It has given us a framework to really know our students better,” Sanborn said. “We’re a small school, but now everyone knows what’s going on with our kids. That’s a huge asset.”

For Long, BARR has also been a powerful leadership tool—particularly in a small, rural district where coaching opportunities are often limited.

“BARR gave us a tangible system,” Long said. “It helped me learn how to organize people and empower staff to work together more effectively. That kind of structure wasn’t something I learned in graduate school, but it has made all the difference.”

At Dirigo, BARR has not replaced the school’s close-knit culture; it has strengthened it. By providing structure, shared language, and intentional collaboration, BARR has helped the school build on its strengths while responding to growing student needs.

“We’ve always worked hard for kids,” Sanborn said. “BARR just adds to the greatness of what we already do.”

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 districts 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.

Bonny Eagle Builds Community Through Shared Reading Experience

This February, schools across MSAD 6 (Bonny Eagle School District) took a creative, community-centered approach to the Maine Department of Education’s (DOE) Read to ME Challenge through a districtwide initiative called “BE Reads Together.”

Designed as a shared reading celebration, BE Reads Together connected students and staff across all schools and departments through one common story: The Invisible Boy by Trudy Ludwig. Each school and department received a copy of the book and found unique ways to experience it—whether through classroom read-alouds, small-group discussions, buddy reading, or other creative formats tailored to their communities.

“We had an amazing month of a shared read to create a sense of community and connection grounded in a common book,” Randee Cassidy, an instructional coach at Buxton Center Elementary School and a member of the Maine DOE State Literacy Team, said. Principal Craig Pendleton added, “It was inspiring to see so many people genuinely connect with the book. It’s a powerful reminder that no matter your age or grade level, a picture book with a meaningful message has a way of speaking to everyone.”

As the book traveled from building to building, students and staff tracked its journey by signing their names with dates, capturing pictures along the way, and sharing their reading moments. Pictures taken were displayed on TV boards across the district, creating a visible and collective celebration of reading that connected the entire school community. The structure of the challenge encouraged participation at every level.

“It was great to see students and staff alike get excited and share in a common experience centered around a book that shows the importance of connection, belonging, and empathy,” Cassidy said.

Grounded in those themes of The Invisible Boy, this initiative reinforced the idea that reading is not only an academic skill but also a joyful, shared experience that brings people together.

Through BE Reads Together, Bonny Eagle demonstrated how a simple concept—one book, many readers—can create a powerful sense of unity across an entire school community.

This story was written in collaboration with MSAD 6. To submit a good news story to the Maine DOE, please fill out the good news submission form.

High School Junior Brings Real-World Leadership to Agriculture Program at Sanford Regional Technical Center

When Sanford Regional Technical Center (SRTC) agriculture instructor Jennifer Coverdale wants to contact AHN Landscaping, the response usually comes from her own student, Noelle Dennis. Dennis is a junior in SRTC’s agriculture program and, by most measures, a full business partner in her family’s landscaping company.

“She’s basically her dad’s business partner,” Coverdale said. “I send an email to him, and she’s the one who checks the email. She is involved in all of the work that he’s doing.”

That level of involvement is something Dennis has built steadily over the past three years, learning the business from the ground up. From talking to clients and planning job sites to managing equipment and running crews, she has taken on responsibility at an age when most of her peers are still figuring out what they want to do after graduation.

For Dennis, the appeal of the work has always been clear.

“I certainly like the career and being outside,” Dennis said. “It suits me.”

Running a landscaping business means no two days look the same, and that’s exactly how Dennis likes it. At AHN Landscaping, she isn’t just showing up to mow lawns; she’s learning how to build and run a business, one job at a time.

“We’ve done many jobs,” Dennis said. “It’s something I really want to continue to pursue.”

This winter marked Dennis’ first season handling snow removal on her own, and it tested her early. During her very first storm, her plow broke down twice in the same spot before losing power entirely. It was the kind of night that reminds you how unpredictable this work can be. But Dennis took it in stride, and she kept going.

“I had been on the sidelines of storms before, and this was my first time being on the frontlines,” Dennis said. “That plow didn’t want to work at all.”

Coverdale says in the classroom, Dennis’ real-world experience makes her a natural leader among her peers. She’s not the loudest voice in the room, but she’s the one others look to.

“She leads by example,” Coverdale said. “If there’s a heavy pile that needs to be moved, she’s the first person on it. She’s not doing it to look cool or to be the person who’s right. She just cares about the end product, and the other students respect her for that.”

The agriculture program at SRTC has given Dennis additional tools to bring to her work at AHN Landscaping. Plant identification, horticultural science, and a deeper understanding of what she’s installing and why have all sharpened the way she communicates with clients.

“It gives me more background knowledge and makes me more professional,” Dennis said. “Clients want someone who knows what they’re doing.”

Dennis’ story is part of something bigger happening at SRTC, where Extended Learning Opportunities (ELOs) allow students across programs to earn school credit while working in their chosen fields. Dennis is one of many students bridging the classroom and the real world, building skills and experience that will carry them well beyond graduation.

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

Redesigning the Path, Not the Standards: Innovation in Kennebunk High School’s Alternative Education Program

KHS Alternative Education Program students gather with their teachers, Jacqui Holmes (far left) and Edward Sharood (far right), for a group picture.

At first glance, the Alternative Education Program at Kennebunk High School (KHS) might look different from the traditional high school classroom. Students may be weatherizing a historic barn, building the foundation for their future business, or collaborating with local organizations—but they are still meeting the academic standards required to receive the same high school diploma as their peers. The difference is how they get there.

Program Creation

The KHS Alternative Education Program began as a small initiative and has evolved over time. Today, its curriculum is fully aligned with Maine’s Learning Results and KHS’ academic standards, ensuring students meet all required graduation benchmarks and complete a 24-credit diploma.

For more than 20 years, KHS alternative educator Edward Sharood, alongside his colleague, Jacqui Holmes—who has been with the KHS Alternative Education Program for a decade—has emphasized an approach to education centered on belonging, community connection, and project-based learning.

“We’re not lowering standards,” Sharood said. “We’re redesigning the path.”

Many students arrive at the KHS Alternative Education Program having struggled in the traditional school setting and in need of an opportunity to redefine their educational experience. The program is capped at 14 students and serves grades 10-12. That relatively small size fosters a relationship-centered culture in which students help create and set expectations, develop a shared code of conduct, and actively shape the program’s culture. Those who have participated in the program say they feel more comfortable, confident, and connected to their learning because they are part of a close-knit community.

Learning Structure

Mornings at the KHS Alternative Education Program focus on independent or collaborative academic projects targeting specific standards. Afternoons often shift to large-scale community projects. Seven interdisciplinary projects are woven throughout the school year to ensure core content areas (e.g., English, social studies, science, math, and financial literacy) are addressed in meaningful ways that honor the individualized needs and interests of members of the group.

Community partnerships are a central pillar of the program. Participating students are fully embedded in their local communities, gaining exposure to potential careers, apprenticeships, and workforce pathways they may not have known existed or that they were capable of achieving. These partnerships are intentionally symbiotic; students gain exposure and purpose, while partners—such as local businesses and organizations—gain energy and ideas and complete projects that benefit the broader community.

KHS Alternative Education Program students work to weatherize a three-story barn that will serve as a heated meeting space for students to learn about, and complete community projects on behalf of, the Kennebunkport Conservation Trust.

One of the most impactful partnerships is with the Kennebunkport Conservation Trust. Students spend time at the Trust learning and developing their skills in a variety of areas. They have renovated a house, restored a barn, contributed to trail-improvement projects, and supported field trips for younger students visiting the Trust. They have also partnered with the Kennebunk Land Trust. One student mapped the accessibility of trails, presented those findings, and saw that work adopted and shared more broadly. It was a tangible reminder for these students that their learning has real-world value and impact.

KHS Alternative Education Program students read to local elementary students.

Participating students say they like the community partnerships model because it allows them to learn through a hands-on approach. It also teaches them to communicate, create and manage projects, build relationships, and develop countless professional skills, ultimately preparing them for the workforce.

The KHS Alternative Education Program emphasizes wellness and social-emotional learning, too. Every Wednesday is “Wellness Wednesday.” Plus, initiatives like S.E.E.D (Students Empowered to End Dependency) support and empower students to make healthy decisions. This additional layer is woven into the program’s framework, helping to shape traditions while upholding expectations and creating a culture built on accountability, respect, and shared responsibility.

The path out of the KHS Alternative Education Program is not the same for everyone. Some students transition back to mainstream high school as they meet their goals, creating openings for new students. That allows the program—which has a growing waitlist—to operate with rotating enrollment. Other students complete high school through the program and enroll in community college or a four-year college.
Others move directly into their careers, equipped with clarity and confidence. Former KHS Alterative Education Program students have gone on to earn worker licenses, secure employment, and even return to mentor others navigating a similar path.

The KHS Alternative Education Program has shifted the culture of school for many students from survival to belonging. Students who once hid in the bathroom are leading projects. Students who felt disconnected are present at community events.

KHS Alternative Education Program class of 2025 (from left to right): Wyatt Boulette, Eric Schoener, and Eliza Herring

Changing the Narrative on Alternative Education

Sharood and Holmes say there is often a misunderstanding about alternative education. To them, this program is a different model of learning for students whose potential is not realized in the traditional school setting. Within their school community, Sharood and Holmes note that they have observed generally three populations: students with a clear plan, students who “just do school,” and students who carry enormous, untapped potential. The KHS Alternative Education Program exists for that third group: students capable of far more than their academic journey might suggest.

The KHS Alternative Education Program dispels myths daily. Students earn the same diploma. They meet the same standards. They just demonstrate their learning through a different educational pathway. That work is visible across the community—in restored buildings, improved trails, strengthened partnerships, and meaningful contributions to local organizations. Most importantly, their growth is also visible within themselves.