Pictured: Dirigo Program students make mini cupcakes for an open house to welcome RSU 24 community members to learn about the new alternative education program.

At Sumner Memorial High School in RSU 24 (Eastbrook, Franklin, Gouldsboro, Mariaville, Sorrento, Steuben, Sullivan, Waltham, and Winter Harbor), a new alternative education program is helping students reconnect with their education.

A few years ago, Sumner Memorial High School’s previous alternative education program, Pathways, was dissolved. Not long after that, school leaders noticed a troubling trend: The local dropout rate had increased. Determined to respond, Amy Watson, principal of Sumner Memorial High School, partnered with staff to reimagine a program that could once again support students whose needs were not being met in traditional settings.

The result is the Dirigo Program, which in its first year has created an environment designed to balance flexibility, accountability, and strong student support. The program currently serves 16 students in grades 10-12. Led by teachers Lexi Tracey and Michael Mutlu, it offers a highly individualized, relationship-centered approach to alternative education, helping students reconnect with their learning and stay on track for graduation.

A Personalized Approach to Learning

At the heart of the Dirigo Program is a commitment to student-centered learning. Students follow a variety of schedules. Some attend full-time, while others split their day between mainstream classes, online coursework, and the alternative education program. This flexibility allows students to stay connected to school while managing responsibilities outside the classroom.

“We recognize that not all students learn the same way, and not all students are navigating the same life circumstances,” Mutlu shared. “Our goal is to provide structure and support while also honoring their independence.”

Enrollment in the program is intentional. Students may self-refer or be referred by a school counselor, social worker, administrator, or family member. Before joining, prospective students meet with Tracey and Mutlu. Each student participates in an interview, shadows the program, and learns about and commits to the program’s expectations through a signed agreement. This process helps ensure students are enrolling in the program for the right reasons, are ready to engage, and will benefit from the opportunity.

Reengaging Students Through Flexibility and Support

This personalized approach is especially impactful for students who have struggled in traditional settings. For many, the Dirigo Program offers a critical second chance. One student, now enrolled in a hybrid schedule through an online platform, had previously struggled to stay engaged in the mainstream setting. After facing challenges during their sophomore and junior years, they found renewed motivation through the program.

“They like the accountability and guidance,” Tracey explained. “They also, though, appreciate that we understand life can be complicated.”

Now back on track, this student is expected to graduate on time, which they shared seemed impossible to them at one point.

In this coastal community, many students work in the local lobstering industry, often taking on long hours or overnight shifts to support their families. In the past, these responsibilities sometimes led students to disengage from school altogether. This program, though, takes a different approach.

Two Dirigo Program seniors break down traps at Traps 2 Treasure, an OceansWide project focused on cleaning ghost gear out of Maine oceans and recycling the materials, for a community service project in March 2026.

Through a structured check-in system, students communicate with teachers about their work schedules. This allows staff to provide flexibility around attendance while maintaining high academic expectations. Tracey and Mutlu have developed individualized tracking systems to monitor each student’s progress, breaking coursework into weekly goals and manageable steps. This model helps students balance real-world responsibilities with their education without feeling penalized for circumstances beyond their control.

“It’s about respect,” Mutlu noted. “These students are contributing to their families and communities, but they are still kids who need support and opportunities to succeed.”

Looking ahead, Tracey and Mutlu say they hope to expand opportunities for these students for extended learning opportunities (ELOs) and strengthen pathways into the trades. These efforts would further align students’ education with their career goals while supporting local workforce needs.

Hands-On, Interdisciplinary Learning

In addition to flexible structures and strong relationships, instruction in the Dirigo Program emphasizes project-based, interdisciplinary learning aligned with school and state standards and is held to high academic rigor.

Students have engaged in a range of creative and rigorous projects, including:

• Designing and scaling a large window display, integrating math and art.
• Researching influential women for an International Women’s Day project, combining English and history.
• Participating in a mock legislative session, where students developed and defended positions on real-world issues.
• Completing interactive, project-based work in science and social studies.

Tracey and Mutlu collaborate closely with their mainstream colleagues to ensure students remain on track academically, even as their learning experiences look different. The success of the program relies on strong collaboration across the school community. Regular coordination with the school counselor, school social worker, and administrators is critical for monitoring students’ progress and providing wraparound supports.

Tracey and Mutlu also maintain consistent communication with families, sending weekly updates that highlight attendance, academic progress, and student growth. Families have expressed appreciation for this level of connection, allowing them to know that their students are being supported.

“RSU 24’s students’ families typically only get calls from the school when something bad has happened,” Tracey said. “Our weekly updates in the Dirigo Program shift this narrative by sharing the positives and building trust with our families, so we can work together to support our students.”

Celebrating Success and Changing the Narrative

The Dirigo Program is not only redefining how students learn but also reshaping how they are celebrated and recognized for their work and contributions to the school community.

At Sumner Memorial High School, the Positive Behavioral Interventions and Supports (PBIS) framework is deeply embedded in the school culture, with a strong emphasis on recognizing student achievement. As a result, Tracey and Mutlu ensure that students in the the program are acknowledged at the school level during monthly assemblies. This visibility helps both students and staff better understand the program and appreciate the positive impact it is having across the school.

These efforts reflect a broader goal: ensuring that every student feels seen, valued, and capable of success.

“We want our students to know they belong here and that their story isn’t finished yet,” Tracey shared.

At the Dirigo Program’s Senior Application Day, seven seniors gathered with a school counselor to apply to post-secondary programs. The underclassmen cooked and served breakfast for the seniors, as they worked on scholarship applications.

Although the Dirigo Program is only in its first year, it is already making a meaningful impact on the RSU 24 school community. Tracey and Mutlu will have six seniors graduating from the Dirigo Program this spring who are planning to pursue a variety of post-secondary plans, including college and the workforce.

This story was written in collaboration with Sumner Memorial High School (RSU 24) 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.

At Ellsworth High School, the alternative education program known as “4th Door” is built on a simple but powerful belief: Students succeed when they feel seen, supported, and connected. Through a personalized and flexible approach, this program helps students reach their unique potential while contributing to their learning community.

The 4th Door serves approximately 30 students in grades 11 and 12 each year. Teacher Christopher Betts has led the program for the past eight years.

“This program works because I am working with students—not just the material,” Betts said.

From left to right: Alternative educator Chris Betts, and ed techs Greg Lounder and Kristi Alexander. 

Student Agency at the Center

A defining feature of the 4th Door is its emphasis on student agency. Entry into the program is intentional. Students are referred into the program by school staff, counselors, families, or they may self-refer. From there, students complete a reflective application that considers their goals, strengths, and readiness for an alternative learning environment.

Students and families meet with Betts, observe the program in action, and determine if it is the right fit. Once accepted, students sign a contract outlining shared expectations for success. The contract includes:

• Attending classes, making progress, and completing assignments. 
• Passing both alternative and mainstream classes. 
• Limiting distractions that impact learning. 
• Giving back to the learning community. 

These expectations create a foundation of accountability while reinforcing students’ ownership of their learning.

Personalized Pathways to Success

Each student in 4th Door follows a personalized learning pathway supported by clear structures and consistent guidance. The program emphasizes hands-on, project-based, and individualized approaches to meet diverse learning needs. Betts has developed a comprehensive Google Classroom, dedicating countless hours to curating a wide range of curriculum resources, scaffolded assignments, and instructional videos. He noted that alternative education teachers often act as “hoarders” of curriculum, collecting and organizing materials, so they can effectively meet students where they are.

Most of Betts’ students are enrolled in both mainstream and alternative classes. To support them in managing their coursework, he maintains individualized checklists that track progress across all classes. He works closely with students to set weekly goals, breaking larger assignments into manageable steps. This approach helps students build momentum, reduce overwhelm, and gain confidence.

The program’s flexibility allows students to:

• Work at their own pace.
• Explore topics aligned with their interests. 
• Engage in meaningful discussions about real-world issues. 
• Contribute to the development of learning materials. 

This model places students firmly in the driver’s seat while ensuring they are supported every step of the way.

The program is also adaptable to individual postsecondary goals. For example, one of Betts’ seniors has been accepted to Eastern Maine Community College (EMCC) and the University of Maine (UMaine) to study mechanical engineering. He plans to attend EMCC for two years and then UMaine. Students in the program say it allows them to reconnect with their education and work toward their goals.

Accountability with Support

The 4th Door maintains clear expectations while also providing a highly supportive setting. Participation is viewed as a privilege, and students are expected to demonstrate effort and consistent progress.

When challenges arise, the program uses restorative practices to help students reflect, repair, and move forward. A structured system outlines expectations, consequences, and opportunities for students to regain good standing, and the system reinforces both responsibility and growth.

“This system allows for checks and balances. Students know I have their backs and that I will advocate for them, but they have to demonstrate they want to be here,” Betts said. “They do that by engaging in the program and contributing positively to our learning community.”

Connecting Learning to the Real World

Betts has recognized that many of his students balance full-time school with employment. In response, he has incorporated a work-based learning component into 4th Door by partnering with local employers to support students who need to work while attending school.

“Some students need to work. It is not a choice. They are showing up to school exhausted,” Betts explained.

Through the work-study component, students can earn up to two academic credits while developing essential career-readiness skills. Betts tracks progress by collecting pay stubs and employer evaluations, which focus on areas such as punctuality, professionalism, and communication.

Relationships at Its Core

At the heart of the 4th Door are authentic relationships. Social-emotional learning is not a separate initiative but something embedded in daily interactions and experiences.

Students consistently describe the program as a safe and inclusive space where they can be themselves without fear of judgment. For many, this sense of belonging is transformative. One student, for example, who struggled to engage in a traditional setting due to an undiagnosed chronic illness credits the program with helping them stay on track and ultimately graduate.

Betts explained that the classroom serves as a “home base,” especially for students who are experiencing anxiety. In this environment, students can show up authentically, build meaningful connections, and learn alongside peers with diverse experiences and learning styles.

A Dedicated Team

The program is supported by a dedicated team consisting of one teacher and two educational technicians. Together, they create a structured yet flexible environment that prioritizes responsiveness, relationships, and student success.

With eight years of experience leading the program, Betts emphasizes a guiding philosophy that this work is not just about delivering content; it is about supporting students as individuals and helping them build a path forward.

This story was written in collaboration with Ellsworth High School (Ellsworth School Department) 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.

The Alternative Education Association (AEA) of Maine successfully hosted its 2026 Spring Conference on Friday, March 27, 2026, at Colby College in Waterville. The conference theme, “Building Resilience for All,”brought together alternative education teachers, administrators, superintendents, and school staff from across the state for a day of learning, collaboration, and renewed energy.

Nicole Davis, the Emerging Technology Specialist from the Maine Department of Education (DOE), kicked off the conference as the keynote speaker. Davis spoke about how Artificial Intelligence (AI) can spark powerful emotions—joy, fear, anxiety, excitement—and how alternative educators can navigate uncertainty, find confidence, and embrace AI as a meaningful tool to enhance teaching and learning.

Alternative educators at the AEA of Maine 2026 Spring Conference connected, engaged, and learned alongside one another, strengthening their work and advancing their impact.

Throughout the day, participants engaged in a variety of impactful sessions designed to support both student success and educator well-being through the alternative education lens. Presentation topics included:

• AI and Alternative Education 
• Resonance Language (Empathy for Everyone) 
• Restorative Practices 
• From Awareness to Action: Strengthening Trauma-Informed Practice in Your Classroom 
• Substance Abuse (Peer Support) from SEED (Students Empowered to End Dependence) 
• Sustaining the Helpers: Practical Tools for Burnout and Compassion Fatigue 
• Beyond the High School Model: Redefining Middle School Alternative Education 

Participants also had opportunities to share strategies, reflect on their practices, and build meaningful connections with colleagues dedicated to alternative education pathways.

AEA of Maine extends its sincere thanks to all presenters, participants, and organizers, as this continued commitment to innovation, equity, and resilience in education is what drives this work forward.

AEA of Maine hosts a Fall and Spring conference every year. to the AEA of Maine welcomes new and veteran alternative educators, administrators, superintendents, and school staff (e.g., education technicians, school counselors, school social workers, community partners, etc.) who support this work.

To learn about future AEA of Maine events or to get involved with AEA of Maine, please visit the AEA of Maine website or contact AEA of Maine President Tristen Hinkle at thinkle@msad54.org or AEA of Maine Vice President Tracey Menard at menart@portlandschools.org.

For additional information or resources on alternative education in Maine, please contact Aubrie Howard, Maine DOE Student Success and Wellbeing Specialist or visit the Maine DOE Alternative Education webpage.

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.