Stepping Forward: Two Rivers CDS Preschoolers Graduate with Joy and Confidence, as Maine Expands Early Education Access

Pictured: Zachary, a former student of Two Rivers CDS, waits with excitement before the event begins.

Laughter, applause, and proud smiles filled the room at the Two Rivers Child Development Services (CDS) site in Brewer on Thursday, August 21, as families, educators, and local officials gathered to celebrate the Stepping Stones Preschool Graduation. This event marked an important milestone for the class of 2025—a group of preschool-aged children transitioning from CDS services into their local public schools, including many who will begin kindergarten in the Brewer School Department this fall.

More than just a graduation, this ceremony celebrated the hard work of students, families, and educators, as these children move confidently into the next chapter of their educational journeys. It also reflected Maine’s broader transition effort, led by the Maine Department of Education (DOE) and CDS, to move Early Childhood Special Education services for children ages three to five from CDS programs into public school systems statewide—a process that aims to be fully implemented by 2028.

The Stepping Stones Preschool Graduation, organized by CDS staff, including Site Director Amy Bragg and Assistant Preschool Manager Sarah Taylor, was full of energy and emotion, as families watched their children sing, laugh, and accept certificates, gifts, and sorbet to celebrate their progress.

“I’m most excited for them and their families,” Taylor said. “We are so lucky to have had these kids. Just being able to celebrate them and all the progress they’ve made is the most exciting part.”

For Marie Brown, the day was especially meaningful, as she watched her grandson, Bryson, graduate.

“This is his second year here, and he was actually the first child enrolled in the program in Brewer,” Brown said. “I’ve seen leaps and bounds in his work. The people here—I can’t say enough; they’re wonderful.”

Brown shared that she is hopeful, as Bryson prepares to enter kindergarten in the public school system: “I’m nervous because this has been our comfort zone, but I’m excited to see the next chapter in his growth.”

This joyful moment was made possible by the collaborative work between CDS and local public schools, including those in the Brewer School Department, which is part of the second cohort of school administrative units (SAUs) participating in the transition. Starting this fall, Brewer and 33 other SAUs will take on the responsibility of providing Free Appropriate Public Education (FAPE) and Child Find services under the Individuals with Disabilities Education Act (IDEA), following a strong foundation laid by Cohort 1 in the 2024-2025 school year. Every child with a disability in the initial SAUs was fully supported within their local school communities—demonstrating the power of collaboration between CDS and SAUs.

According to Angela Moore, Director of Special Education for Brewer Schools, the transition has been a positive and collaborative process, as schools prepare to welcome children and provide seamless supports from day one.

“CDS has been so incredibly helpful,” Moore said. “Bragg and her team have been exceptional in making us aware of the students coming in, what their needs look like, and how we can plan for them.”

Moore highlighted how valuable it was to sit down with CDS staff in the spring and review the needs of each child in detail.

“That hour and a half saved me a lot of reading time; it was like a passing of the torch,” she explained. “They helped us to build trust and truly understand each student before they even step into our classrooms.”

While the shift from CDS to public schools is a significant structural change, families are already seeing the benefits: access to services within their communities, fewer transitions, and coordinated support from both agencies.

Heather Imferrera, whose son, Zachary, is moving from Two Rivers CDS to pre-K in Orrington (AOS 47), shared her enthusiasm about the services Zachary has received so far at Two Rivers and what he’ll receive in Orrington.

*Zachary and his mom, Heather Imferrera.*

“It has been amazing,” Imferrera said of her family’s experience.

Imferrera said she is excited that in his new setting this fall, Zachary will be able to receive speech and occupational therapy services, as well as specially designed instruction, while going to school with other kids in his community.

Taylor emphasized the importance of communication in helping families to feel confident: “We’re working to show that pre-K is going to be treated just like kindergarten or first grade. It’s their public school; it helps people to understand and feel more at ease.”

Both CDS and SAUs are learning from the first cohort of schools that began this transition in 2024, and those lessons are making a difference.

“We definitely learned from the first year,” Bragg said. “Now that we’re going into the second year, everybody’s on a better timeline and has more information.”

Bragg also mentioned that a few larger SAUs that CDS has been working with have given them “rave reviews” in the process of this transition.

Bragg described the Stepping Stones Preschool Graduation as a confirmation of what CDS and its partners have been able to achieve: “It’s a huge milestone—for the kiddos and their families. It’s good to know we were able to meet their needs.”

The Maine DOE, through the Office of Special Services and Inclusive Education (OSSIE) and its CDS teams, continues to support this statewide effort with policies, resources, and guidance. Local SAUs, in turn, are building the capacity to serve children close to home, creating a more inclusive and supportive early education system.

Moore summed it up: “We’ve been ‘linking arms’ with CDS to make sure no child goes unserved or unidentified. That partnership has helped us to prepare classrooms, train staff, and really know the students before the first day. This transition is about doing what’s right for kids—and that’s what we’re focused on.”

As the ceremony concluded with high-fives, hugs, and photos, the mood was hopeful and celebratory. These young graduates may be small in size, but they’re stepping into big new opportunities—well-prepared, well-supported, and ready to thrive.

Looking ahead, Cohorts 3 and 4 of the CDS transition will follow over the next two years, guided by the lessons learned and best practices developed through this collaborative approach. This phased, deliberate transition reflects Maine’s commitment to providing high-quality, inclusive services for children and families—meeting them where they are.

Two Rivers CDS, the Brewer School Department, and the Maine DOE Office of Special Services and Inclusive Education contributed to this article, written as part of a series highlighting the ongoing efforts of CDS and public schools in providing comprehensive educational services to Maine’s children with special needs. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Alfred Elementary Earns National RAMP Recognition for Exemplary Counseling Program

(Pictured: Alfred Elementary School Counselor Jackie Chaplin)

Alfred Elementary School is celebrating a major achievement after being recognized at the American School Counselor Association’s (ASCA) annual conference in July. The school has earned the RAMP (Recognized ASCA Model Program) designation—an honor awarded to schools with outstanding, comprehensive, and data-driven counseling programs.

Through the leadership of school counselor Jackie Chaplin, Alfred Elementary has established a strong, supportive counseling framework that aligns both district goals and student needs. Jackie, who began at Alfred in 2005 and is now entering her 21st year, has played a critical role in shaping the school’s counseling efforts. Her leadership helped create a Multi-Tiered System of Support for Behavior (MTSS-B), integrating clear Tier I, II, and III behavioral supports that focus on promoting a kind, respectful, responsible, and safe school community.

This recognition, awarded to 1,300 schools nationwide and only five in Maine over the past 21 years, acknowledges Alfred Elementary’s success in delivering a school counseling program that uses data-based decision-making, provides both direct and indirect services to students, and leads to improved academic performance, attendance, and behavior.

Key components that contributed to the school’s RAMP designation include structured systems for analyzing behavioral data, like the Office Disciplinary Referral (ODR) and Request for Assistance (RFA) forms. These tools help staff track trends and make informed decisions about schoolwide and individual student needs. Positive Behavioral Supports at the Tier I level—such as Model Mustangs, Golden Tickets, Student of the Month recognitions, and a new incentive involving a book vending machine—are carefully tracked to celebrate student success and promote positive behavior. Universal screeners like the Student Risk Screening Scale (SRSS), completed by teachers three times a year, help identify students who may need additional support and lead to targeted Tier II or Tier III intervention plans based on measurable goals.

Students also benefit from weekly classroom lessons based on the 2nd Step Curriculum. These lessons are often adapted to reflect current schoolwide trends, such as addressing physical aggression if data shows an uptick in related referrals. Small group sessions, peer helper leadership opportunities for fifth graders, and consistent attendance tracking round out a comprehensive system that’s fully embedded into the school’s culture.

This was Alfred Elementary’s first time applying for RAMP recognition. The application followed Chaplin’s earlier achievement of being named Maine’s School Counselor of the Year, representing a meaningful professional goal that closely aligned with the school’s mission. With the designation now secured, Alfred Elementary will hold the RAMP title for the next five years before needing to reapply.

Other Maine schools recognized at this year’s ASCA conference included George B. Weatherbee School, which received the award for the second time, and Hall-Dale Elementary School, which earned the designation in 2023.

Alfred Elementary’s RAMP recognition stands as a powerful testament to the school’s commitment to fostering academic growth, social-emotional development, and a positive, inclusive school climate—one data point at a time.

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

From Dinners to Showcases: South Portland Middle School Redefines Family Involvement

Throughout the 2024-2025 school year, South Portland Middle School transformed how it connects with families, moving beyond the traditional open house model and limited parent-teacher conferences. By hosting a series of nine monthly events, the school created engaging opportunities for families to connect with staff members, celebrate student success, and build a stronger sense of community.

This new approach was shaped by a community needs and assets assessment that, in part, highlighted local families’ desire for more meaningful involvement. The assessment also contained three other key findings: Families are often busy; celebrating students motivates participation; and building connections is essential.

Using these insights, events were thoughtfully scheduled and designed to welcome all families. Supported by district and union leadership, the school partnered with organizations such as the Locker Project, Wayside Food Programs, and Greater Portland Health to provide meals, fresh food, and resources at events, making them accessible and welcoming.

One standout event of the series was the second annual Family Dinner in January, which drew nearly 300 attendees. Families enjoyed diverse foods from local vendors, while students took part in crafts, dancing, and open gym activities. Teachers enthusiastically staffed the event, contributing to its warm and inviting atmosphere.

“There wasn’t a single one of the staff who was acting like they ‘had’ to be there,” one parent reflected. “They were engaged, and the kids loved seeing them…What has been built here is special.”

This year-long effort culminated with the Student Showcase and Dinner, which 620 people attended. Students proudly shared their work, as families toured classrooms and hallways, celebrated achievements, and enjoyed a shared meal.

Other highlights included a staff talent show fundraiser that brought the school community together with joy and support. Attendance at all events ranged from around 100 to 775 participants, reflecting growing family engagement.

Moving forward, South Portland Middle School plans to maintain this successful programming with some adjustments and aims to involve more students and parents in planning. Special focus will be placed on increasing engagement among 7th and 8th graders, informed by recent student and upcoming parent focus groups.

By prioritizing joy, relationships, and student celebration, South Portland Middle School has built more than just a series of enjoyable events; it has established a true community, ready to grow in the years to come.

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

Upper Kennebec Valley Students Cultivate Life Skills in the Greenhouse

At Upper Kennebec Valley Junior/Senior High School, learning doesn’t stop at the classroom door; it grows, quite literally, from the ground up. What began as a student-built project in 2021 blossomed into a fully functioning greenhouse by the spring of 2022. Now, it serves as a living classroom rooted in responsibility, sustainability, and community engagement.

The Upper Kennebec Valley’s agriculture elective, led by nature-based educator Isaac Davis, immerses students in real-world learning experiences. Since launching his program in 2021, Davis has guided students through every stage of greenhouse and garden care—from soil testing and transplanting to pest control and harvesting. With class sizes averaging ten to twelve students, the program fosters a strong sense of teamwork and independence, all while exploring the science and systems behind sustainable agriculture.

Inside the greenhouse, students grow a wide variety of plants from seeds and cuttings. Colorful flowers like geraniums, marigolds, and snapdragons fill the space, alongside hearty vegetables, including tomatoes, brassicas, tubers, and even corn. The lessons, however, go far beyond plant care. Students learn how to identify and treat nutrient deficiencies and plant diseases, manage inventory, and apply best practices for integrated pest management. It is a full-circle approach that connects students to both science and the purpose behind what they grow.

In 2025, the program reached an exciting milestone: its first soft opening to the public. Students took the reins with everything—from pricing and marketing to customer service and sales—putting their learning into action and gaining invaluable entrepreneurial experience. While formal leadership roles exist, the course places greater emphasis on developing self-reliance. Students are expected to manage time-sensitive tasks and to see them through with care, pride, and ownership—skills that often carry over into their personal lives, with some students returning each fall to share how they’ve started their garden at home.

The greenhouse now operates year-round, with sections dedicated to both potted plant sales and in-ground cultivation. Support from the local community has been strong and steady. A recently introduced honor-system donation box at the entrance gives visitors a chance to contribute on their own time. All donations go toward essential operating costs, such as heating, helping the program to become increasingly self-sustaining.

That goal—true sustainability—is central to the greenhouse’s future. Davis is currently researching funding opportunities to support the addition of solar or wind power and a rainwater collection system. These upgrades are part of a larger five-year vision to make the greenhouse energy- and water-independent. In the short term, the program aims to broaden its plant selection and form partnerships with local growers, particularly for species that are difficult to start from seed.

One of the most heartening developments has come directly from the community. After several residents began donating extra plants and greenery, Davis was inspired to create a dedicated space within the greenhouse called, “The Good Will Greenhouse.” This is a place where generosity meets growth, and students take charge of managing a diverse and ever-changing inventory.

While still early in its public operations, the greenhouse is steadily gaining momentum. Social media has been the primary tool for spreading the word, and Davis anticipates more open houses and community events in the coming years. Each new class brings fresh ideas and energy to the table.

“My goal with this course is to teach patience, determination, and faith in the eventual payoff of one’s hard work,” Davis said. “It was Audrey Hepburn who once said, ‘To be a gardener is to hope in tomorrow,’ and I want my students to walk away understanding the importance of planning and investing in the future.”

At Upper Kennebec Valley, that future is already taking root—and it’s growing stronger every season.

This story was written in collaboration with Upper Kennebec Valley Junior/Senior High School. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Ocean Avenue’s LearningWorks AfterSchool Students Celebrate a Year of Growth – In and Out of the Garden

At Ocean Avenue Elementary School in Portland, the final days of the 2024-2025 school year didn’t just mark the start of summer; they marked the culmination of something far more meaningful. On May 28, 2025, students, families, and staff gathered for a joyful celebration that bloomed with laughter, learning, and the unmistakable smell of fresh basil.

Throughout the year, the LearningWorks AfterSchool program at Ocean Avenue was a place for students to grow—in every sense of the word. One of the most popular features of the program this spring was the health and wellness cooking club, where students rolled up their sleeves and discovered just how empowering (and tasty) healthy eating can be. Whether whipping up simple seasonal dishes or learning how to navigate a kitchen with confidence, they found pride in preparing food they could enjoy and share.

The lessons didn’t end at the table! Earlier this spring, families joined students for a creative project that planted the seeds for something special—literally. Caregivers and kids sat side by side, painting flowerpots in bright colors and bold designs, knowing that they would soon be home to basil plants that they would nurture together.

Two months later, those same pots were filled with life. At the program’s year-end gathering, students tucked basil seedlings into the soil with careful hands and eager hearts. With a quick crash course in how to tend to their new leafy friends, they headed home with plants, pride, and a few new favorite recipes.

“We’ve seen incredible growth this year,” Site Coordinator Stephanie Bethel said. “Not just in what students can do but in how they see themselves. From painting pots to planting basil, everything we’ve done has helped students—and families—to feel more connected, more confident, and more capable.”

As part of the 21st Century Community Learning Centers initiative, LearningWorks AfterSchool continues to foster safe, inspiring spaces that stretch beyond academics. At Ocean Avenue, those spaces came alive this year with the smell of pesto, the sound of laughter, and the roots of something that will keep growing long after summer begins.

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

Orono High School Student’s Artwork to Be Featured During Wild Blueberry Weekend

The artistic talents of an Orono High School student will take center stage the weekend of August 2 and 3, 2025, as the State of Maine celebrates its fifth annual Wild Blueberry Weekend.

On July 17, 2025, at Brodis Farm in Hope, Governor Janet Mills made the official proclamation of Wild Blueberry Weekend, a tradition since 2021 to celebrate the state’s berry and the growers and processers who harvest it. This statewide event features farm tours and other activities at more than a dozen wild blueberry farms across ten counties, as well as wild blueberry-themed offerings at restaurants, ice cream shops, and breweries.

This year, the Wild Blueberry Commission of Maine announced a T-shirt design for the fifth annual Wild Blueberry Weekend. During her Brodis Farm visit, Governor Mills celebrated Orono High School student Elena Weaver, whose winning design will be featured on T-shirts to be sold at participating farms during Wild Blueberry Weekend.

“We launched the T-shirt design contest this year in celebration of Governor Mills’ proclamation of 2025 as the ‘Year of Youth in Agriculture’ in Maine,” Jennifer Maskala, Director of Programs for the Wild Blueberry Commission of Maine, said. “We reached out to more than 100 Maine schools to encourage student participation and were proud to receive submissions from across the country.”

Maskala said that a selection committee reviewed all entries using a judging rubric and evaluated them based solely on the artwork itself.

“We were honored to recognize a youth winner from Maine and an adult winner from Washington state at the Governor’s Wild Blueberry Weekend proclamation event—a meaningful way to celebrate creativity, agriculture, and the next generation of leaders in our industry,” Maskala said.

Thirty-one people total submitted designs for the Wild Blueberry Weekend T-Shirt Design Contest. Maskala said the Commission selected Weaver’s design based on its strong visual impact, creativity, and clear appeal to young audiences. Maskala said that Weaver’s design stood out for its originality and the way it captures the spirit of Wild Blueberry Weekend in a fun and engaging way.

“I love doing art, and it is special to have my work seen by so many people. There are a lot of subtle colors to wild blueberries as they ripen, and this influenced my design,” Weaver said. “My favorite thing about blueberries, though, is eating them!”

In 2024, more than 10,000 people attended Wild Blueberry Weekend events in Maine. If turnout is similar this year, that will make for quite the platform for Weaver’s artwork.

You can learn more about Wild Blueberry Weekend, and find a map of participating locations, here.

Marshwood Middle School Students Lead the Way at Wellness Summit

On Thursday, May 8, 2025, Marshwood Middle School came alive with energy, excitement, and purpose, as students and staff participated in the school’s first annual Wellness Summit, a full-day celebration of mental, emotional, and physical wellbeing. Built around the theme, “Mindful and Strong,” the summit created a space for students to explore healthy habits, reflect on their wellness, and develop positive connections with their peers and the community.

Organized by school staff with the help of community partners, the event featured more than twenty presenters, including local yoga instructors, mental health advocates, golf professionals, and student leaders. Students participated in a rotating schedule of interactive, hands-on workshops that focused on various topics, such as mindfulness and movement, stress management, nutrition, and creative expression. Sessions included painting, gratitude journaling, yoga, breathing exercises, healthy snacking, and even a visit from local K-9s.

“Middle school can be a challenging time for students, and we wanted to create a day where students could pause and reflect on their wellness in a fun, supportive environment,” Marshwood Middle School Principal Christine Goulet said. “The energy and engagement we saw were incredible.”

The summit’s goal was to empower students—not only as participants but also as leaders in their wellness journey. The event emphasized building skills in resilience, self-care, and emotional awareness, all within a positive, encouraging setting. Students had opportunities to try new practices and discover tools that they can continue to use long after the event.

“You could really see students connecting,” Kathleen Ring, a school counselor who helped to coordinate the summit, said. ”Some of them tried yoga or meditation for the first time and loved it.”

The event concluded with a school-wide field day that brought students together for fitness challenges, yard games, and an inflatable obstacle course, ending the day on a high note, filled with movement, teamwork, and fun.

With strong support from the school community and positive feedback from students and staff, Marshwood Middle School hopes to make the Wellness Summit an annual tradition.

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

From Screens to Streams: Maine Connections Academy Unites Students for Day of Outdoor Learning

The quiet trails of Viles Arboretum in Augusta came alive with conversation and creativity on June 9, 2025, as more than 100 students and families from Maine Connections Academy gathered for the school’s annual Spring Academic Summit. Designed to blend online learning with real-world connection, the day-long event brought students out from behind their screens and into nature for a hands-on learning experience that celebrated both academics and community.

Maine Connections Academy is a tuition-free, online public school for students in grades 7-12 across Maine. It offers a personalized, flexible learning path for students of all backgrounds—whether they require an alternative to traditional school or simply thrive in a self-paced environment. The school emphasizes not only academic achievement but also the development of life skills and social-emotional growth. In-person events like the Spring Academic Summit play a critical role in helping students to stay engaged and connected.

“These in-person events are absolutely critical to our students’ success,” Lanie Roy, Maine Connections Academy health and physical education teacher, said. “While our online platform allows students to learn from anywhere in Maine, there’s something irreplaceable about students working together on projects, sharing ideas face-to-face, and building the social connections that are so important during high school years.”

Throughout the day, students rotated through ten activity stations that touched on science, art, and outdoor exploration. Some dove into DNA extraction experiments using berries, while others hit the trails for plant foraging lessons and picked up new techniques in nature photography. Artistic students enjoyed polymer clay crafting and watercolor painting, while others jammed in music workshops, challenged friends in Quiz Bowl competitions, and joined film club conversations. The day also included board games, outdoor recreation, and plenty of opportunities to socialize.

A barbecue lunch wrapped up the event, offering a relaxed setting for families, students, and staff to connect and reflect on the day’s experiences. For a school that serves students across all 16 counties in Maine, the Spring Academic Summit was a powerful reminder of the strong community that can be built, even in a virtual environment.

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

Passing the Torch: Windham Fire Department Empowers the Next Generation at Foster Career and Technical Education Center

On Friday, April 18, 2025, excitement filled the air at the Foster Career and Technical Education (CTE) Center in Farmington, as a bright red fire truck pulled into the parking lot—not in response to an emergency but as a heartfelt gift. The Windham Fire Department donated this 2004 E-ONE fire truck just as it was being retired from active service, giving it a meaningful new role in training future firefighters.

When Windham Fire Department Chief Brent Libby learned that the Foster CTE Center needed a newer vehicle for hands-on training, he didn’t hesitate to help. Once the necessary approvals were in place, the donation was finalized, and the truck made its way to its new home. Chief Libby and Windham Fire Department firefighter Steve Bishop presented the truck to the school.

The students, led by firefighting instructor Ellie Adams, were ready and waiting. They had cleared and cleaned the vehicle bay, proudly wore their uniforms, and even prepared a celebratory cake to welcome the newest and biggest addition to their training space.

The joyful occasion brought together students, school leaders, and members of the firefighting community. Among the attendees were RSU 9 Superintendent Christian Elkington, School Board Member Deb Smith, Interim Foster CTE Director Galen Dalrymple, Mt. Blue High School Principal Joel Smith, and representatives from the Farmington Fire Department, including Chief T.D. Hardy, Deputy Chief Tim Hardy, and firefighters Job Alexander, Stanley Wilcox, and Jackson Hardy.

With this generous donation, students can now train with real-world equipment that reflects the tools and technology used in the field today. The Foster CTE Center’s firefighting program prepares students for meaningful careers in public safety—whether they become firefighters, EMTs, or continue their education in fire science or emergency services.

Thanks to the thoughtfulness, kindness, and community spirit of the Windham Fire Department and the Town of Windham, this fire truck will continue its service in a new and powerful way, helping future first responders to gear up for success with confidence, pride, and purpose.

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

Bucksport High School Robotics Team Inspires Young Engineers with Cardboard Robot Program

In May, the Bucksport High School Robotics Team—or FIRST Robotics Competition (FRC) Team 6329—and their incredible robot, Tide, once again proved they’re among the best in the world.

The Bucksport High School Robotics Team had a phenomenal season, racking up an impressive 55-11 record. The team clinched victories at both the Pine Tree and Southern Maine events, earned a runner-up title at the prestigious New England Championships, and finished eighth in the highly competitive Curie Division at the World Championships—solidifying a place among the global elite.

Fresh off of an outstanding season, the students of FRC Team 6329 were eager to give back to the community that had supported them. They saw an opportunity to share their passion for STEM (Science, Technology, Engineering, and Mathematics) and robotics with younger students and seized it.

This spring, the team launched a new after-school program at the Downeast Family YMCA, bringing together innovation, creativity, and community engagement. Designed for elementary-aged students, this program introduced engineering and robotics fundamentals to kids by having them build functional robots entirely out of cardboard.

These weren’t just any cardboard creations, though. Thanks to a new laser cutter purchased through a Maine Department of Education (DOE) Maine Learning Technology Initiative (MLTI) “Teach with Tech” grant, the team was able to design and cut precise parts for robots. Bucksport students Madi Robinson and Izzy McSharry, with support from their teachers, designed the robots in their high school engineering classes and fabricated all of the components used by these younger students.

“Cardboard might sound low-tech, but it’s actually a fantastic material for rapid prototyping,” a team member said. “It’s safe, inexpensive, and with the laser cutter, we can create detailed and functional components.”

The laser cutter, acquired earlier in the 2024-2025 school year through the MLTI grant, has expanded the Bucksport High School Robotics Team’s capabilities—not only for its competitive work but also for its outreach. This YMCA after-school program grew from a desire to spark early interest in STEM and give back to the local community. Supported by their robotics coaches, students developed hands-on activities that taught basic engineering principles, teamwork, and creative problem-solving.

“Our students really took the lead,” FRC Team 6329 coach John Boynton said. “They weren’t just mentoring; they were designing, teaching, troubleshooting, and encouraging kids to believe they could be engineers, too.”

Sophomore FRC Team 6329 member Lily Frost designed this pilot program, and the team hopes it is just the beginning. This summer, the team is running a one-day-per-week program for more than 50 kids through the YMCA day camps in Bucksport. Future plans may also include modules on 3D printing, Computer-Aided Design (CAD), and laser cutter training.

This young, passionate team from Bucksport High School is proving that small-town schools can lead big ideas—and that the future of engineering is already in capable hands.

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