Sanford Middle School Students Launch New School Newspaper

Sanford Middle School has a new wave of young journalists who are making their mark with the launch of a new school newspaper. The SMS Times, which launched in early February, is giving students a platform to report on school events, sports, and issues that matter to them.

Inspired by the Sanford High School’s Spartan Times, this newspaper project began when Sanford Middle School Gifted and Talented Coordinator Chambree Kumka introduced the idea to her English Language Arts groups.

“I thought this would be something that would really get them feeling connected to the school,” Kumka explained.

The SMS Times has already made an impact within the school community. Fifth-grader Henry Defrance wrote a popular article about a malfunctioning water fountain that got real-world results.

“It hadn’t been working, but the day after I wrote the article it got fixed,” he said. Henry said he is preparing a follow-up piece for the next issue.

Sports coverage has emerged as a central feature, with fifth-graders Ivy Peters and Tanner Provencher (pictured above) forming a dedicated reporting team.

“I thought it would be fun to write about school sports and stuff,” Ivy expressed. Though her article wasn’t in the debut issue, she said she is excited to see her work in the next edition.

Tanner said she appreciates the opportunity to learn about sports that she doesn’t personally play.

“I like to learn about the experiences,” she noted. Both reporters said they are looking forward to covering spring sports, particularly softball and baseball.

Fellow fifth-grader Luke Levesque, who also contributes to sports coverage, said his favorite part is simply “seeing all the sports.”

These young reporters are learning to conduct interviews, speaking with coaches and players and gathering quotes and perspectives to enrich their articles. Students are gaining valuable experience in writing, editing, and meeting deadlines. They are also learning to research topics independently.

“I want to teach them about making sure they’ve checked their facts,” Kumka noted. “If we do make a mistake, we correct it in the next issue.”

Students receive guidance when needed but are encouraged to develop their own story ideas.

“If they’re stuck on something, I’ll guide them toward something that might be needed,” Kumka said. “But I definitely try to let them choose.”

The SMS Times has received positive feedback from teachers and students alike. The first edition featured a diverse range of content, including Henry’s investigative water fountain report; sports coverage by Luke and Eamon McGuckin-Welsch; a feature on Sanford Middle School Resource Officer Joe Jourdain receiving the Wayne Drown Award; a spotlight on eighth-grader Paityn Ricker’s SnackDash program; a guide to school clubs written by Lia Tullo, Alana Repolt, and Gabe Donovan; a student poll on allied arts classes; historical photos of Sanford; and even a joke section. It also promoted upcoming events like the school’s production of “Beauty and the Beast,” scheduled for May of 2025.

While fifth graders form the core of the reporting staff, Kumka said she hopes to increase involvement among older students in the future. These young journalists are already thinking about future coverage. Some are preparing to report on the school talent show, while others are developing ideas for feature stories about student concerns, such as lunch table seating arrangements.

Kumka currently handles design and production of the newspaper but said she plans to gradually pass these responsibilities to the students, as well.

“Eventually, I’d like for them to be doing pretty much all of it,” she said.

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

Maine Association of School Libraries Announces Annual Awards

The Maine Association of School Libraries (MASL) is celebrating two educators: Maranacook Community High School Principal Michele Laforge, who has been awarded the 2025 MASL Administrator of the Year Award, and Dirigo Elementary School Librarian Cindy Petherbridge, who has been awarded the 2025 MASL Walter J. Taranko School Librarian of the Year Award.

The MASL School Administrator Award honors administrators who, through individual leadership and sustained effort, have made worthy contributions to the operations of effective school library media services within the educational program. The Walter J. Taranko School Librarian Award, named for the former Maine State consultant for school libraries, honors certified school librarians who have made a significant contribution to the profession.

At school-wide assemblies on Thursday, March 27, and Friday, March 28, the awardees were each surprised by an awards presentation. Both awards include a personalized plaque and $500 for their school libraries.

Michele Laforge
Maranacook Community High School Principal
2025 MASL Administrator of the Year Award

Michele Laforge was nominated for this award by Maranacook’s Librarian, Liz Guillemette, and Literacy Interventionist, Juliet Tinckham. Guillemette and Tinckham noted in their nomination that Laforge is an avid reader who talks about books to staff and students all the time, supports the Writing Center program in the library, and works tirelessly to nurture a culture of literacy in the school. They also described her as “a champion of libraries and librarians” who “creates opportunities for the library to be utilized and recognized as a hub for reading, information, and community.”

Pictured from left to right: Juliet Tinckham, Michele Laforge, and Liz Guillemette at an all-school assembly on March 27, 2025, where MASL past-President Heather Perkinson surprised Laforge with the award.

Cindy Petherbridge
Dirigo Elementary School Librarian
2025 MASL Walter J. Taranko School Librarian of the Year Award

The impressive nomination of Cindy Petherbridge submitted to MASL by Dirigo Principal Dr. Charlie Swan included testimonials from colleagues, parents, and students. Teachers describe Petherbridge as a “ray of sunshine,” whose “unwavering dedication to her students and school” is unmatched. A parent noted that “she knows all the kids by name, is always helpful and kind, and makes every child feel welcome” and “has created a safe, nurturing environment where children can thrive.” Swan described the many programs that the “immensely passionate, creative, and caring” librarian oversees, including book fairs, field trips to the town library, technology instruction, mentoring colleagues, and aligning books with the new reading program. He said she is a “true inspiration for the love of reading” and makes a “difference in the academic and social development of our students.” Swan explained that during the Covid pandemic, Petherbridge even volunteered to teach 4th grade remotely, because she is “always all in on doing what is best for kids in our school.”

The entire student body at the pre-K to grade 5 school, along with parents and staff in attendance, were so thrilled for their librarian that they gave her a standing ovation when MASL past-President Heather Perkinson surprised Petherbridge with the award at the assembly on March 28, 2025.

Pictured from left to right: RSU 56 Superintendent Pamela Doyen, Dirigo Elementary School Librarian Cindy Petherbridge, and Principal Charlie Swan gather for a group picture after the award presentation.

MASL’s mission is to provide connections for creating and advancing effective school library programs through professional development, advocacy, and community-building. For more information about MASL’s awards and how to nominate educators for them, please visit the MASL website and choose the Awards and Scholarships tab.

Athens Community School Dives into Computer Science Through Hands-on Learning

Thanks to the Maine Department of Education’s (DOE) “Teach with Tech” grant, junior high students at Athens Community School are diving into computer science with hands-on lessons that incorporate Sphero BOLT robots.

Last year, Mrs. Luce, the Library/Media Specialist at Athens Community School, applied for this grant with a vision of sparking student interest in robotics and opening students’ eyes to the vast possibilities within the field of computer science. In the fall, the school received a set of 15 of these robots, which are now being used to launch exciting new computer science units for students in grades 5-8.

Athens eighth graders were the first to experience the magic of Sphero, starting with a fun and challenging activity: driving their robots through a maze using on-screen steering. From there, they advanced to the next level, learning to code their robots to navigate the maze independently. Students gained hands-on experience with block-based programming, mastering essential concepts such as parameters, conditionals, and loops. Through trial and error, as well as creative problem-solving and critical thinking, they wrote and tested their own code to overcome obstacles and guide their robots to success.

The excitement for robotics has proven to be contagious. As younger Athens students in the fifth, sixth, and seventh grade watched their older peers navigate these mazes, they couldn’t wait to get their own hands on the robots. This interactive nature of the robotics experience ignites curiosity and a passion for learning, leaving all students eager to try out programming for themselves. What has made this project at Athens Community School truly special is the collaborative learning environment it fosters. Students have had opportunities to share insights and learn from on another’s successes and failures, building community through teamwork.

Thanks to the comprehensive set of resources that Sphero provides—which includes a curriculum for multiple grade levels—Athens Community School is set to offer a rich, ongoing STEM education to students for years to come. Integrating robotics into the classroom not only helps students develop valuable coding skills; it also encourages them to think critically, collaborate with peers, and explore the limitless possibilities of the digital world.

This story was provided by Athens Community School. To submit good news to the Maine DOE, please fill out the Good News Submission form.

‘Learning from Maine’ Video Series Seeking Story Ideas from Maine Schools

The Maine Loves Public Schools campaign, a collaborative effort by the Maine Education Leaders Professional Learning Collaborative (MELPLC), has launched a new public education video storytelling series. Organizers are currently seeking story ideas from Maine schools around the theme: What extraordinary learning is happening in your school in 2025?

The “Learning from Maine” video series will feature Maine classrooms, from Kittery to Madawaska, and from kindergarten to adult education, to capture the most inspiring stories of growth, resilience, and triumph. These uplifting features will be transformed into a series of short videos – with the goal of sharing the amazing happenings in public education, attracting more Mainers who are young and diverse to the teaching profession, and catalyzing school improvement.

Each 5- to 10-minute episode will be accompanied by social media posts that help to promote these stories. Episodes will also be emailed to thousands of Maine educators and administrators and broadcasted on Maine Public Television. Stories not chosen for the “Learning from Maine” video series may still be featured as part of the broader “Maine Loves Public Schools” campaign.

You may submit story ideas and find the criteria for story selection using this submission form.

To learn more about the Maine Loves Public Schools campaign, visit the website or reach out directly here.

Pine Tree Programming Empowers Maine Schools with Fun and Engaging Computer Science Education

Pine Tree Programming, a new initiative from the Maine Department of Education’s Office of Teaching and Learning, is expanding access to computer science education across the state. In just six weeks, this dynamic program has introduced more than 500 students—many from schools with limited or no prior computer science opportunities—to the world of coding. Partnering with 44 schools across 13 Maine counties, Pine Tree Programming is empowering a new generation of coders, creators, and problem-solvers.

Designed to make computer science fun, accessible, and engaging, Pine Tree Programming is proving that anyone can learn to code. In today’s digital world, computational thinking is more than just a technical skill; it’s a pathway to innovation, creativity, and future success. By introducing students and teachers to coding in an exciting and approachable way, this program is helping to close the digital divide and equip Maine’s youth with critical 21st-century skills.

So far, the response from the classroom has been overwhelmingly positive! Teachers are reporting a surge in student enthusiasm for technology and problem-solving, as students dive into coding, build projects, and explore the endless possibilities of computer science.

Building on this success, Pine Tree Programming is now looking ahead to expand its reach and bring even more Maine schools into the world of computer science.

Are you interested in to bringing Pine Tree Programming to your school? If so, please contact Allison Braley, Maine DOE Computer Science Specialist, at allison.braley@maine.gov for more information.

The Success of Together for ME at the Brunswick School Department

In the fall of 2019, the Brunswick School Department enthusiastically launched its initial public pre-K classroom. The first matter of business after hiring an amazing early intervention teacher was the decision about curriculum. Founding pre-K teacher Brigitta Valente recalled, “We feel strongly about how play offers authentic opportunities for learning for all children but especially young children. There are so many layers to the skills that are developed in play. From curiosity to social and emotional development, problem-solving to critical thinking, play builds and extends countless foundational aspects of learning. This is why pre-K for ME appealed to us so much. Play is central and prioritized.”

That first year of pre-K for ME set the stage in Brunswick for years to come. As the pre-K program expanded from that one classroom, tucked into a cute mobile unit in the school’s front yard, to four pre-K classrooms and then two more community partner classrooms, the school department continued to use the pre-K for ME program. Community partners Family Focus and Midcoast Maine Community Action Head Start were already using pre-K for ME at their agencies, so it was a smooth transition for Brunswick to do so. Soon, the success of Brunswick’s pre-K program started getting the attention of other staff in the school.

Kindergarten teacher Erin Lemont shared, “We quickly learned that K for ME is designed to offer young learners a flexible, interactive, and engaging way to explore foundational concepts. K for ME allows children to experience learning through exploration, hands-on activities, and social interaction, which helps them make deeper connections to what they’re discovering.”

Another Kindergarten teacher Charity Kaiser explained, “When I heard about K for ME, it was the first program I had encountered that truly embraced the importance of play, student choice, and the development of interpersonal skills. Having a comprehensive academic curriculum built around these foundational elements aligned perfectly with what I had come to value as essential for meaningful learning.”

So began the growth of K for ME in at the Brunswick School Department.

The first year of the pandemic was especially strange for Brunswick. Amidst social distancing and contact tracing, staff and students moved into the brand-new Kate Furbish Elementary School building, absorbed an additional grade level, and grew student population by more than 200. Principal Annie Young said she and her staff quickly realized that they needed a new approach with a school of more than 600 four- to eight-year-olds – especially after so many disruptions to students’ early years because of Covid-19.

“We noticed so many changes in our students as they came to our school – their deficits in social, emotional, communication, fine, and gross motor skills were drastic,” Young explained.

Fortunately, there were a number of highly-qualified early childhood educators working at the large pre-K through grade 2 school.

“Our staff is well-experienced in the pedagogy of working with young students. Not only are they highly-skilled; they are also passionate about the diverse needs of this age group,” Young shared.

Together, the staff of Kate Furbish began to build a “portrait of a graduate.” Qualities like intentional social-skill instruction and practice, emotional regulation work, play-based instruction, and communication rose to the top of their priority list. Finding a way to embed this work into the daily life of the school was already happening in their pre-K and K for ME classrooms. This thriving success inspired Principal Young to make the big leap of adopting both 1st and 2nd for ME programs. Coining it “Together for ME” this school year, Kate Furbish became the first school in the state to adopt pre-K, K, 1st, and 2nd for ME across the entire school – all 34 general education and six special education classrooms.

“I felt confident about this bold move,” Young said. “Our pre-K and kindergarten classrooms and staff were already seeing the positive impact of this program, so it was a clear path to adopt it school-wide.”

Besides being student-centered, this program is engaging and includes lots of intentional play and social-emotional skill building. Through Together for ME, staff and students see the powerful connections between classrooms, across grade levels, and throughout the school. There’s increased accessibility and reinforcement of Brunswick’s focus on belonging in this school-wide program. Students, including those in special education and English Speakers of Other Languages (ESOL) programs, are finding more ways to access their general education settings than before. Together, Kate Furbish staff members are committed to continuing to grow in their understanding and use of this work.

The Brunswick School Department provided this article. To submit good news to the Maine DOE, fill out the Good News Submission form.

Please visit the Maine DOE website to learn more about the state’s instructional programs, such as pre-K for ME, K for ME, 1st for ME, and 2nd for ME.

Community-Driven Consolidated Elementary School Project Underway in MSAD 54

MSAD 54, which serves the communities of Canaan, Cornville, Mercer, Norridgewock, Skowhegan, and Smithfield, is celebrating the construction of a new $75 million birth through grade 5 consolidated elementary school. The Margaret Chase Smith Community School, located at 40 Helselton Street in Skowhegan, is slated to open in the fall of 2025 as the first school of its kind in Maine, representing meaningful, positive change for the approximately 800 local students it will serve and their families.

Just before the 2024-2025 school year began, MSAD 54 held its groundbreaking event, bringing together a couple hundred staff members and people from the community to celebrate the momentous occasion. Those who attended remarked how unique this school construction build is compared to other schools across the state and the country.

“The building of the Margaret Chase Smith Community School represents a once-in-a-generation project that started as a dream and a vision of our educators and community members,” MSAD 54 Superintendent Jon Moody said. “It is becoming a reality because of the tremendous support of the state and our community partners.”

The Margaret Chase Smith Community School goes beyond the traditional brick-and-mortar elementary school. It will include an early childhood center, serving children from six weeks to three years old. It also will offer comprehensive pre-K services to support young children—and to provide students in the Early Childhood Education Program at the Somerset Career and Technical Center with hands-on experience. In addition to updated features that meet the needs of a 21st-century learning space (e.g., improved internet, handicapped accessibility, etc.), the school will have a food pantry, clothes closet, outdoor learning spaces, after-school programming, areas for professional development and coaching, social work support, and ample space to support student needs across the educational spectrum.

The community aspect of this project has been apparent from the start, with MSAD 54 providing roughly 6% of the project cost locally. By the end of 2024, a locally-driven fundraising campaign had exceeded its $3 million dollar goal, minimizing the impact to local property taxpayers. With tremendous support from Maine’s Federal delegation, MSAD 54 was awarded a Congressionally Directed Spending grant. The stewardship of Senator Susan Collins, with support from Senator Angus King and Representative Jared Golden, helped the district to secure the remaining local-only portion of the project.

“The success of any community is built on the success of its children and families,” said Sam Hight, a local resident, business leader, and the Committee Chair of the Building Better Beginnings campaign, which helped with fundraising efforts. “This is an important project for our community, and I am tremendously proud of the donors and private-public partnerships that have made it possible.”

Community partners, like the Kennebec Valley Community Action Program (KVACP), which has worked in partnership with MSAD 54 and the Skowhegan area for more than 50 years, were integral in developing the vision for this new school, even before MSAD 54 was placed on the 2017-2018 school construction rating cycle. Those involved with this project approached it by focusing on coordinated efforts to combat challenges they saw stemming from high poverty, high need, and low educational aspirations for students. Through their work, they identified a coordinated pre-K through grade 12 mission, including a focus on early childhood interventions and expanded pre-K offerings as central to improving outcomes for students.

“A child’s learning continuum begins at birth, with parents remaining the primary educators of their children. Quality early childhood includes partnering with parents, with community resources, and with public schools—which not only bolsters children’s school readiness; it offers a myriad of supports to strengthen families, promote lifelong learning, and build thriving community for years to come,” Tracye Fortin, Chief Operating Officer of KVCAP’s Child and Family Services, said.

Moody said that the project is on pace for substantial completion in June of 2025, with an expected opening for staff and students in August. As of early February, Landry-French, the construction company that the district has partnered with to complete this project, had facilitated tours for staff members who worked in the four buildings that will be consolidating into the new school.

“This school is going to be a game-changer for our students and communities, but as we know, it’s the staff that makes a school; we couldn’t be happier with the administrators and amazing staff that will be coming together to work with our kids in this beautiful new space,” Moody said.

The Margaret Chase Smith Community School is the culmination of this vision and collaborative hard work, reflecting a strong partnership between MSAD 54 and its community that may serve as a model for other SAUs in years to come.

Therapy Bunny Sparks Academic and Social Engagement Among Students at Raymond Elementary School

A fluffy new classmate is hopping into the hearts and minds of Susan Brackett’s fourth-grade class at Raymond Elementary School (RES). Since October, Peaches, a 15-month-old red Flemish Giant rabbit, eagerly greets Brackett’s students each morning, spending time with them during quiet classroom moments and at the end of each day. The students, in turn, welcome the bunny with even greater enthusiasm.

“I noticed that children these days face many stressors that they have not had to worry about in the past,” Brackett said. “As a result, students are dealing with more stress, anxiety, and depression than ever before, and attendance rates are dropping. These are some of the reasons why teachers are seeing a lot more disruptive behaviors in the classroom.”

Brackett felt more needed to be done to engage the students who were struggling the most, so she started researching alternative ways to support kids. She discovered that engaging with therapy animals help to enhance social skills and alleviate stress and anxiety.

“Their presence also helps children feel more focused and confident during learning activities,” Brackett said of therapy animals. “For children developing their reading skills, therapy animals can ease shyness and build self-assurance.”

Students in Brackett’s class have experienced these benefits firsthand.

“When I’m sad or don’t want to be at school, Peaches makes me feel better,” student Sebastian Shamaoun said.

Another student, Ella Moreau, said she has to get up extra early in the morning because her mother is a teacher.

“When I feel tired and don’t want to go to school so early, I think of Peaches, and then I get a boost of energy,” Moreau said.

For another student, Peaches provides her with even more than an energy boost.

“Peaches is a great addition to our class. I’ll be super honest: I forget everything, and I hate it. I feel super stressed, and I cry and become a mess. Then, I look at Peaches, and I forget everything [that upsets me] and get calm and get back to my work,” this student said.

Beyond emotional support, Peaches motivates academic engagement, too.

“I noticed that kids who sometimes might be upset or angry – it will typically ruin their whole day,” Brackett said. “When they sit with Peaches, it turns the day around. I’ve seen a huge benefit in that way. When kids are doing work around the edge of the pen, they are less distracted and can complete their assignments. It gives them an incentive and something to look forward to.”

Shamaoun admitted that Peaches helps him to focus.

“It makes working on homework fun,” Shamaoun said. “It’s a privilege to get to sit with the rabbit while we work, and if we don’t work, we have to go back to our desk.”

There are also other ways that Peaches positively impacts the students and the classroom environment. For example, Peaches is incorporated into weekly activities such as “Wednesdays Lunch in the Classroom.” During this activity, the students can share small parcels of food with the bunny.

“We discovered that fruits and vegetables are her favorite snacks,” student Malia Borrayo said. “We hide little bits of food under little cups, and she sniffs to find out if there is food under there, and if she likes it, she flips the cup over and eats it.”

Peaches also provides an opportunity for good humor and levity.

“We have a lot of favorite moments when Peaches makes us laugh,” Borrayo said. “One day, she grabbed her blanket with her mouth and pulled it into her cage. That made us laugh, but she was telling us that she needed some alone time.”

The rabbit has become such an integral part of the classroom that her absence leaves a noticeable void.

“When she stayed home sick the other day, the classroom felt empty,” student Willow Bolstridge said. “It was lonely without her.”

Loved by students and parents and approved by the school board, Peaches isn’t going anywhere for now.

“As long as there are no bunny allergies, Peaches will always be my co-teacher and my students’ furry friend who sparks the love of learning,” Brackett said.

This article was submitted by RSU 14. To submit a good news story, please fill out the Maine DOE good news form.

Maranacook Middle School Students Share Their Experiences Participating in “Ice Day”

The following article is a combination of three articles written by Maranacook Middle School Students Sabrina Foth (grade 6), Veda Tibbetts (grade 8), and Lucas Giles (grade 7) following the ice harvesting event.

On Wednesday, February 5, the awesome Acadia team from Maranacook Middle School embarked on an adventure to Maranacook Lake for a super fun day of winter activities on the ice! The air was crisp, and everything sparkled under the bright winter sun. (Sabrina Foth, grade 6)

The Acadia team consists of 70+ Maranacook Middle School students, ranging from sixth to eighth grade, guided by 3.5 teachers who deliver an integrated curriculum through student-derived and student-chosen themes. (The Acadia team is pictured above in a group picture taken at the event)

Despite the biting cold, seventh grader Lillian Moran expressed her gratitude for the warming tents available on-site, saying, “The cold was really bad, but I am grateful they had warming tents.” The middle schoolers bundled up in winter coats, hats, and gloves before trekking to Maranacook Lake. Thanks to the efforts of Maine Gear Share, Teens To Trails, and generous community members, warm winter attire was provided to ensure that all students were properly equipped to combat the chilly weather and wind. (Veda Tibbetts, grade 8)

Dan Holman, the Acadia team leader from Maranacook Community Middle School, explained the educational significance of the day: “It’s a bit of a celebration of what we’ve been learning, which is about resources and some of the science and math of pi and density. We’ve been looking at Maine industries, both present and past, which included the logging and ice industries.” The “Ice Day” event was not only a fun day outdoors but also an opportunity for students to demonstrate their knowledge; they even sculpted a pi symbol from the ice they harvested. (Veda Tibbetts, grade 8)

Along with middle school teacher Mr. Holman, fellow educators Jean Roesner, Tom Radcliff, and Dan Brannigan have been hosting an ice harvesting event for students for the past three years.

This exciting day featured five engaging activities: ice harvesting, ice carving, ice fishing, and two sessions led by community outdoor educators. The combination of learning and outdoor fun made for an unforgettable experience. (Veda Tibbetts, grade 8)

The students had the chance to try ice harvesting, which they found incredibly cool. Armed with sturdy saws, they worked hard to cut through the thick, shiny ice, laughter and cheers echoing as they sliced through. Once they broke the ice into big blocks, the group donned special creepers—metal spikes that attached to their boots—to prevent slipping. Their teamwork was impressive, with some students using picks to lift the heavy ice blocks while others pulled with all their strength. They showcased remarkable collaboration and effort throughout the task! (Sabrina Foth, grade 6)

It was so cool to see and participate in using saws to cut out the ice and drag it up. This was very important back in the day before refrigerators and freezers were invented. It was super interesting to learn about how they kept the ice cool with sawdust. The Acadia team was able to acquire some sawdust from a local sawmill, and we will be preserving the ice with it, just like they did back then. In ideal conditions, sawdust can keep ice frozen for up to 6 months, which will be important for what we have planned in the future. (Lucas Giles, grade 7)

The team then learned about a serious issue—habitat loss. They discovered the importance of taking care of the environment and how they can help nature survive despite human activities. Engaging displays and discussions sparked their thoughts on ecology. (Sabrina Foth, grade 6)

Next up was ice fishing, which thrilled the students! They learned how to fish on the ice, keeping a sharp lookout for colorful flags that would pop up when a fish was beneath the surface. (Sabrina Foth, grade 6)

According to many students, one of the coolest parts of the day was the ice carousel. The ice carousel we created is a giant circle of free-floating ice that spins around when you push it. It was big enough for half of our team, about 35 people, to stand on it at once! (Lucas Giles, grade 7)

During the event, participants had the opportunity to delve into the fascinating world of nature. They learned valuable skills for distinguishing between various species of trees and identifying different animals in their natural habitats. This hands-on experience enriched their understanding of the ecology surrounding them, fostering a deeper appreciation for the biodiversity that exists in their environment. With each lesson, they grew more adept at recognizing unique characteristics, making them more attuned to the intricacies of the world outside their windows. (Sabrina Foth, grade 6)

This event would not have been possible without the help of the community. Our chaperones included grandparents, parents, and former students. More help from the community consisted of the Readfield Fire Department, a game warden, a forester, and a few people from the United States Geological Survey (USGS), who all helped make the day happen. Thanks to them, we participated in several fun and educational activities. (Lucas Giles, grade 7)

Here’s some of what other students had to say about “Ice Day”:

Samuel Saunders, 11, said, “It was super fun, and my favorite was the ice carousel because of the way it spun. It was like walking on a treadmill.”
Johnathan Woessner, 13, said, “This experience was very memorable because this is only the second one ever done.”
Johnathan Perry, 12, thought the event was fun and interesting: “I think it was really fun. It was a great learning experience, and it was fun to explore Maine’s history and what it used to be. It’s fun to learn about and be able to do it in-person.”
Izabell Loiko, 13, said, “Doing this for free is a once-in-a-lifetime experience. It was so much fun hanging out with the whole team on the lake.”
Benjamin Alexander, 12, shared how hard it was to cut through the ice: “Sawing through the ice is tough. But with everything, it doesn’t matter how hard things get. You just have to keep pushing sometimes.”
Augustus Villareal, 13, said, “The ice harvest was awesome! It was fun working together, learning about history, and enjoying winter.”
Destiny Beane, 12, said, “This is a really good learning opportunity, but it is also so much fun.”
Brody Heminger, 13, added, “It’s a great experience to have.”
Dylan Stephan, 12, noted, “The best activity was the ice harvest. It was fun to pull up ice and cut it.”
Eighth-grader Veda Tibbets talked about how cold it was but also how awesome the experience was: “The ‘Ice Day’ was one I will always remember. It was really cold, but it was one heck of an experience. I think everyone should have a chance to bear the cold to harvest natural ice that wasn’t made in your freezer.”
“I think it’s a really, really good learning opportunity to get out here and be able to learn back then before we had refrigerators and freezers,” seventh-grader Jonathan Woessner said.
“I liked the ice carousel because it was fun and enjoyable,” Ryleigh Bolton, 13, expressed.
“I think this was a great experience of what they did in the olden days,” Austyn Ivey, 11, declared.

The goal for this event was to use what was learned…. Be outside, and have a lot of fun. Judging by the students’ enthusiasm and engagement, I think the goal was met. (Veda Tibbetts, grade 8)

As for what’s next:

The ice harvest may be done, but we aren’t. Mr. Holman told us that later this school year, we’ll have a few activities that involve the ice. Some that he stated include ice sculpting for art classes and using it to demonstrate phase change. The activity that Acadia is most excited about, however, is our celebration where we’ll make ice cream and use the ice we harvested to keep it cool. These activities will be a fun way to remember everything we learned and experienced. (Lucas Giles, grade 7)

This ice harvest was something special, and we’re lucky to have had the chance to do it. We learned so much about Maine’s history, the environment, and how to work together as a team. It’s something none of us will ever forget! (Lucas Giles, grade 7)

Meet Lyseth Elementary Environmental Literacy Teacher and School Garden Coordinator Leigh Quigley

Throughout the years, Portland Public Schools (PPS) has implemented an Outdoor and Experiential Learning program in all of its 10 elementary schools. Over time, this program has evolved from focusing solely on school gardens, to including the habitat of the living schoolyard, to now, incorporating a deeper, systematic implementation of Environmental Literacy that aligns with students’ learning standards and grade-level curriculum.

Now, a few of the PPS elementary schools have an Environmental Literacy Teacher, whose role is unique to itself and the school where the teacher is based. At Lyseth Elementary School, the Environmental Literacy Teacher and School Garden Coordinator is Leigh Quigley, a passionate gardener who brings much personal experience and excitement to her role. She assists with the school garden program, established with support from parent volunteers and the local non-profit Cultivating Community, which helped to build and implement an elementary garden curriculum.

“My role as Environmental Literacy Teacher/School Garden Coordinator is to help teachers build capacity toward integrating the natural world into PPS Wabanaki and Life Science units, as well as other areas of the curriculum in which it benefits students to incorporate the schoolyard into their studies,” Quigley explained.

To do so, Quigley incorporates environmental and science education, socio- and eco-justice, Indigenous knowledge, biodiversity, natural resources, climate change, sustainability, and more into all that she does with students.

Additionally, the collaborative teaching model of the Outdoor and Experiential Learning program offers embedded professional development designed to uplift and support classroom teachers as they work to provide equitable access to the natural world for all children through the PPS curriculum. The Environmental Literacy Teachers also help to run year-round Wabanaki fieldwork for k-5 students.

“I directly teach specific Science and Wabanaki units/lessons,” Quigley said. “I also support teachers with their English Language Literacy curriculum by creating avenues for students to bridge the topics they are learning about in class through added exposure to the topics (or related topics) via an environmental/ecological/scientific/Indigenous lens.”

This fall, Quigley held a schoolwide garden celebration with students, teachers, families, and community members. Students harvested fall produce from the garden, planted overwintering crops like garlic, weeded and redesigned outdoor learning spaces, and helped tuck the garden in for the winter.

Leigh brings a lot of love to her work and encourages students to grow and cultivate a lasting relationship with nature.

“In this role, I have the utmost pleasure of seeing struggling students take on leadership roles and experience success in activities and tasks that are completely new to them,” Quigley said. “It is extremely gratifying. The real reason behind my position is fostering academic, social, and emotional growth and success in students, while helping them build a (hopefully) positive, lifelong relationship with the natural world.” This experience-based, hands-on learning approach helps students to build relationships, reciprocity, respect, and responsibility for the Earth’s ecosystem and for each other. It also offers a level playing field that welcomes and supports every student, no matter their background, experience, or abilities.

Some of Quigley’s favorite student reactions thus far include:

“Look at this! This is OUR garden.” (This comment came after a weeks-long student clean-up project in the fall.)
“I love Tuesdays. That’s when I have Garden class.”
“Do we get to go outside today?!”
“Did we really harvest over 100 lbs. of carrots?!”
“Working in the garden makes me feel good.”
“Do we have to go back inside already?” (This comment came after a 45-minute class outdoors.)
“Look what I found!” (Quigley mentioned that this is a common remark among students when they find things like worms, roly-polys, grubs, millipedes, animal tracks in the snow, and animal nests.)