Penobscot leader inspires RES students about Maine’s native history

By Lorraine Glowczak

To gain a better understanding of indigenous history and culture, Raymond Elementary School invited John Bear Mitchell, a Penobscot Nation citizen and lecturer specializing in Wabanaki and Multicultural Studies at the University of Maine in Orono, to speak with each class from kindergarten through third grade on Friday, March 29.

Penobscot Nation citizen and UMaine lecturer Jon Bear
Mitchell speaks to a room full of Raymond Elementary
School students last month. He was invited to the school
with the hope to dispel myths and stereotypes about
Native Americans. PHOTO BY GARY HARRIMAN  

Susan Brackett, a fourth-grade teacher at RES who led the project, said the purpose of the presentation was to educate RES students from an American Indian’s perspective and how their life is today.

“We hope to dispel myths and stereotypes about Native Americans and to ignite an interest in students to learn more about past and present Native Americans in Maine,” Brackett said.

Through interactive music and the art of storytelling, Mitchell engaged RES students, offering insights into Maine's indigenous heritage, and addressing concerns regarding the stereotypes and myths people may have about his culture. As a former elementary school teacher and principal, Mitchell has years of experience connecting with students on their level.

The Penobscot leader and educator began each presentation with a call-and-response chant. Mitchell explained why he always begins with this interactive chant when speaking to his audiences, especially young children.

“This gets the students involved, creating a comfortable space for them,” he said. “By engaging children with the chant, they can better immerse themselves in the cultural experience, preparing them for storytelling and singing. When a person feels the experience first, they are more comfortable hearing and listening to it.”

After the chant, Mitchell shared a story that is still taught to Native American children today.

“Long ago, the people of the land experienced a 48-hour snowstorm,” he began. “Realizing they only had three days of food left, the hunters were sent out to search for food. They hunted for a very long time without seeing any signs of animals. They returned to their families, feeling disappointed. The hunters did this the second day. Again, no signs of animals. The third day, the same thing. Feeling sad, they didn’t want to return to the village, disappointing their families who relied upon them for survival.”

He related that the hunters came upon a group of dancing rabbits who seemed to be celebrating. Curious, the hunters asked what they were doing. The rabbits said that their dancing promoted community with each other while celebrating the impending arrival of spring. The hunters, desperate for food, pleaded with the rabbits to help them. Moved by their plight, the rabbits agreed to share their lessons. Guided by the rabbits' counsel, the hunters finally succeeded in their quest, bringing food home to their village.

“The story of ‘The Dancing Rabbit’ teaches lessons about resilience, cooperation, and the importance of respecting nature,” said Mitchell. “It emphasizes the connection between humans and the natural world, highlighting how working together and respecting the rhythms of nature can lead to abundance and prosperity.”

During his presentation, Mitchell also introduced elements of his ancient Passamaquoddy language which included singing songs with rattles and drums all naturally made by hand and spoke to the students about names given to us by our parents.

“How many here have three names, a first, middle, and last name,” he asked the students.

Everyone raised their hands. But only one hand was raised when he asked if their middle name was an animal.

“The purpose is to emphasize our shared humanity. Despite the diversity in our middle names, whether they're uncommon or familiar, we remain a part of today’s modern society,” Mitchell said. “Alongside our Christian names, we still carry on our traditional cultural names, celebrating the richness of our heritage in today's world.”

He also pointed out other ways in which Native American culture integrates into contemporary society.

“We go to movies, we travel to different countries, we are educated, we are like all people with the same needs and wants,” Mitchell said.

Brackett agreed.

“Mitchell’s presentation showed students that Native Americans today are just like them,” she said. “This helped to dispel any misconceptions or stereotypes that the students may have had before his visit.”

RES third grader Shyanne Normand shared what she learned from Mitchell and why.

“It’s kind of cool to learn about his culture because you get to know people differently and get to know what happened in their life.” Normand said. “It was really fun to speak an ancient language, too.”

She said that she realized from attending Mitchell’s presentation that Native Americans are fun teachers who dress in modern clothing.

The students' learning about Native Americans will not stop with Mitchell's presentation.

“To expand upon the students’ education of Native culture, John Bear Mitchell is providing the school with a variety of lesson plans and information that we will be able to use in the future,” Brackett said. <

JSMS performance of ‘Beauty and the Beast’ dazzles after Nor’Easter

By Briana Bizier

On Saturday, April 6, as Windham and Raymond recovered from the powerful Nor’easter that left much of the town without power, the show went on for Jordan-Small Middle School’s drama program.

Student cast members of 'Beauty and the Beast' perform at
Jordan-Small Middle School in Raymond on Saturday,
April 6and staged the production despite a Nor'Easter
that blanketed the area wiping out final rehearsals.
PHOTO BY JULIA HEBERT  

Despite missing both their final dress rehearsal on Thursday and opening night on Friday, every single member of the cast and crew arrived Saturday afternoon for their performance of the musical Beauty and the Beast.

“When I joined the drama program in 2022,” Tyler Costigan, Director and Production Designer, told the audience for Saturday’s second performance, “I had a cast of 20. This year, I have a cast of 50. That’s a lot of students.”

Along with Victoria Stubbs as the Vocal Coach and Patricia Valley as the Choreographer, Costigan has been working with these 50 students since January. Yet on Saturday, after months of practice, an abbreviated tech week, last-minute microphone changes, emergency costume repairs, and a backstage conga line warm-up, Costigan, Stubbs, and Valley took their seats in the audience as C.J. Payne, the Technical Director, turned on the lights and microphones.

The performance was now in the hands of the young actors and the student tech crew, led by Ari Green, Olivia Beal, and Jordyn Morris. The show opened with an enchantress, played by Maria Rosetti, casting a horrible spell on a cruel prince and everyone who lived in his castle. As the curtains closed on the cursed prince, Belle, played with fantastic confidence by Araia Peterson, walked down the middle of the gymnasium theatre silhouetted by the spotlight.

While the stage filled with villagers going about their daily business, Belle sang longingly about her desire to escape her small town while her suitor Gaston declared his intent to marry Belle, the only woman “as beautiful as me.”

Gaston was played to great comedic effect by Lucy Payne and trailed by a trio of adoring fans played by Emma Horowitz, Zoe Woodbury, and Layla Martin. Belle and Gaston were joined by a crowd of singing villagers, played by Sage Bizier, Michelle Buzzell, Brecken Cressey, Zoe Decker, Bella and Julia Doyon, Mikel Gilbert, Clare Goan, Ella Jacobson, Arianna Libby, Anica Messer, Miles Moreau, Mia Quinn, Leah Ronfeldt, and Alita Sargent.

Belle’s father Maurice, played by a very sympathetic Eli Delude, promised Belle she will soon be able to see all the places she reads about in books. However, in a turn of events narrated by Paige Leveille, Marley Hebert, Rian Borella, and Izzy Gonzalez, Maurice was attacked by a pack of somersaulting wolves and driven to the enchanted castle where the Beast, played by Rex Freyre with an impressive mask and a perfect blend of tenderness and ferocity, locks him in the dungeon.

When Gaston’s friend and sidekick Lefou, played by Addy Madsen, arrives in town wearing Maurice’s scarf, Belle realizes something has gone wrong and sets off to find her father. After bargaining her own freedom to set her father free, she sings of finding home, a performance that made both this audience member and the friend sitting beside me reach for our tissues.

Castle residents Mrs. Potts the teapot, played by Cadence O’Brion, Mme. de la Grande Bouche the wardrobe, played by Liza Powers, and Babette the feather duster, played by Acadia Vingers-Sirois, tried to comfort Belle with their hopes that she might someday think of the castle as home. Meanwhile, Payne’s Gaston, dejected over Belle’s rejections, was consoled by Lefou and the villagers with a hilarious song and dance that left the audience cheering long after the curtains closed.

Back at the castle, the candleholder Lumiere, played with a terrific French accent by Allie LeBoudais, tried to convince the clock Cogsworth, played with a perfect air of stiff formality by Alyssa Dismore, that their guest Belle deserved a special meal. Happily for everyone, this conversation resulted in the spectacular “Be Our Guest” performance. As Lumiere narrated, forks, knives, spoons and plates, played by Bella Anderson, Camryn Golebiewski, Riley Huff, Lauren Inman, and Julianna Vassoler, as well as several actors who had hasty backstage costume changes, danced and sang to end Act One. When the lights came up for intermission, another audience member leaned over and said, “Wow, that was really good!”

As the student tech crew moved set pieces behind the curtain and organized an entire cafeteria table’s worth of props backstage, the actors changed costumes and prepared for Act Two. When the curtains rose again, the enchanted residents of the castle expressed their hopes to be “Human Again” in song as Belle and the Beast formed a tentative friendship, and finally, shared a dance as Mrs. Potts sang the classic “Beauty and the Beast.” Again, some members of the audience reached for their tissues.

Back in the village, Gaston continued his attempts to marry Belle, this time by arranging with M. D’Arque, played to great sinister effect by Leo Roma, to take Maurice to the insane asylum. When Belle resists, Gaston decides the villagers must attack the castle and kill the Beast. The actors leapt from the stage and carried their torches through the audience as they cried, “Kill the Beast!”

After an impressively well-choreographed fight between the villagers and the enchanted castle servants, the wicked Gaston attacked the Beast. Fortunately, Belle was close behind. With the injured Beast at her feet, Belle sang about how she had finally found her home with the Beast, and this audience member cried for the third time.

In the end, Belle declared her love for the Beast, and the castle’s curse was lifted. Chip the teacup, played by Alice Thibodeau, got a round of laughs when she asked if she would still need to sleep in the cupboard now that she’s human again, and then the entire cast gathered for a final song. Both shows ended with standing ovations, cheers, and a lot of congratulatory hugs in the middle school hallway.

Despite the massive Nor’easter, 12 inches of fresh April snow, widespread power losses, and two days of school closures, Jordan-Small Middle School’s performance of “Beauty and the Beast” proved once again that true love always saves the day, and that perhaps we are all capable of a little more magic than we think. <

Windham High students practice real-world science through salmon spawning

By Lorraine Glowczak

The fishery on Mill Street in Raymond was swimming with hands-on science in late November as ecology and recently arrived immigrant students from Windham High School helped Maine Inland Fisheries and Wildlife (IFW) scientists weigh, measure, and spawn Sebago Lake land-locked salmon from Panther Run.

Students from WHS experienced science at
work while helping Maine IFW spawn
salmon late last month. Here student Riley
Mobley presses eggs from a salmon while an
IFW field biologist looks on. 
PHOTO BY LINDSAY HANSON 

The students assisted IFW field biologists extract eggs from female salmon that were immediately fertilized by the male salmon. They helped to weigh, measure, and return the fish into the Sebago Lake watershed.

The aim of salmon spawning along the shores of Sebago Lake is to support Maine ecology and replenish healthy salmon numbers for fishing purposes. The late chilly November morning provided the students with an essential hands-on adventure, giving them a chance to see ecological purposes and science at work.

“When students graduate from WHS, we hope they are leaving with skills and practices of science that they can carry into any field they enter,” WHS science and ecology teacher Lindsay Hanson said. “The experience highlighted the importance of asking good scientific questions, analyzing and interpreting data, and constructing explanations in science.”

According to Hanson, the participating students observed these skills being used in a real way.

“We were able to listen to the IFW biologists discussing new trends they were seeing in this salmon population and posing new questions they would later investigate using the data they were gathering,” she said. “Scientific curiosity at work.”

It was also a special treat for the new Maine students from Angola, The Democratic Republic of Congo, and France, who all had a chance to connect their learning about Maine outside of the classroom setting.

“It provided the opportunity to see how academic language and the content and skills they learn in school are used professionally,” Elizabeth Moran, RSU 14’s Teacher of English to Speakers of Other Languages (TESOL) said.

Moran also said that her students were excited to hold the fish, strip the salmon for fertilization, and help collect data.

“They enjoyed being a part of the actual process of helping to produce the next generation of salmon in Maine,” she said. “This kind of work is authentic and contagious, and it inspires students to learn in a creative and fun way.”

The spawning of salmon from Sebago Lake has been happening for many years and occurs every fall in conjunction with the fish’s natural cycle to swim upstream. In this case, into Panther Pond from Sebago Lake.

“During the second week of November, we open up the dam on Panther Pond to draw the fish up the river from Sebago Lake,” Stephen Twemblay, IFW Fish Culturalist supervisor said. “Since they can’t get through the dam, the salmon swim up a fish ladder into the fish hatchery. We then separate the male and female fish. Both are differentiated by fin clip class or fins clipped in different areas depending upon the year, denoting the age of salmon. We do this so we always know how old that fish is to provide the best genetic variable.”

After the eggs are spawned and counted, they are transported to the fish hatchery in Casco where they are incubated through the winter. In the spring, most of the salmon are returned to Sebago Lake to keep up with the demand for fishing. The rest of the eggs are sent to other hatcheries around the state and to other state agencies in the U.S. and Canada as needed.

This real-world experience was intended to show students the various ways that science plays a role in our lives.

“I always tell my students that loving science doesn't mean you need to be a scientist,” Hanson said. “There are environmental lawyers, policymakers, and computer engineers working in science-based companies, etc. Pairing an interest in science with a focus on another sector can be an avenue to explore. It is difficult for students to see how science incorporates into real-life situations or see what careers related to science might look like. Most scientists don't wear lab coats and it was great to see that scientists also wear Muck boots and go fish.” <

JSMS student broadcasters air ‘What’s the News?’ reports

By Lorraine Glowczak

The airwaves are busy over Raymond as a group of sixth-grade students prepare news reports on the latest developments at Jordan-Small Middle School (JSMS). Whether the young reporters and anchors are interviewing teachers, students, or staff, Jennifer Potter’s English Language Arts class is having fun while learning written and verbal communication skills through an innovative curriculum based upon the everyday tasks of broadcast journalists in their new school show, “What’s the News?”

A new English Language Arts hands-on curriculum in
broadcast journalism not only teaches Jordan-Small 
Middle School students written and verbal communication
skills, but is helping students master the art of filming and
editing videos and learning to collaborate with others.
On air, reporting the news are, from left, Jordan Buxton,
Franklin Murray and Araia Peterson.
SUBMITTED PHOTO      

Potter was inspired to create this curriculum after her son graduated from Windham High School.

“I was reflecting on his valuable experiences in middle school,” she said. “He loved using technology to create iMovies and news shows. I then started brainstorming how to bring broadcast news to the sixth grade at Jordan-Small.”

She mentioned the idea to Richey Vickers, Windham Middle School’s Instructional Technology Leader. He also wanted to create a news show at the middle school level, and they decided to work together.

“At the start of the unit, I posed the question to my students – ‘what is broadcast news, and how do we as viewers stay informed?’” Potter said. “We watched three short local news stories and analyzed their overall structure and how anchors transitioned between stories.”

The students also learned a few tips from two guest speakers, Jessica Conley, a former WCSH 6 meteorologist who is now a math teacher at Windham High School, and former WMTW 8 meteorologist Matt Zidle, who is currently a Windham Middle School math teacher.

After the students gained an understanding of broadcast journalism, the class brainstormed topics they were interested in reporting for JSMS. This activity helped students develop their critical thinking and writing skills and gave them a better understanding of how the news is created.

Each student journalist is assigned work based on their strengths and interests, whether it be as a news reporter or a behind-the-scenes creator.

Sixth grader, Miles Moreau is a news reporter and he interviewed Jed Bloom’s science class students about their rocket launch experiments.

“We reported on why some rockets went farther than others and why some didn’t go very far,” he said. “We learned that the rockets made of card stock and smaller nose cones went farther than the ones with printer paper and bigger nose cones. We had to try a lot of times to make the news story because we kept on messing up and saying the wrong words. We solved it by memorizing the script.”

Poppy Macijauskas, also a student in broadcast journalism, works on the animation part of the news.

“It took some time to finish my storyboard and start animating, but I created my first full-color animation, and I am very proud of that,” she said. “I am very excited about what I am doing next.”

Besides learning verbal and written communication skills, students acknowledge that they are learning much more.

Sixth grader Addy Elwell said that learning about the tasks involved with broadcasting taught her valuable lessons in unexpected ways.

“You must be educated on the topic you are learning about and speaking on,” she said. “I also learned about the five W’s (Who, What, When, Where and Why), and that really helped me while filming my part of the newscasting show.”

Vickers pointed out that students are also learning about time management.

“They are learning that they must prioritize and make choices on how to spend their time,” he said.

Other lessons learned have come from challenges faced and finding ways to overcome them. The use of technology has been one of those obstacles.

“Technology is always challenging when starting something new,” Vickers said. “Students have learned to record and edit their videos. This includes the visual and audio portions of the project. Sometimes speaking loudly or more clearly is what is needed and other times noise cancellation from the software is needed. Students are learning how to balance these to get the product they approve.”

Potter shared a moment when the student anchors of an hour-long news show filmed all their story transitions on a student's computer.

“Unfortunately, the computer was damaged, and they lost all their hard work,” she said. “The students were understandably disappointed, but they took it as an opportunity to learn an important life lesson – to always back up their work. This experience taught them the importance of being prepared and adaptable, and they emerged from it stronger and more resilient than ever before.”

Challenges or not, all lessons are lessons learned for a lifetime.

“From learning how to film and edit videos to collaborating with others, students are gaining a wealth of knowledge and experience that will serve them well in the future,” Potter said. “Not only will they be able to communicate their learning in an additional mode, but they will also have an infinite number of ways to be technologically creative, something that they will use in their personal and professional lives. By mastering these skills, students are setting themselves up for success and are better equipped to navigate the changing world of technology.” <

RSU 14 welcomes new Windham Middle School principal

By Lorraine Glowczak

Greg Applestein, a 34-year veteran educator with 11 years of administrator experience, was approved and welcomed by the RSU 14 school board to serve as the new Windham Middle School Principal following the end of the school year in June.

Greg Applestein will lead Windham Middle
School as its new principal. A veteran
educator and school administrator, he joins
RSU 14 after serving for the past three
years as the principal of Bonny Eagle
High School in Standish.
PHOTO BY LORRAINE GLOWCZAK 

Applestein replaces Drew Patin as the WMS principal, and he officially started his new role at the school on July 1.

RSU 14 Superintendent of Schools Christopher Howell said that Applestein has a wealth of experience in public education and his experiences are closely aligned with the work plan that is already in place for WMS.

“Greg’s references spoke of his strong ability to form positive relationships with all members of the school community and his advocacy and support for his staff,” Howell said.

Howell said that Applestein earned a Bachelor of Science degree in Secondary English Education from Indiana University of Pennsylvania in 1990, and then taught English and Video Productions at Belfast Area High School for 22 years. Upon completion of his Master of Science degree in Educational Leadership at the University of Southern Maine in 2012, he became the assistant principal of Ellsworth High School for three years.

He relocated to Scarborough High School as an Assistant Principal in 2015 and then accepted a position as Principal at Bonny Eagle High School, where he has worked for the past three years.

According to Applestein, he is looking forward to his new journey with RSU 14 and his role as a middle school principal for the school district.

“I’m excited to work with younger students who are in the midst of big changes and are beginning to discover who they are,” he said. “It’s a great time to be a part of their lives and to help them navigate the world.”

The new WMS principal said he promotes the student-centered approach to education which embraces the students where they are in life.

“Each student has unique backgrounds, strengths, challenges, interests, and aspirations,” he said. “They each have the potential that will unfold at their own pace and in their own way. It’s the job of the educator to recognize, unleash and support that individual student, in their growth and success.”

He said he believes that an educator is there to encourage each student to test the waters by learning new content and empower them to take more ownership of their learning so they can be successful, now and in the future.

At WMS, Applestein will continue project-based learning, which has been the WMS educational approach in recent years. This educational method promotes students’ ownership of their learning as they design, develop, and construct hands-on solutions to real-life situations.

In addition to his focus on student success, Applestein is also very supportive of the school’s staff.

“I want to empower our educators to be the best they can be, not to take themselves too seriously, and to take ownership of their success,” he said. “I’ve always encouraged teachers to keep their passions for students’ achievements and their role in education alive. To teach is to learn, so a commitment to professional development is imperative. Also, involvement in their school community through committee work, etc. is a great ingredient to a successful school culture.”

The new WMS Principal said that he expects the same of himself and to keep himself on track, Applestein reflects upon his experience after each day.

“Often, on the ride home from work, I will ask myself two questions,” he said. “‘What was my new learning today’ and ‘What can I pull from that learning that can make me a better principal tomorrow?’”

Applestein lives in Scarborough with his wife Michelle. The couple has two grown children, three grandchildren, and four great-grandchildren and when he is not at school, the new WMS principal can be found enjoying live music, reading, drumming, bass fishing, and spending time with his family. <

In the public eye: Wescott to leave legacy of positivity at Windham Middle School

Editor’s note: This is another in an ongoing series of Windham and Raymond town employee profiles.

By Ed Pierce

Somewhere early in his teaching career, Bill Wescott learned that by being positive and helping his students to succeed, he too could succeed. It’s a philosophy that’s worked for Wescott for 46 years in his career, one that draws to a close with his retirement on June 16.

Bill Wescott will retire from teaching at Windham Middle
School after 46 years on June 16. During his long career as
an educator, Wescott has taught between 4,000 and 5,000
students by his estimation. He is the son of the late former
Arlington School Principal Robert Wescott and his wife,
Jean, who was also a teacher. PHOTO BY ED PIERCE  

He began his teaching career as a substitute with a long-term assignment filling in from November 1976 to June 1977 at Field-Allen School and then landed a permanent job at the newly built Windham Middle School when it first opened that fall. Wescott has been there ever since, teaching History and Social Studies to eighth grade students, although this year shifting over to teaching seventh graders Language Arts and History. By his own estimate, he’s now taught between 4,000 and 5,000 students in his classroom and says that he’s had the best job in the world.

As the son of two teachers, Jean and Robert Wescott, he grew up in Windham and graduated from Windham High School in 1972. He returned to town after earning a Bachelor of Arts degree from the University of Maine at Orono and credits Gary Moore, his first principal at WMS, as seeing something in him and offering him a job that has now lasted nearly five decades. During his long teaching career, Wescott has worked for five principals at WMS, including Moore, who was an English teacher when he attended Windham High and then later served as the Windham Schools Superintendent.

“To me, this is the best job in the world,” Wescott said. “No two days are alike. There’s a lot of energy in this place and the students really haven’t changed a lot. Some of the technology we use to teach them has changed and made it much more kid friendly.”

From 1977 to 1998, Wescott also served as a coach for three different sports, coaching girls’ JV soccer, middle school girls’ basketball and JV softball, with one season spent as the Windham High varsity softball coach. In the classroom, he’s helped students explore the history of America up through the War between the States era, although now he just covers from about the French Indian War in the 1700s up to the Civil War.

What makes him an exceptional classroom teacher is his innate skill of relating to his students.

“I have the ability to connect with the shy and quiet kids and bring them out of their shells,” he said. “Patience is so important for a teacher, especially since so many kids fell behind during COVID.”

Many of his former students have gone on to become teachers themselves, including more than a dozen alone at WMS this year.

According to Wescott, the thing he will miss the most about teaching is interacting with the kids.

“You have to expend a lot of energy to keep up with them,” Wescott said. “And it’s not easy trying to keep them energized. We’re teaching them what they need to know but also what they want to know.”

Of his siblings growing up, Wescott said that he is the only one of three boys and a girl in his family to follow in his parents’ footsteps and become a teacher.

“For some reason they didn’t want to do that,” he said. “In fact, most people don’t want to be a teacher.”

Through the years Wescott has had generations of students, who easily recognize him at the grocery store or while out shopping in Windham.

“One time a mother and a student walked by me, and the mother got this look on her face that she instantly remembered me,” he said. “Later that student told me his mother said she couldn’t believe that I was still teaching. She told him ‘Mr. Wescott was old when I had him.’”

His plans for retirement are to work as a substitute if needed in the fall. His mother is now 90 and he expects he’ll spend some time helping her too.

“I’ll figure it out,” Wescott said. “I always said I’ll know when it’s time to retire and it’s time. I have a cat and I’d like to travel and work on some hobbies.”

His advice for those wanting to follow his career path as an educator is simple.

“Students don’t remember what you taught them but how you made them feel,” Wescott said. “Be positive, make them feel good about what they can do and give them confidence.” <

Manchester School students take food insecurity to heart

By Ed Pierce

Like a pebble thrown into a pond, a recent presentation at Manchester School in Windham has created positive ripples that will help make the community stronger.

Some of the Manchester School fourth graders who helped
create and stage a food drive to benefit the Windham Food
Pantry are, from left, Aubrey Eklund, Maddie Talbot,
Ryder Rice, and Ryder Alfred-Smothers.
SUBMITTED PHOTO 

Back on Jan. 5, Misty Coolidge, a New Gloucester resident and Mrs. Worldwide 2022, shared with Manchester fourth-grade students her message of how everyone can work to help resolve the problem of food insecurity in Windham. Coolidge has dedicated her adult life to fighting hunger and addressing food insecurity following a childhood of relying on food stamps and the WIC program. In speaking about food insecurity and hunger at the school, she read excerpts from the book “We All Stir The Pot: To End Hunger” that she co-authored with Bobbie Bensur, and her appearance was part of a hunger unit with lessons in six different classrooms about equity, scarcity, needs and wants, available resources and food insecurity.

According to Leah Richards, a Manchester School fourth-grade teacher, Coolidge’s words impacted students significantly.

“All of the students who participated in the presentation from Misty were inspired and motivated to make a difference,” Richards said. “Her stories of helping the Good Shepherd Food Bank gave students the idea that they can also help. I believe that hearing her stories of helping others pushed students to think about how they can give back, especially to the local community.”

Richards said that seven students from two classrooms decided to conduct a food drive of their own to do something to help address the problem of hunger in the community.

“Students worked on creating the idea for their food drive during our project week in the middle of February,” Richards said. “When we returned from break on Feb. 27, students began to put their work into action. They worked on gathering donations through March 24.”

She said that participating students made announcements at school, both in the morning and in the afternoon, asking students and staff to bring in donations for the food pantry. They also sent home a note in the school’s Newsline letting families know that the food drive was going on and any donations that were brought in were dropped off in the school lobby, in Richards' room, or in Mrs. Blanchard/Ms. Pierce's room.

The students had established a goal of collecting 50 canned items, but at the end of their food drive, they were shocked and thrilled to see that they surpassed that goal and collected 158 items for donation to the Windham Food Pantry.

During the "Hunger Hits Home" lessons unit at Manchester School, students learned about food insecurity through guest speakers, short stories, and research. For their final projects, Richards said that students were given the opportunity to present their learning and ideas in a format that worked best for their learning style and in a way that allowed them to dive deeper on a concept they found interesting, such as budgeting, giving back, providing the community information around resources, and other ideas, one being a food drive created and run entirely by students.

“I found this project to be important for a number of reasons. First and foremost, I think it is insanely important for students to recognize that they can make a difference in the community. We are constantly teaching students to think about how they can help and support one another, and this project really showed that they take that to heart,” Richards said. “Second, I think it is important for students to be able to take charge of their learning and allow their interests and passions to guide them. The fact that a group of students thought that this would be the perfect way to showcase their learning is what gave them the energy to create and hold such a successful food drive. Finally, I think it is important for students to recognize how many people struggle with food insecurity in our community and what resources are available to help these families.”

Students say it was rewarding to be involved in the food drive.

“I wanted to help people who don't have food, because I feel really bad for them and it's not fair for these people,” said fourth grader Aubrey Eklund.

“I wanted to raise resources for people in need,” said fourth grader Ryder Alfred-Smothers.

“I wanted to help with the food drive because it's important for other people to have food too,” said fourth grader Maddie Talbot.

Fourth grader Ryder Rice said that the hardest part of the food drive was getting people on board to do it and donate.

“We should maybe do another food drive at the beginning of next school year,” Rice said. “We should do it again to help others.”

Coolidge said that she’s humbled to play a small part in inspiring Manchester students to help others.

“This is my why. I get asked by so many, why do you do all that you do? This is why. To inspire change, to educate our children on food insecurity, to not 'make fun' of those that don't have what you have, to normalize it because it's never going away,” Coolidge said. “In my travels across the country as former Mrs. USA and now Mrs. Worldwide, food banks are seeing a 50 percent increase in those that have never visited a food bank before. That number is astounding. I hope my book starts a conversation between parents and their kids about the reality of hunger and possibly even prompts the question of how they can help.

“It's clear here that my visit to Manchester School had an impact on these kids and I'm so happy that they took the initiative to give back to their community,” she said. “Truly amazing. I hope that all my visits encourage change in their districts and possibly inspire a Hunger Action Month each year and that they ask me to return to visit.”

Richards said the one thing she wants her students to take away from this experience is that they recognize that they can make a difference.

“Sometimes we forget that these little people have a fire inside them too, and they can use that to create such a change,” Richards said. “I want them to remember the difference and impact that they made at such a young age and continue to use their voice and actions to make the community, and world, a better place. I also want them to be able to recognize that there are resources for them, their neighbors, and their friends to help them if they are in need. We learned a lot about how many people struggle with food insecurity and that there are resources in place to help them.” <

RSU 14 students attempt to 'eat their way through alphabet'

By Masha Yurkevich

From a young age, children can remember being told to eat their vegetables, and RSU 14 wants to introduce children to fruits, vegetables and healthy grains that may be new to them during March Madness nutrition month.

RSU 14 is celebrating March Madness by introducing
children and their families to a wide variety of fruits and
vegetables and giving them the opportunity to try new
flavors and recipes and promote healthy eating.
COURTESY PHOTO 

Jeanne Reilly is the Director of School Nutrition at RSU14 and is responsible for the of all aspects of the district’s school nutrition program including developing a budget, writing monthly menus within the USDA Federal School Nutrition Guidelines, staffing the six school kitchens and training the teams, procurement and purchasing, and maintaining operations within all of the federal school nutrition program regulations.

She has been working in school nutrition for 25 years, first as the director of school nutrition for Westbrook School Department, then as the director of school nutrition for both Westbrook and Windham, and finally just for RSU 14.

“March is National Nutrition Month, and we have a tradition of celebrating all month long by eating our way through the alphabet,” says Reilly. “We started on March 1, featuring fruits and vegetables that start with the letter A, and will end on March 31 with vegetables ending with Z. We primarily focus on fruits and veggies, but we occasionally add in a healthy grain, such as quinoa on our Q Day, and we just served freekeh on our F Day.”

Reilly said students have done this every year since she’s worked for Windham and Raymond schools.

“The purpose is to introduce children and their families to a wide variety of fruits and vegetables, and to give them the opportunity to try new flavors and recipes. We want healthy eating to be exciting and fun,” she said.

Reilly has been working in the food and nutrition industry for 40 years, from hospitals to the Women Infants and Children program (WIC), to working as the director of food service for long term care facilities.

“Finally, as I was seeking out a better work life balance, I really found my lifelong passion in school nutrition,” said Reilly. “I truly believe that school nutrition programs, feeding school children breakfast and lunch, have the unique opportunity to influence the eating habits of children. We are building up the next generation of eaters, fueling them for the future and one of our goals is to inspire children to be more adventurous eaters and to develop a love for fruits and vegetables and healthy food.”

According to Reilly, during the "eat your way through the alphabet" program, RSU 14 likes to provide nutrition information, cooking tips and recipes for the fruits and veggies that they are featuring.

“Each day, our social media content (Facebook and Instagram) is filled with posts about what we are doing and providing recipes that families can try at home,” she said.

On a regular day for Reilly, you may find her working at a register during meal service because they always seem to be perpetually short staffed, or planning menus, managing food orders, or checking in with each of their six kitchens to make sure everyone has everything they need to prepare breakfast and lunch as needed. That’s in addition to emails, budgeting, marketing, planning equipment purchases and all of these things are part of a typical workday for Reilly.

Reilly said that in Maine, school meals continue to be available to all school children at no cost and this is a great benefit to families during these trying times, when inflation continues to significantly impact household budgets.

Families can save money on their grocery budgets by having their children eat breakfast and lunch at school, Reilly said.

Studies show that the healthiest meals that children eat are the meals they eat at school, so healthy school meals at no cost is a win/win for families.

Nutrition information, cooking tips, and recipes for the fruits and vegetables that are being featured this month can be found on the Windham Raymond School Nutrition Program’s Facebook page and on Instagram at lunch4kids_rsu14. <

WHS robotics teams compete in statewide competition

By Masha Yurkevich

This past Saturday, the Windham High School robotics teams 1810S 1810T competed in the Maine State Championships in South Portland. They had spent months preparing and qualifying for this event, making adjustments to their robot in order for it to perform at its best on the big day.

WHS Team 1810S consists of Francesca Lomonte, Victoria Lin, Pyper Harris, and Rosario Lydon, and WHS Team 1810T consists of Emma Kennedy, Ava Kennedy, and Colby Prescott. The two Windham teams competed with 72 other teams, 48 of which were in the high school division.

 

Windham High teams 1810S and 1810T competed in the
Maine State Robotics Championships last weekend in
South Portland. Team 1810S members are Francesca 
Lomonte, Victoria Lin, Pyper Harris and Rosario Lydon.
Team 18100T members are Emma Kennedy, Ava Kennedy,
and Colby Prescott. The two Windham teams competed 
against 72 other teams, including 48 from the high school
division. SUBMITTED PHOTO

Michelle Lane is the coach for the WHS robotics teams. She started developing the team five years ago when she started teaching at Windham. She was the Robotics Team coach at the previous school where she taught and wanted to start a team in Windham.

The team was officially formed in the fall of 2019. Lane received a grant that would give the school a robotics kit if they purchased one. This would allow for two groups of students that could compete at the competitions, which was perfect for the five interested students.

All five students only had six weeks to work on one robot for the first competition that they attended in November of 2019, since the other kit did not arrive in time. There have been other students interested in joining, though the team has not been able to reach out due to limited transportation and the amount of robot kits that are available.

“The purpose of the Robotics Team is to have a place where students can apply what they learn in their academic classes and to practice critical thinking, problem solving, and teamwork skills all while working on an engaging, hands-on robotics challenge” says Lane. “Team members learn a variety of skills that will help them be successful in life. The main one being able to follow the engineering design process, which can be applied to most issues the students may face in their life.”

The process allows students to understand the importance of researching, developing multiple solutions, analyzing those solutions to choose the best one, creating the solution, and then evaluating their solution. During this process students also learn organization, time management, dependability, adaptability, and communication skills.

The team names, 1810S and 1810T, have an interesting story behind them. When you register a team with VEX Robotics Competition, you need to pick numbers and a letter that will be used to distinguish the teams from one another. At Lane’s previous school, she just used the ending of the school phone number, so it would be easy to remember. She decided to do the same when she went to register the Windham High team, since the number was available.

Lane registered the first team as 1810W, W for Windham. The second kit did not arrive until later in the year, so she let that team choose their own letter, S for superior. When she registered the third team in 2021, she decided to just continue in the alphabet, T. Lane retired the W team, since it was all seniors last year and they helped start the team.

Francesca Lomonte is a sophomore at WHS and is part of the 1810S team. This is her fourth year in robotics. She did two years of robotics at the middle school level. She joined Lego League at the beginning of sixth grade and VRC the beginning of freshman year.

“In robotics, we work together to design, build, and program a robot that can compete in this year's VEX Robotics Competition game,” said Lomonte. “The game this year is called Spin Up, which is like disc golf but with more rules. Using only pieces that are put out by VEX Robotics, we have to find ways to play the game, decide on which one works best in relation to the amount of time we have and the materials we have access to, construct the robot, then program a controller to make the bot work, as well as two autonomous programs.”

Even though the two teams are separate, they work very well together and help each other when needed.

“If someone walked into the wood shop on a Tuesday afternoon, they would probably find seven teenagers laughing and working together to create something great with music playing in the background,” said Lomonte. “We're all able to be casual around each other and everyone on both teams from WHS works well together and you can tell that we really enjoy each other's company. We also have to put together an Engineering Design Notebook which marks all of our progress and work throughout the season and can help to win awards like the Judges Award.”

Though none of the teams ended up qualifying for the world robotics competition, Team 1810S ended up ranking seventh in skills and Team 1810T in 8th and team 1810S brought home the Inspire Award and team 1810T brought home the Judges Award. <

WHS students attend youth summit to develop positive leadership skills

By Lorraine Glowczak

About 14 Windham High School students joined 60 other teens from Westbrook and South Portland High Schools in the Third Annual Collective Impact Youth Summit held on Friday, Nov. 18, at the Westbrook-Warren Congregational Church.

Be The Influence, the local drug-free coalition, co-hosted
the Third Annual Collective Impact Youth Summit that
provided teens the opportunity to network about substance
misuse and social/emotional well-being. Fourteen students
from Windham High School attended the event and some
are shown including top from left, Victoria Lin and
Francesca Lomonte. Second row, from left are Jolene Bailey,
Erica Lin, Gwen Kim and Bella Lorenzatti.
PHOTO BY LORRAINE GLOWCZAK 

The local drug-free coalition, Be The Influence, which partnered with the Westbrook Partners in Prevention and So Po Unite coalitions, was instrumental in creating this all-day regional high school event. The purpose is to allow teens to network and share ideas with other students about what is happening in their school districts regarding substance misuse with a focus on social/emotional well-being.

During the event, WHS students also had the opportunity to build leadership skills concentrated on helping peers make healthy choices.

All participants had a choice of multiple breakout sessions that included topics such as Yoga and Mindfulness, Using Arts to Build Resilience, Leadership and Advocacy, and Life After High School. They also experienced team-building games and small group discussions.

Freshman Jolene Bailey, a member of the WHS Mental Health Advocacy Club, said that she really enjoyed the Leadership and Advocacy session because she felt she was able to create a bond with students from other schools while learning ways to develop new skills.

“The group consisted of an open conversation and was guided in such a way that I felt comfortable connecting with others,” she said. “I came away from that experience learning the ways of being an effective leader, and I hope to apply what I learned in my life and at school.”

Sophomore Francesca Lomonte, a former BTI member involved in many WHS extra-curricular activities, said that she enjoyed the Yoga and Mindfulness breakout session.

“I really liked the yoga and mindfulness session because it allowed me to chill and reset,” she said. “And it was a lot more fun than sitting in math class.”

The WHS students agreed that the summit was a fun and educational experience that provided a few personal takeaways.

“What I learned the most from attending this summit was the realization that there is a community of students out there other than what I know and experience at WHS,” Lomonte said. “This community of young people is much larger than I realized.”

Freshman Erica Lin attended the event with her older sister, Victoria, who is a senior. Lin shared her own realization regarding a peer-focused community.

“Other schools have a lot in common with us here at WHS in terms of facing the many challenges students meet today, and that makes me feel less alone knowing that.”

As far as developing leadership skills that make a positive impact among friends, the youth summit participants walked away with tools for success.

“In BTI, we create a presentation and talk with middle school students on why vaping is not a healthy choice,” Lomonte said. “Additionally, we can provide positive leadership examples with our peers by being involved in various activities. There are many choices that help people focus on a healthier lifestyle, such as getting involved with theater, robotics club, quiz show group - or any other club that helps you meet people and do something enjoyable with your life.”

BTI Director Laura Morris said that the summit was a huge success.

She said that the event was successful, partly, due to the support of WHS’ Physical Education/Health teacher, Melissa Dubois, and a financial contribution by the Sebago Lake Rotary Club that provided a portion of the summit’s lunch menu.

Morris reiterated the students’ sentiments, stating that she was delighted with the outcome and that students came away with actionable skills.

“Youth are hungry for connection and making a difference,” she said. “It was wonderful to see them embrace the topics and foster strong conversations, taking those experiences and applying them at their schools.”

Morris and Dubois both thanked the Director of Raymond Parks and Recreation, Joe Crocker, for transporting the WHS students to the event.

The BTI vision is to provide support and resources to students as well as communicate a consistent drug-free message, assuring students that they live in a community that cares about them.

The coalition is comprised of various members of the community that include: RSU 14 staff and teachers, local law enforcement, town council members, the Sebago Lakes Region Chamber of Commerce, prevention and counseling organizations, libraries as well as community and business organizations.

For more information about Be The Influence, visit its website at www.betheinfluencewrw.org, or send an email to Laura Morris at btidirector@windhammaine.us. You can also follow them on Facebook. <

Grant supports outdoor learning at Windham Middle School

Windham Middle School students work on building raised
gardens for planting seeds last spring at the school. WMS is
the recipient of a $1,500 grant from the Maine
Environmental Education Association for continuing to create
new ways to help students appreciate outdoor activities.
SUBMITTED PHOTO   

By Ed Pierce 

A new grant is helping students at Windham Middle School to learn more about the natural world, fostering independence and promoting spending more time outside.

WMS is one of 160 in the state to receive funding from the Maine Environmental Education Association, helping to create more outdoor learning opportunities statewide. MEEA has distributed $200,000 for the initiative and WMS has received a grant of $1,500 for teachers to reimagine classrooms outside.

The grant benefits WMS educators by supporting a project to create a new garden/greenhouse at the school. Statewide, MEEA grants were awarded to schools for projects including outdoor recreation, science exploration, art outdoors, curriculum and professional development, snowshoes, gardening and birding.

The grant applicants were selected on the basis of innovative ways to engage students in the outdoors and reported on the wide range of positive impacts to their students, from increased school attendance to academic learning outcomes to improved mental and physical health.

“At MEEA, we are so grateful for the amazing educators who have worked so hard this year to get their students outside learning. Research shows that outdoor learning has hugely positive mental and physical health benefits, and also academic benefits for youth,” said MEEA’s Executive Director Olivia Griset. “We also know that not all youth have access to the outdoors, which is an environmental justice issue. These teachers and projects happening in public schools across the state are helping to ensure that our youth have positive experiences gaining a deeper connection to nature in their local community.” 

Griset said that teachers and school administrators across Maine are stretching to fill the gap between school funding and their students’ needs and these grants are highly valuable.

“Often with limited resources, teachers are accomplishing incredible projects, engaging a variety of students, and bringing outdoor learning to new extents across the state. The impact of these projects supports thousands of students across the state," she said. "Supporting teachers and schools in the pursuit of outdoor learning is a critical piece of MEEA’s mission as the organization strives to enhance and amplify the efforts of individuals and organizations that are building environmental awareness, fostering appreciation and understanding of the environment, and taking action towards creating equitable and resilient communities.”

Using the MEEA grant, materials were purchased to create raised beds, soil, starter trays, and seeds for a school garden at WMS School.

School administrators say that WMS students took a lead role in nearly every step of the process, marking the first time that designing and building raised beds, including researching the design, planting the seeds, and using power tools were incorporated in an outdoor classroom there.

“I used to be afraid to go outside because of hornets and ticks and bugs but building outside distracted me from my fear of bugs. It was exciting to use power tools, and I don’t even mind the bug bites I got,” WMS students said about the garden/greenhouse project. “The grant got their money’s worth because this garden will last for a long time. I’m looking forward to coming to school to use the gardens over the summer, and it’ll be a pretty nice home for the worms.” 

The beds that were created at WMS were offered for families to use over the summer, and several families living in apartments nearby responded positively to the offer. As a result, school officials says that this fall’s harvest will be able to feed WMS students during their snacks and lunches this fall.

According to Angela Mavrich of the MEEA, this is the first community garden for the families of students at Windham Middle School, and she said that first group of students using the garden now have all the necessary skills and knowledge to go from the vision to execution of raised beds.

“MEEA continues to seek impactful partnerships with local communities and organizations during this changing cultural and environmental climate, as the equity-centered environmental work that MEEA creates plays a key role in building an environmentally literate Maine; where all people can engage civically and understand the relationship between their wellbeing and that of their environment,” Mavrich said.

Griset said that MEEA expects the 2022-2023 school year will be as successful as last year’s program with a new round of grants to be awarded in November and anyone or an organization is encouraged to join the effort by donating to this fund. To do so, send an email to grants@meeassociation.org

“We are grateful to all the individuals who donated to make this project possible and to all the amazing teachers for their incredible work,” she said. <

RSU 14 students preparing for return to school

Students in RSU 14 start back to school on Aug. 309 through
Sept. 6, depending upon their grade level.
PHOTO BY ED PIERCE 

By Ed Pierce

Words that every parent in Windham and Raymond has come to appreciate are about to be spoken yet again as the final days of summer are ending for students with school back in session in just a matter of days now.

Classes in RSU 14 resume for Grades 1 to Grade 9 on Tuesday, Aug. 30 with Windham High School students in Grades 10 to Grade 12 returning to the classroom on Wednesday, Aug. 31. Depending upon notification from the school principal, students in Pre-K and Kindergarten have their first day of the 2022-2023 school year on Thursday, Sept. 1 or Tuesday, Sept. 6 with classes split in half on those days.

All students will be off on Friday, Sept. 2 and Monday, Sept. 5 for the Labor Day holiday.

Orientation for new staff members and teachers is scheduled for Wednesday, Aug. 24, and will be followed by two days of teacher in-service training on Thursday, Aug. 25 and Friday, Aug. 26.

All school principals in RSU 14 are returning this fall, with the exception being at Jordan-Small Middle School in Raymond, where Michelle Brann has replaced Randy Crockett as principal. 

Ryan Caron is the principal of Windham High School, with Drew Patin returning as the principal at Windham Middle School. At Windham Primary School, Dr. Kyle Rhoads is the principal and Danielle Donnini leads Manchester School as principal. Beth Peavey is the principal of Raymond Elementary School.

Christopher Howell is the RSU 14 Superintendent of Schools and Christine Frost-Bertinet is the assistant superintendent. Kate Brix serves as chair of the RSU 14 Board of Directors.

Other key positions for the school district for the 2022-2023 school year include Director of School Nutrition Jeanne Reilly, Director of Facilities Bill Hansen, Adult Education Director Thomas Nash, Director of Transportation Mike Kelly, Director of Technology Robert Hickey, and Director of Curriculum Christine Hesler.

For parents of student-athletes participating in fall sports at Windham High School, a “Meet the Coaches” night will be held at 6:30 p.m. Wednesday, Aug. 31 in the high school auditorium.

Windham Middle School sign-ups for student-athletes will be conducted on Aug. 31 and Sept. 1, with tryouts and practices for WMS fall sports scheduled to open Wednesday, Sept. 7.

Following the Labor Day holiday break, the next scheduled day off from instruction for students will be Monday, Oct. 10 to observe Indigenous People’s Day.

According to information contained in the latest RSU 14 newsletter, district schools will continue to be mask optional and will follow the CDC current recommendation of a five-day quarantine, followed by five days of masking for individuals who have tested positive for the COVID-19 virus. Individuals must be fever free for at least 24 hours prior to their return to school. Enhanced cleaning and sanitizing practices as well as enhanced ventilation adopted during the pandemic will continue to be followed.

The district remains committed to supporting students and staff members who wish to continue to mask while at school and district events and a supply of high-quality masks are available at each school.

Heading into the new school year, numerous job opportunities are available for employment with the school district. For more information about vacancies, call RSU14 Human Resources at 207-892-1800, ext. 2009 or visit rsu14.org <

Healthy Pickins Garden at JSMS provides not only vegetables, but life lessons for students

The Healthy Pickins Garden was created at Jordan-Small
Middle School in Raymond in 2010 as a way to foster
community involvement and provide students with a 
better understanding of gardening and the work that is
involved in growing produce. PHOTO BY JOHN  KELLER

By Andrew Wing 

Vegetable gardening is a rewarding activity that can provide fresh, flavorful produce and it also offers the benefits of exercise, fresh air, and learning more about how these important nutrients are grown. At Jordan-Small Middle School, that’s exactly what they have shown the students there for over a decade with its Healthy Pickins Garden.

Healthy Pickins Garden was built in 2010 and that along with the adjacent greenhouse has been active since then. It came about through a grant that Dennis Woodruff and John Keller had obtained that furnished the funding to build the greenhouse and furnish supply tools, bags of soil, fencing, and seed packets. Lori Dibiase-Gagnon also played a key role in getting the first vegetable garden started and since 2010, thousands of pounds of vegetables have been grown for the school lunch program with lots of help from the JSMS students.

Physicians say that fresh vegetables are a central and integral part of any healthy diet. Vegetables are loaded with essential nutrients that promote better health, including antioxidants and vitamins. And as many benefits as vegetables provide to one’s health, there are also benefits of growing the vegetables in a vegetable garden as having a vegetable garden can save hundreds of dollars on groceries.

Over the years, JSMS students and staff have grown many varieties of vegetables, including tomatoes, peppers, beans, carrots, beets, onions, garlic, spinach, lettuce, eggplant, collard greens, potatoes, cabbage, kale, cucumbers, broccoli, melons, and a variety of herbs. These fresh organic grown vegetables have provided hundreds of healthy and delicious meals to the students and staff at JSMS over the years and when there has been a surplus of harvest, the vegetables have been donated to the Raymond Community School and other schools in the district, as well as the Raymond Food Pantry. 

The greenhouse at JSMS is active from September to November, and then again from March through May. Some of the cooler weather crops such as spinach and lettuce are grown in the greenhouse raised beds and are used in the JSMS lunch program salad bar. The greenhouse also has a cooling fan that was installed by former student, Al Potter, which is powered by a battery and solar panel which former JSMS applied tech students helped construct.

Keller, one of the men who helped start the garden, has been involved since its inception. He just retired following 26 years working in Special Education at JSMS. He was also the school’s cross-country coach for over 20 years, and despite his retirement, he will return this fall to co-coach alongside John Powers and plans to substitute teach when needed. Most importantly, Keller plans to still watch over the Healthy Pickins Garden as he plays such a key role performing the summer care for it until the students and staff return this fall.

All in all, Healthy Pickins Garden is a big deal at JSMS, and the students there play an integral role in it.

“The majority of the students that help with the vegetable garden are primarily 5th grade science students, but the sixth-, seventh-, and eighth-grade students have helped as well during the school day and in the after-school garden club,” said Keller. “The students do the majority of the work preparing the garden in the spring and harvesting crops when they return to school in late August through the final harvest in late October.”

When Healthy Pickins Garden was created back in 2010, those at JSMS were hoping that it would provide food for not only the school, but the community as well, and more than that, they wanted the students to take something away from working in the garden, and Keller believes that they have done just that.

“There are so many benefits for these children at JSMS being involved in a gardening program,” said Keller. “Vegetable gardening teaches students about agriculture, nutrition, and life skills as they can learn how to grow vegetables for the rest of their lives. Also, school gardens just help promote healthy lifestyles.”

Now, 12 years after it began, there is no denying that Healthy Pickins Garden has been a success, and Keller says that he wants to thank everyone who has contributed to that success.

“The success of the school garden over the years has truly been a school and town community effort,” said Keller. “It would not be possible without the support of the fifth-grade teachers Lynne Latham and Kelly Crockett, kitchen staff Jamie Harmon, Scott Walsh, and Santa Rodriquez-Lopez, Chef Ryan Roderick, former Chef Samantha Cowens-Gasbaro, RSU 14 Director of School Nutrition Jeanne Reilly, special education staff Erika Greene, Moira Case, and Kim Hutchins, occupational therapist Lori Fletcher and her daughter Emma, JSMS head groundskeeper Tom Gumble, longterm and now former principal Randy Crockett, master gardener Sheila Frappier who has also led the after-school gardening program, Lyndsay Stretch of Petals Farm and Garden, school custodians, and community volunteers April Fey and Mary Thornton, but most importantly the students of JSMS.” <

Student sendoff moves retiring school secretary

By Briana Bizier 

Known to generations of children and their parents as 'Miss
Mindy,' longtime Raymond Elementary School secretary 
Malinda McKinney will retire at the end of August.
COURTESY PHOTO

Raymond Elementary School looked a little different this month as students, faculty and staff prepared to end the school year with flocks of pink plastic flamingos decorating the grounds outside the school and the walls of the front office. These flamingos even made it onto the heads of the elementary school students, who wore handmade pink flamingo hats to an event on their last day of school with the flamingos and a special ceremony meant to honor “Miss Mindy” Malinda McKinney, the beloved longtime school secretary, as she prepares for her retirement.

Originally from Wilmington, North Carolina, McKinney fell in love with Maine at a young age. Her family vacationed in Nova Scotia when she was growing up, and on those trips, they passed through Camden. The Pine Tree State made a big impression on her.

“I decided at age 12 that I wanted to move to Maine,” McKinney said. “So 30 years ago, I picked my kids up and moved to Maine not knowing a single solitary soul.”

She held several jobs before accepting her current position at Raymond Elementary, where she has greeted students and staff for 16 years.

“She’s the first person you see at the school,” RES Principal Beth Peavey explained. “She’s the gatekeeper, making sure the right people are in the building, and she’s so welcoming and helpful.”

Peavey has worked with McKinney for five years and, like many Raymond residents, she’s known her since her own children were students at RES.

“We’re going to greatly miss her,” Peavey said. “Her unique personality just brings joy to those around her.”

Peavey’s sentiments were echoed by Deborah Hutchinson, the former Assistant Principal at RES who worked closely with McKinney for seven years.

“Miss Mindy always put people at ease with her southern hospitality and her accent,” Hutchinson said. “She’s a wonderful, welcoming presence when you first come into the building, and she takes her responsibility very seriously. She would be like a mother bear if someone came to get a student who wasn’t supposed to, even to the point of chasing them down the hall to make sure they were supposed to be there. No one gets past Miss Mindy.”

During the last week of classes, McKinney’s front office was decorated with sparkling fairy lights and dozens of hand-drawn illustrations of flamingos from the students, including one bright pink flamingo with tears in its eyes and a speech bubble reading “We will miss you!” These colorful sketches shared space with three computer monitors, one laptop, two telephones, and a walkie-talkie.

“And I use them all,” McKinney said, gesturing toward the vast array of screens and buttons on her desk. “The end of the day is priceless. You’ve got phones ringing, the walkie-talkie going off. It’s organized chaos, and it’s so much fun.”

Fun seems to follow “Miss Mindy” wherever she goes. Her love of flamingos, the color pink and flamboyant outfits brings a welcome dose of levity to the school’s front office. 

“I act silly,” she said. “I wear my pink tutu and my headband. You’ve got to bring some oomph to it.”

This silliness is also accompanied by a genuine concern for the students that shines through each of her 16 years at RES. 

When she first accepted her current position at RES, McKinney said that she was given some advice: If you don’t know a student’s name, just call them sweetie. It was advice that “Miss Mindy” carefully disregarded.

“I said, I’m going to learn all their names,” she said and according to Principal Peavey, McKinney knows more than just the students’ names. “She knows all the names, and she also knows all the families,” Peavey said. “She’s a wonderful asset because she knows how to connect with the families. They trust and respect her, and for many families, they love her.”

This love was reflected in the many celebrations for her retirement. During the last weeks of school, there was a retirement celebration at RES’s Frog Pond Pavilion where parents and other members of the community were invited to celebrate “Miss Mindy” as well as a surprise school-wide assembly where students sang a song written by music teacher Patricia Gordon honoring her time at RES.

McKinney said that leaving her position at RES has been emotional.

“I’ve been crying,” she said. “It’s really bittersweet, I’ll miss the kids, my babies. And they really are my babies. Even the ones that can be a little naughty, every single one of them are precious.”

After moving to Maine decades ago and not knowing a single solitary soul, it’s safe to say that “Miss Mindy” has become a part of every family in Raymond. She will continue to work at Raymond Elementary School through August, and then she plans to enjoy her retirement in the state she first fell in love with at age 12. <

Mock crime tests intuitive skills of WHS students

During the 'mock crime' exercise at Windham High School
a student 'evidence technician' collects a sample from the
suspect, played by 2021 WHS graduate Griffin Wirtz.
PHOTO BY GARY HARRIMAN

By Lorraine Glowczak

There was plenty of mayhem in the early morning hours on Thursday, May 5, on “Moose Falls High School” campus – or rather – the Windham High School (WHS) campus. “Moose Falls” was the feigned title given to WHS as part of a mock crime scene curriculum study for about 100 students in the English, journalism, math and science classes.

Working alongside the Windham Police Department (WPD), who were instrumental in helping to create an authenticated “crime”, students from math and science worked as “evidence technicians” that collected and analyzed data. They collaborated with the English “detectives” who interviewed the witnesses and suspect (he pleaded the fifth) to develop a theory of the crime. The “journalists” were on hand to write press releases and articles to “inform the public.”  

The “crime” involved a car accident that included a fake passenger who “perished” and a driver, the suspect named “Jerry,” played by 2021 WHS graduate, Griffin Wirtz. The vehicle used during the mock crime scene scenario, was part of an actual accident and was towed to WHS campus by SOS Towing of Windham and placed on the campus behind the football field.

“The purpose [of the Mock Crime Scene] is to have the students learn about forensic investigation and give them a real-life application for the skills that they’re learning in school,” math teacher John Ziegler said in a previous interview. “Here, we’re giving them a great example of when they’re going to have to use math in real life...with a real career-based application to it.”

Science teacher Dan Wirtz explained that the evidence technicians studied ABO blood typing and did lab work identifying different blood types. The students also discussed what constitutes "evidence" and how it is handled from crime scene to trial and even after the trial. 

“We talked about the different illegal drugs that could be found at a crime scene and detected in a human,” Wirtz said. “We also brainstormed what other evidence may show up at a crime scene and how a real event differs from what is seen on TV/movies.”

Wirtz further explained that the expectations were to understand how the different pieces of evidence come together to show what happened, which tests are wholly reliable, and which ones have a high possibility of error.

“We also discussed the rights of anyone who is accused of a crime and what they must do/say, and what their constitutional rights protect them from incriminating themselves,” he said.

English and journalism teacher Chelsea Scott prepared her students for the event by teaching them the essential details and information required when writing about a crime scene.

“Leading up to and including last week, ‘the journalists’ learned the nuances of writing about crime, including what information they should ethically include in a news article and the impact that including certain information may have on an investigation,” Scott said. “Students delved into unbiased writing that empowers the public by sharing useful, impactful information.”

On the day of the event, a former broadcast journalist at News Center Maine, Shannon Moss, who is currently the Public Information Officer for Maine Department of Public Safety spoke to Scott’s journalism students.

“Shannon Moss reminded students that empathy for the interview subjects is more important than being the first to release a story. She brought passion and energy to the discussion of the myriad professionals who work together to both solve crimes and broadcast the news. Moss generously shared tips for building positive relationships with detectives, which connected well with discussions that we have had as a class with guest speakers Bruce Robert Coffin and Detective Sergeant Jason Andrews.”

Other English class “detectives”, taught by Adrianne Shetenhelm and Nicole Densmore practiced their observation and notetaking skills.

“The students are writing an official police report as one of their final projects to improve their informative explanatory writing,” Shetenhelm said. “They also practiced their speaking and listening skills by interviewing witnesses and collaborating with peers on their theory of the crime. Some detective groups will prepare a presentation for a fictional district attorney. Toward the end of their unit, the students will present their theory of the crime and prove that the evidence they found proves the suspect's guilt.”

WHS Junior and English “detective,” Victoria Lin said she learned many things due to this hands-on and experiential learning that included communication between big groups of people, relying on the information from other student detectives through meetings and an organized digital log.

“We worked in small groups and discussed our information and theories,” Lin said. “When we made a conclusion based upon evidence, we would then report our findings to a webmaster who would enter it in our [digital log]. We had to work together to figure out what information was missing, what information was relevant, and what kinds of questions needed to be asked.”

Lake Peterson, a WHS Junior and an English “detective” said he enjoyed this educational unit because he is a curious person by nature. This event was like putting a puzzle together.

“I enjoy solving the how, what, when, where and why,” Peterson said. “We weren’t told anything about the crime scene, so we had to interview the witnesses and process all the information given to us the day of the event.”

Both Lin and Peterson agree that the mock crime scene curriculum was a fun way to learn by working outside of the classroom and with friends.

“A Mock Crime Scene has so many important things to offer students,” Lin said. “It gives insight into different aspects of CSI, experience with communication between large groups of diverse people, complex problem-solving in real-time, and a direct way to apply what we learned in classrooms.”

This project-based curriculum began in 2017 and has expanded into an inclusive community event that now includes members of the community. This year, those who agreed to play the roles as witnesses included Rev. Tim Higgins of St. Ann’s Episcopal Church, Raymond resident and active community member Tom Ewing and former WHS graduate Rosie Haibon.

“I'm just so encouraged that an idea that began with two teachers from math and English who were thinking about how we could create an authentic learning experience for our students has turned into a large school-wide community-building opportunity for English, math, science, and journalism students who are working alongside the local police department including our School Resource Officer, Seth Fournier,” Shetenhelm said. “Students who have only seen the police during difficult or traumatic events are working shoulder to shoulder with these authority figures.”

WHS Assistant Principal Vanessa Michaud said she is proud of the dedicated staff who has worked diligently on this project-based learning experience throughout the school year, noting their collaboration with the WPD.

“This collaboration provides students with the opportunity to develop teamwork, problem-solving, and communication skills and real-world applications to the content skills they are learning in their courses,” Michaud said. “I am so proud of the hard work and dedication our staff put into making this experience possible for our students. It is truly a great thing to see our students building relationships with each other, our staff, and our community partners.”

Over the next few weeks some detectives will be pulling together a presentation for the District Attorney with their theory of the crime.

“Hopefully, their work is detailed enough that the DA will accept the charges and charge the suspect,” Scott said.

Fournier and the WPD wish to give special thanks to SOS Towing of Windham, who offered their service free of charge. <