Alternative school inspires students with love and individual attention - By Elizabeth Richards

How does a school inspire students, staff and alumni so much that they even show up during school break? A conversation with Pender Makin, principal of the REAL School, shed some light on what this alternative school is able to accomplish, and how they do it.
 

The REAL School, based on Mackworth Island, is part of RSU 14. It is a regional alternative and day treatment school serving students from many districts throughout southern Maine. There is no “typical” REAL School student. The school serves a range of students, some with no disabilities and a 160 IQ, and some with some significant disabilities, said Makin. The one thing they share is that they were not successful in their prior school settings, struggling with cognitive, social or behavioral issues throughout their years in school.

How does the REAL School inspire these students to succeed when other schools couldn’t? Makin says love has a lot to do with it. “You don’t hear the L word in public education very often. But love and happiness are really critical to learning for kids, especially for kids who have struggled to be successful or feel connected in their previous settings,” she said.

Showing this love for the students happens in a variety of ways starting with an enthusiastic welcome to school each day. Staff members gather outside to greet the vans waving, fist bumping and welcoming kids in a way that shows them that the staff is happy to see them. “If they want to walk a wide circle around us they can, but we’re never going to walk a wide circle around them,” says Makin. Just making sure they know that people are happy to see them can set up a positive dynamic, she added.

Makin said she emphasizes the love and happiness because she thinks it makes the critical difference. “There’s a lot of ineffective treatment out there,” she said. “I think maybe it’s because it isn’t offered with real open hearted acceptance and respect for the individual person.” Many treatment centers try to apply standardized approaches to the students they serve, she said. Makin said that although these approaches can offer short term behavior modification solutions, it’s not lasting. “They can pretty quickly get people to comply behaviorally, but it’s not touching their heart or their investment in themselves as a human,” said Makin.

At the REAL School, they ride out behavioral challenges and work without punitive discipline – no detention or suspensions happen at the REAL School – to create longer lasting change. They also treat each student as an individual.

This approach makes a difference to students. Curtis Arnold, who is in his first year at the REAL School said he feels as though he’s treated like a young adult, where his opinions are valued. “In this school, they give service to your one to one individual needs,” he said. 

Emily Denbow agreed. “I’m excited to go to school because I know that I’m going to get here and the teachers are going want to see me. They accept everybody, but beyond that they’ll do whatever it takes to get through to you on an individual basis,” she said.

On Monday morning during Thanksgiving break several current students, alumni, and staff were at the school preparing to shop for a Thanksgiving feast being held on Tuesday afternoon. Some were baking in the kitchen, others worked on a written gratitude project, and still others popped in and out to chat and make connections. Conversation flowed easily, and activity never stopped. 

The connections between all members of the school community can be felt in every interaction. Arnold said, “You can relate the REAL School to being a second family, a second home.” He added, “If you were to ask any student that walks through this building if they love this school, they will most certainly 100 percent say ‘yes’.” 

Denbow said that attending the REAL School was her alternative to dropping out. Unhappy where she was, she said that when she was given this option she decided to give school one more try. “I haven’t regretted it since,” she said. “For the first time in my high school career, I’m passing every class this semester.” 

It can be difficult to run this kind of program with the mandates set out for public schools both federally and statewide. Makin said they focus on interpreting those mandates through the filter of what is right for the kids. “We’re really a values based organization within the larger public school framework. It’s not an easy balance to maintain, but all of our teachers have tremendous professional courage, and it’s about our kids,” said Makin.

There are four programs that house 60 students at the REAL School. Approximately half the students are in the regular program. Their day begins in a homeroom setting, with breakfast, morning meeting and goal setting for the day. From there, the students work on their interdisciplinary service learning projects.

There are many of these projects being worked on simultaneously. One group is planning all aspects of a medical and educational relief trip to the Dominican Republic; another is working on a Veteran’s history project where they interview veterans of wars, edit the video interviews, and plan to deliver these to the Library of Congress where they will be archived; and a third group working on a project for the Portland Water District to raise and rebuild a boardwalk over an estuary. 

In addition, there are students with individual projects. Arnold, for instance, is working on a project with Generation On to facilitate a ropes course experience for a group of middle school students from Portland.

At the end of the semester, the students have a capstone presentation, where they take ownership of demonstrating the standards they have achieved, said Makin. After lunch, the students in this program spend time in more traditional classes

The second largest program at the REAL School is the Agriculture and Culinary Arts Program. These students plan, prepare and serve breakfast and lunch to all the REAL School and Baxter School students three days a week. There are gardens and a hoop house, built by students, where fresh vegetables are grown and used as often as possible. On days they are not serving, these students are planning, doing prep cooking, evaluating the nutritional aspects of their menus, and attending regular classes. 

Most of the courses at the REAL school are multi-age and interdisciplinary, where students work within their individual capacities towards individual goals said Makin, similar to the old one room schoolhouse style.

A third program is the REAL school preparatory academy, which is comprised of students who need a very structured, individualized program for a variety of reasons. These students have one adult per student in the classroom, which may include a teacher, educational technician and Americorps volunteers.

The final program offered at the school is a long term restorative learning program. This is for students with ongoing egregious behaviors that routinely interfere with the teaching and learning of others, said Makin. The teachers work with these students in what they call a restorative learning process, to help them earn back the privileges of the larger school setting.

Because the school has a variety of non-traditional programs, they must get creative with finding funding streams. Approximately one-third of their operating costs come from RSU 14. Another third is from tuition and transportation revenue from other districts. The final third comes from a combination of grants, which the staff is constantly writing, professional development services provided by REAL school staff, private donors and fundraisers.

The workplace readiness program is funded by an anonymous donor. Through this program, students are able to train, apply for and hold down jobs and get paid in Hannaford gift cards. Another private donor supports the teen aspirations fund, which can provide money for things like an outfit for a job interview, a test fee, or a college application fee. In short, it can help with “any little barriers that would get in the way financially of having our kids having the best chance at anything they want to do with their lives,” said Makin.

And what do REAL School graduates do with their lives? Every graduating student has a plan in place so that they can answer the question “what are you doing tomorrow?” said Makin. The range is as wide as students from any school. 

There are graduates who have completed four-year degrees, said Makin, who recently received an invitation to a former student’s graduation from an RN program. They have graduates in the service, in community college, and who have gone right to work after school.

George Mann, a 2013 graduate, went straight to work in a store in Biddeford after graduation. Of his REAL School experience, he said “It’s not all about authority figures here like it is in other places.” He added that the staff at the REAL School listens, rather than treating the students like kids who don’t know anything. He said he comes back to visit, “Because I love these guys.”

The feeling is clearly mutual. “We are lucky to have the sweetest, nicest most interesting young people ever – it’s an amazing way to live your life,” said Makin.

New special ed director thoroughly examines his new department - By Elizabeth Richards

Phillip Potenziano is new to his position as director of student services for RSU14, stepping into the role after long time director Linda Powell retired in June. Potenziano is no stranger to special services, however. He has been in the field for 13 years, most recently serving as the co-director of special services for SAD6.

 

Potenziano is originally from Maine, and attended public schools in the state. He received a Bachelor’s degree from the University of Maine at Farmington, and then continued his education at the University of New Mexico where he earned a Masters degree in special education. He has also received a Certificate of Advanced Studies in Educational Leadership from the University of Southern Maine, and is currently pursuing a doctorate degree at Boston College. 

Potenziano began at RSU14 on July 1^st, with what he called an extensive entry and learning plan. He met with approximately 80 people, including staff and the special services parent organization, to ask questions and gather data on the district. Currently, he is reviewing the data gathered and hopes to identify some priorities in January. At the same time, the Maine Department of Education is conducting a special services review. Potenziano said it was great timing for the review, because it will serve as another data point in his learning process. The district does a self review first, and will submit approximately 100 student files to the state. The DOE will then conduct an onsite review in March.

His role in the district includes instructional support, special education services and 504 support for K to 12, and supporting health services programming, he said. He also works collaboratively with the director of the Sebago Educational Alliance day treatment program. 

Potenziano said a few things attracted him to the position at RSU14. He had known Powell through the Alliance board, and thought highly of her, so he knew that the program was in great shape. “Windham special services is thought of very well in the southern Maine region,” he said. 

 “I was also excited to work with Sandy Prince,” he added. “One of the things I’ve heard him talk about over the years is educational entrepreneurism, and getting people in the right places to do the right thing for kids.” 

Potenziano also said he wanted to get back to a K to 12 perspective. His role in SAD6 was as co-director. As such, they split the position differently in different years, alternating between elementary and middle/high school services. “This allows me the opportunity to look at that K to 12 programming which is nice,” he said. “It allows you to see the students the whole way through, and how the programs interface with one another. I was pretty excited about that.”

Potenziano is pleased by the forward thinking that he’s found in the district. This includes things like having a behavior consultant on staff, and interacting with the special services parent group to provide support and training. In January, a psychologist and a special education site coordinator will present for that group, and he hopes to keep providing the group with different aspects of training and support.

Other goals include looking at what services are needed for grades 9 to 12. A high school “think tank” made up of staff will incorporate data from parent questionnaires and take a look at 9 to 12 programming. Social/emotional behavioral supports and alignment of the programming from K to 12 are other areas that Potenziano would like to look at.

Potenziano has started an instructional services blog on the RSU14 district website, and is trying to get information out that way. The website contact information has also been updated so people know who to contact for support.

With 475 students receiving special education services, there is still a lot for Potenziano to learn. So far, his transition into RSU14 has been very smooth, which he credits to staff and parents in the district. “When I met with staff, everybody was really positive,” he said. “People are really excited about the programs that are being offered, and that’s nice.”

Windham High's Deveaux named 2014 assistant principal of the year - By Elizabeth Richards

 Windham High School assistant principal Kelli Deveaux was named Maine’s 2014 Assistant Principal of the Year by the Maine Principal’s Association (MPA) at an all-school assembly on November 26^th.

Deveaux said she was elated, in part because it feels nice to be recognized, but even more because she is excited to be able to represent assistant principals, Windham and public education on a larger scale. 

Deveaux will be honored by the MPA at its annual awards banquet in March. She will also travel with her husband to Washington D.C. in April, where she will be recognized by the National Association of Secondary School Principals during a three-day program. This program will include professional development activities, networking opportunities and a black-tie dinner and awards program. 

While in DC, she will also have an opportunity to meet with members of congress to talk about education. “Being given the opportunity to advocate for Maine, assistant principals, and public education at a national level is huge for me. The passions of my life really are about education and educational policy and public interest, and I get a chance to really speak up about it,” she said.

Deveaux earned a Bachelor’s degree at the University of New Hampshire in 1993, and her MSEd in Educational Leadership from the University of Southern Maine in 1995. 

Deveaux began her career in education in South Portland, as a high school English teacher. She said she loved the classroom, and still has moments where she misses that kind of contact with students. Encouraged by a mentor, Jeanne Crocker, who was the principal at South Portland High School, she explored roles in administration. “She convinced me that it’s really an opportunity to do more for kids,” said Deveaux, a statement she said she’s found to be true.

Deveaux became an assistant principal at Windham High School in 2002, and is in her 12^th year in the role. She said that initially she struggled with the responsibilities of being an assistant principal, and the often negative interactions that come with the job. “A lot of my job is about establishing rules and expectations and holding students, and sometimes adults, to those expectations. That’s not always a positive experience. But, I have learned to do it with my own style which includes a lot of humor and a lot of support. I want the kids, and the adults, to know that I care about them enough to say this is what’s acceptable and this is what isn’t.”

She added that she really appreciates the support she has received from the administrative team in Windham. “I have found the opportunity to not just impact students that were in my classroom, but I’m able to impact students in a whole school,” she said.   

One accomplishment that she is very proud of is starting a clothing closet at the high school, which offers food, toiletries and clothing to students who cannot get those needs met elsewhere. 

Deveaux is also proud of a class that she co-teaches each spring, called Girl’s Group. Girls are nominated and apply to participate, and six girls are selected “because that’s how many fit in a minivan,” she said. The girls nominated are those who have “yet untapped potential,” but may have barriers to reaching that potential, said Deveaux. 

The group learns to work together to support one another and see that women can be successful and varied in what they are able to accomplish. The final exam for the class for the past few years has been to have the group find, train for, fundraise for and complete a 5K. “The sense of accomplishment is huge, and that’s what I hope they take from it,” said Deveaux.

Deveaux said one of the things she hopes to do as a result of receiving this honor is to emphasize to communities and school leaders the importance of the role of an assistant principal. There are frequent conversations in education about school safety, bullying and harassment, and often the person with primary responsibility in tending to those issues is the assistant principal. Yet, during difficult financial times, Deveaux said she sees school districts cutting the role in favor of a teacher leader model. “I worry that in doing that we’re losing sight of some of the really key initiatives and key focus of school safety, school community, school culture and climate building,” she said.

Deveaux said that the students know her well, and understand that even when they get into trouble, she cares about them as people. Watching students grow and mature from freshman to graduation is an incredibly moving experience, she said. “To be able to get the kid to graduation and say I had a piece of that is huge. It’s a really awesome experience.”

Deveaux lives in Gorham with her husband and three young children.

Charette entertains full house at Saint Joseph's College annual benefit concert - By Elizabeth Richards

Rick Charette entertained a standing room only crowd at the 23^rd annual benefit concert at Saint. Joseph’s College on Sunday, November 24. Charette, accompanied by the Bubblegum Band, had children popping like popcorn, learning simple signs, and enthusiastically singing along to many of his familiar favorites, like Bubblegum, I Love Mud and Alligator in the Elevator. 

 

Charette has been donating his time to perform a benefit concert at Saint Joseph’s for 23 years, and his performance this year was as dynamic and energetic as always. With movement, catchy choruses, and a visit from Al the Alligator, Charette kept children engaged and entertained for a solid hour. The program also included an interactive reading of “Oh No, Santa” by Kees Moerbeek, and a sing along of several familiar Christmas carols.

Admission to the concert was an unwrapped toy, and donations were also accepted, to help local towns bring a happier holiday to struggling members of their communities. Charette performed for free, and also donated a portion of his merchandise sales to the cause. Audience members were treated to candy canes and hot cocoa as part of the experience.

Historically, attendance for the concert has been high, and this year was no exception. Kathryn Cody, coordinator of social justice and leadership at St. Joseph’s Mercy Center, said it was the largest turnout she had seen at the event, and she counted more than 500 people enjoying the show. 

The Mercy Center, which is the department of campus ministry at Saint Joseph’s, is a center for learning, leadership, service and social justice, said Cody. The center works to connect all of those to the whole person, she added, taking into account the spiritual, environmental and academic well being of the students. Her role, she said, includes fostering leadership in students and getting them to think about the larger social issues that are involved in charity and service work.

 

Cody serves as an advisor for the event, with two students taking the lead in making it all come together. Rose LeBlanc and Mary Becker are the co-organizers of the event and do the bulk of the work, said Cody. “They’re doing the work, and making sure that all this runs smoothly,” she said. “We touch base to make sure it’s getting done, but they really take a strong leadership role in all of this.”

Last year, said LeBlanc, they had the help of a senior who had organized the concert in prior years. This year, it was all up to her and Becker. She said it was both a lot of work and a lot of fun to organize. The coordination of details included contacting many people to get the help they needed, including the business club who helps at the door, the baseball team for set up and tear down, the facilities department, copy center for fliers, and the cafeteria, which donates the hot chocolate. LeBlanc said they begin work on the event about two months prior, and will continue to work afterwards to sort and organize toy donations. 

 “I like seeing all the kids get all excited about it,” said LeBlanc of the event. She added that the concert gives kids a chance to just relax and enjoy Christmas music before the business of the holiday hits. LeBlanc said she also enjoys the feeling when the town representatives come to pick up the donations, and are excited to see how many have been collected.