Maine’s ‘School Psychologist of the Year’ hails from RSU 14

By Ed Pierce

For more than two decades, school psychologist Lisa Backman has devoted her career to improving the lives of RSU 14 students in Windham and Raymond. Earlier this month, all of Backman’s hard work and care paid off in a big way as the Maine Association of School Psychologists honored Backman as the Maine School Psychologist of the Year.

The award acknowledges a member of the Maine Association of School Psychologists who demonstrates excellence in school psychology practice, and leadership in the profession.

“Beyond the role of evaluators, school psychologists fill a crucial role in school communities providing consultation and collaboration in intervention systems and supporting school staff through professional development and technical assistance,” stated Erin Frazier, Maine Department of Education Director of Special Services. “These individuals are critical to SAUs efforts to provide a continuum of services to all children.”

RSU 14 school psychologist Lisa Backman,
who works with kindergarten through fifth-grade
students in Windham and Raymond, has been
honored as Maine's School Psychologist of 
the Year by the Maine Association of School
Psychologists. COURTESY PHOTO 

Backman has been providing psychological services to RSU 14 since 1999 and she also serves as an adjunct professor at Saint Joseph’s College.

Frazier said that Backman is a trusted professional within her school community among students, staff, and families.

“Maine Department of Education recognizes there is a critical shortage of school psychologists in the state that is long standing,” Frazier said. “These positions are critical to fulfill child find responsibilities and support effective programming for students.”

A nationally certified school psychologist, Backman is a native of Maine and has lived most of her life in the Sebago Lake Region. After attending high school, she earned a Bachelor of Science degree in communication from the University of Southern Maine and then went on to obtain a master’s degree in school psychology. She works with children in kindergarten through fifth grade in Windham and Raymond schools.

Backman said that her primary role for the district involves serving as part of the special education team at Windham Primary School and Manchester School and evaluating students in kindergarten through Grade 5 for special education eligibility.

“My daily work schedule is vast, which requires a lot of flexibility. Each day is different as I could be observing in the learning environments, consulting with special and regular education teachers, developing behavioral/social-emotional intervention plans, report writing, and attending Response to Intervention or IEP meetings,” Backman said. “Ultimately, the best part is meeting one-on-one with students through the evaluation process.”

She said the field of school psychology requires a combination of child-center and systems-based perspectives, regulations considerations, ethical standards, and vast expertise in social-emotional learning, behavioral functioning, and developmental and learning theory.  

“I feel flexibility and compassion are two very necessary and important attributes,” Backman said. “I feel lucky to have found a profession that requires a mix of empathy, collaboration, continuous learning, and critical thinking skills. I could not say what is the most important aspect of my work, but I am most satisfied and fulfilled when I can go home feeling like I have made a difference.”

Backman said her family is thrilled to see her honored with the award.

“It was very special to see them during the remote announcement while I was still at work. They are proud and loved the MASP plaque. My youngest felt it should be hung at our camp. When Windham/Raymond consolidated, I was lucky to have an opportunity to work in their schools for a few years,” she said. “While they may not be able to explain what I do every day, they could share stories like the many times I (and other school psych friends) used them to practice new tests. My fondest memory was a story a colleague/school psychologist shared with me. She was in my son’s middle-school classroom observing a student on her caseload. My son said hello to her, as she entered. The student that she was observing asked my son why she was in their classroom. He replied, ‘Oh that is my mom’s friend. She sends her in to check on me sometimes.’ We had a good laugh.”

Christopher Howell, RSU 14 Schools Superintendent, said that Backman is highly deserving of this honor.

“What’s special about the work Mrs. Backman does with students is her comprehensive approach to support,” Howell said. “She is an integral member of her school teams and can look at the whole child from the perspective of someone who really knows the evaluation data within a practical context to make recommendations to support children she works with.”

Howell said Backman exemplifies exactly what RSU 14 is striving to achieve.

“As an RSU we are, just as Mrs. Backman is, looking forward at the bigger picture,” he said. “We are looking at not only academics, but at social-emotional needs to support students who will grow up to be productive and engaged members of our community.”

According to Howell, Backman is a truly passionate professional, always growing and sharing what she learns.
“She is dedicated, efficient and committed. Lisa contributes broadly to the profession by leading student-centered teams within each of her schools, supporting best practices in Special Education for the Maine Department of Education, inspiring new teachers at the college level, and providing leadership within her professional organization of School Psychologists,” Howell said. We are very fortunate to have her level of knowledge and passion supporting the educators, families and professionals in RSU 14.”

Windham Primary School Principal Dr. Kyle Rhoads said the RSU is fortunate to have her calm demeanor, as well as her extensive knowledge of research-based practices and Special Education law to help make the IEP process one that aligns with their mission.

Rhoads said that as a school psychologist, Backman demonstrates the qualities, capabilities and knowledge of a successful nominee worthy of this award.

“Importantly, she approaches her work and her life wanting to better others,” he said. “Her creativity and commitment with her work reflects favorably what RSU 14 is trying to accomplish.” <

RSU 14’s IT Department overcomes challenges in keeping students connected during pandemic

RSU 14 Network Administrator Mark Politano
examines a computer at Windham High School 
on Tuesday. The school district's information
technology staff has stepped up to the challenge 
of providing and servicing computer equipment 
for students who have had to study remotely
from home as a result of the pandemic.
PHOTO BY HOLDEN ANDERSON 

By Elizabeth Richards

Both hybrid and full remote learning have required planning and technical support far beyond a typical year. Administrators, teachers, and technology staff have made keeping students connected – both online and emotionally – a top priority in RSU 14.

According to Director of Curriculum Christine Hesler, RSU 14 approached full remote learning differently than other districts in the area who opted to use a software called Edmentum.  In RSU 14, they wanted to ensure that remote students stayed connected to the RSU, their schools, and district staff, Hesler said.

RSU 14 provides remote teachers at each grade level, using the same curriculum, teaching strategies, and connections to the schools as students would have in person to keep things as consistent as possible.

“We felt that was really important because eventually we’re all coming back,” Hesler said. 

With the move to having students in both hybrid learning and remote learning, demand for technological solutions, and support using them, has increased.

The district is sending students as young as second or third grade home with devices for distance learning.

“We’ve never done that before,” said Bob Hickey, RSU 14 Director of Technology. “This allows students to have a device with them while they are not at school and supports both the hybrid and distance students.  We are also working on sending home devices for students as young as kindergarten and first grade.”

The district has also increased the number of devices available so that in addition to a MacBook Air for each student in grades 2 through 12, there’s an iPad for every kindergarten and first grade student instead of one for every two students as in past years, Hickey said.

“This helps with interactive tablet interfaces for young students who lack keyboarding skills,” he said.

Hickey said the district also has iPads for the 32 Pre-K students at the new program in Raymond.  “Even the youngest students show the ability to use the touchscreen and all the most successful educational apps are available on this platform.”

The district has made great efforts to provide wi-fi hotspots to families who otherwise wouldn’t have
internet access at home, so students aren’t left without support, Hickey said. 

“Some of the hotspots were free from the state, others the district paid for to bolster the availability of devices,” he said.  

Tammy Lorenzatti, Technology Instructor at Windham High School and a representative of the WHS InfoTech team, which includes librarians Amy Denecker and Kristin Chavonelle, said, “Much of the support we offer students and families comes directly through our work with teachers.”

Over the summer, she said, a district-wide team created a mini-course focused on best practices for virtual learning to help faculty and staff in RSU 14 develop experiences that would empower students to succeed.  Hesler published grade-level remote learning dashboards for teachers to access essential tools, information and materials, Lorenzatti said.

Since schools reopened, Lorenzatti said, they’ve continued to offer virtual professional development opportunities to the district.  They will be piloting a “Teacher Tech for Teachers” program, where they’ll facilitate sharing of remote teaching strategies among teachers.

“If this initiative is successful at the high school, we hope to share the opportunity with other schools in the district later this year,” she said.

Hybrid and remote learning poses many challenges, particularly when it comes to technology.  “The transition to remote learning seems to have changed almost every aspect of what we do in schools. As a result, we’ve learned to be flexible and creative in accommodating the ever-changing needs of the community,” Lorenzatti said. “We started the year aware that access to materials was going to be a greater challenge for both students and teachers.”

In order to make transitions as seamless as possible, she said, they invested in several online streaming platforms that provide teachers with digital access to movies, pop culture and educational magazines, ebooks and audiobooks.

Technology has also been used to connect teachers and students virtually.

“Beyond Meet and Zoom, we’ve purchased several Owl smart cameras, which give remote teachers full-sound and a 360-degree view of the students in their classroom. Prior to the arrival of the Owls, we had to adapt our greenscreen camera and computer station to connect remote teachers with their in-person classes at school, and using this technology, we’ve successfully enabled instruction to continue despite the distance,” Lorenzatti said.

Because streaming and online meetings have become far more frequent, Hickey said, they’ve faced a heavier reliance on the district network. To address this need, they worked with the Maine School and Library Network, who provides the district’s internet connection, to increase bandwidth from 1 Gigabit to a 2 Gigabit connection.

Increased technology use can require more troubleshooting.  Dedicated teachers and a skilled district Technology Integrator help students and families resolve issues, Hickey said.  Parents can email HelpDesk@rsu14.org if their student’s account is locked out or they have hardware issues and need a replacement student device, he added.

 “While teaching in the remote and hybrid models, many teachers are the front line for students and families,” Lorenzatti said.  When difficulties arise, she said, the InfoTech team works closely with teachers to provide support both in-person and through their website, www.whslibrary.org, which offers how-to guides, class guides, InfoTech resources and tools, and application tutorials.  

Federal funding efforts by staff have enabled the district to attain interactive white boards that will replace very old smart boards, whiteboards, projectors, apple TVs that communicate with the projector and sound bars, which will all be consolidated into one device, Hickey said.  “These devices will be used by the teacher and even remote students can view what is displayed on the electronic whiteboard.  It really helps to tie together the in-person folks and remote students,” he said.

District staff are creating connections beyond core academics as well.  Hesler said that UA teachers are videotaping lessons for students to participate in at home.  While these, of course, look different than face to face instruction, it allows students to continue engaging in those aspects of school.

“We cannot replicate everything, but we’re trying to think differently of how we can give kids that experience,” she said.

The InfoTech team has worked closely with teachers, club advisors, and coaches to find the most effective methods to live stream events, such as sports and virtual spirit weeks, Lorenzatti said.  The team has also created a Play site, updated every Friday, where students are provided fun, boredom blasting activities, she said. 

That site can be found at https://sites.google.com/view/infotechplay/home. <

Windham High’s Restorative Learning Program assists students in getting back on track

Windham High School's Restorative Learning
Program assists students who have been
suspended or expelled to remain engaged and
learning while also helping them take
steps to repair the damage of their actions.
COURTESY PHOTO

By Elizabeth Richards

Often, when high school students are suspended or expelled, they fall behind in their academics because of time spent out of school. The Restorative Learning Program at Windham High School is an innovative approach that keeps these students engaged and learning while helping them take steps to repair the damage of their actions.

WHS Assistant Principal Phil Rossetti said the program began as part of a grant program several years ago, with several area schools involved in similar work. Windham is the only high school that still has the program, he said, which demonstrates the district’s commitment to helping students succeed. 

“School is not a one-size-fits-all system. It fits most but there is a group of students that need alternate pathways,” Rossetti said.  “RSU 14 lives by the motto “Success for all”. This is exemplified in the many ways the district support’s our high school programing. The Restorative learning program is one of several that are designed to support students that are struggling to find success.” 

Jill Tank and Dr. Leisl Johnson staff the RLP at the high school in a typical year. This year, due to COVID 19, the program isn’t functioning normally, so the two are providing academic support for students and coverage for staff who need to quarantine.  

In a regular year, students can enter the RLP when they have made a mistake that leads to suspension or expulsion.  Typical suspension or expulsion doesn’t result in repairing the damage or help keep students engaged academically.

If students are home, Rossetti said, they may continue making the poor decisions that led to those consequences. 

Time may also be spent in unproductive ways, like playing video games, Tank said. 

“They don’t play games in my class,” she said.

Expulsion isn’t the “old school” idea that once you’ve been asked to leave, you’re gone forever,
Rossetti said. 

What it means, instead, is that a student is removed from their program and enrolled in RLP to help them discover what they need to get back on track, he said. Once that hard work is completed, they have an opportunity to return and continue working towards graduation. 

Students enrolled in the RLP are picked up at their homes by a staff person in a district van. The program operates from 9:30 a.m. to 1:30 p.m. Monday to Thursday.

Once at school, students spend their day with RLP staff keeping up with schoolwork and finding ways to repair the damage of their actions, such as reflective work around what prompted their choices or restorative letters to others impacted by their behavior. RLP staff coordinates with the teachers to determine the work that needs to be completed for each individual student.

The RLP is a different way to connect with students, Tank said.

This approach helps keep students on track academically and allows students to build important relationships. Typically, one to four students are participating in the program at a time.

“The success of many students is based on the relationships they form,” Rossetti said.  “The [RLP] staff do a great job building these relationships with students. Knowing that they have a place that is safe where they can be themselves and seek out advice helps foster success.”

Tank said the relationships formed is evident in the number of students who leave the RLP but continue to return to connect with the staff.

“The RLP Program provides students an opportunity to not only remain engaged academically and not fall behind, but form relationships with staff who are there for them even after they leave the program,” she said.

Although the pandemic has put a temporary stop to the program due to the challenges of this school year and transportation difficulties it remains one of many ways in which students can reach graduation in RSU 14. 

“There are many ways for students to be successful in RSU 14 and Windham High School that include not just RLP, but the Katahdin Program, JMG and the APEX program as well. I think that’s what makes us special and unique,” Tank said. <

Art classes provide creative outlet for elementary students during pandemic

RSU 14 Art Teacher Julie Clark gives an outdoor
art lesson about contrast to fourth-grade students
at Manchester School on Tuesday. School
administrators say art is an important subject
for students right now as it provides a type of
learning that may keep them more engaged during
the pandemic, PHOTO BY ED PIERCE

By Elizabeth Richards

For many young students, art classes are a safe space where they can create and explore. In this unusual school year, providing these opportunities remains a priority for the elementary schools in RSU14.

“The value of art in challenging times is especially important,” said Manchester School Principal Danielle Donnini. “When planning our return to school this September we never considered not providing access to the arts and physical education for our students. We quickly began to plan for how we could bring art to our students with all the CDC guidelines in place and focused on providing materials so each child could have the art supplies needed to reduce sharing.”

Other school administrators agree. 

“Art can be a passion and outlet for some of our learners,” said Windham Primary School Principal Dr. Kyle Rhoads. “We can’t always predict what kids are going to latch on to and have a passion for,” he said, so providing opportunities that allow that passion to grow is important. “Art is something they can be involved in their whole lives.”

With so many things happening that can cause a child to disengage from school right now, he said, it’s important to provide as many opportunities as possible for the types of learning that may keep them more engaged.

Kids are bringing a lot of anxiety and worry to school in these uncertain times said Raymond Elementary School Principal Elizabeth Peavey. Art classes are a calm, peaceful setting where students can set that aside and be creative, she said.

“Artistic exploration and creating offer a positive outlet for children, some of whom are experiencing
significant stressors since COVID disrupted schools, families and the economy last spring,” Donnini said. “Our art classes this fall have helped our students to feel connected to the school community as they collaborate on projects that support our whole-school culture and identity,” she added.

With the hybrid model and CDC guidelines, there have been some big changes and challenges for art teachers, which administrators say they are handling well.

Rhoads said teachers are doing a great job keeping things as normal as possible, while knowing they need to operate differently due to the guidelines.

One of the challenges, Peavey said, is teaching while staying physically distant.

Typically, the teacher would be close to students helping them through their challenges, but because they need to stay distant as much as possible, children need to use verbal communication a lot more, Peavey said.

Julie Clark teaches art at the Manchester School, as well as two classes at WPS. Space issues at Manchester do not allow for classes to be held in the art room. Instead, she takes an “art cart” to the student’s classrooms.

“This changes my curriculum quite a bit as many of our art projects in the art room encouraged collaboration between students, shared materials, as well as providing enough space to work on larger projects,” she said.

Another big change for all the elementary schools is that art classes are rotating in six-week blocks between two groups of students. Typically, students have art class once a week all year long, so this is a significant reduction in the time they have in class.

Both not having students in class for a full year and the inability to share materials due to COVID guidelines, are big challenges, Clark said.

“It greatly limits their experiences with a wide variety of art materials and the depth in which I can teach a project. I have less time to teach and they have less time to create.”

To address the diminished time that students have in class, teachers have also recorded video lessons that both remote only and hybrid students can access, Rhoads said.

Remote students also received art kits at the beginning of the year so they would have the materials
they needed at home to create, Clark said.

Rhoads said he is excited that they’ve been able to continue their annual Silver Graphics fundraiser, which puts student artwork on products like mugs, pillows, and this year even masks. The limited amount of art that children are currently producing at school created a challenge, he said, but the company sent directions for families to do it from home. WPS art teacher Jennifer Vasiliauskas also created a step-by-step video lesson of a project for students to complete and families can upload.

An electronic flyer will go out to families about this fundraiser, Rhoads said, and the store will open this week.

Even with all the challenges, Clark said, students have stepped up and adapted to the new expectations and changes.

“They are amazing, and I have been so impressed by their attitudes and efforts to make the best out of this situation,” she said.

Art classes continued even at the beginning of the pandemic last spring. Art teachers, like classroom teachers, had to quickly adapt to new technologies available to reach out to their students, Clark said.

“We created engaging projects that students could do at home with limited supplies and provided digital resources for them to explore more if they chose. This has been a learning curve, but I feel like it has prepared us for a variety of situations that might arise for learning and creating in the future,” she said. <

School cleaning protocols in place to protect students

Ron Molina, head custodian at Windham Primary
School, cleans door handles at the school on
Wednesday morning. Across RSU 14 in Windham
and Raymond, custodial staffs are busy cleaning
surfaces, classrooms, bathrooms and common
school areas used by students and teachers
throughout the day to meet CDC requirements
during the COVID-19 pandemic.
PHOTO BY ED PIERCE

By Elizabeth Richards

Strong cleaning policies for RSU 14 facilities are giving the district a head start in keeping schools clean and safe during the COVID-19 pandemic.

Bill Hansen, Director of Facilities, Property Services and Special Projects, said that for the past few years, the district has worked hard with custodial supply vendors to continually update and improve cleaning processes and procedures.  This included reviewing chemicals used, switching to all microfiber cleaning, and installing hand sanitizer in the classrooms.

As a result, the district was already well prepared to manage the cleaning and sanitizing protocols required to safely reopen.

“When the pandemic started, the cleaning processes in place were already appropriate,” Hansen said. “The changes that have been made focus on increasing our ability to serve the building while students are present.  This includes adding additional custodial staffing during the day, adjusting custodial hours to support the cleaning between student days, and for the time being restricting school use to educational purposes only so the evening custodial staff can focus solely on cleaning and not event set up or public use of the spaces.”

Specific protocols for cleaning and disinfecting during the pandemic are outlined in the 2020-2021 School Reopening plan, which is available on the home page of the RSU 14 website (www.rsu14.org), said Assistant Superintendent Christine Frost-Bertinet.

These guidelines include a long list of specific items throughout the school that must be disinfected and additional guidance around the use of tools and travel for maintenance employees. In addition to the
COVID-19 guidelines, custodial and maintenance employees must follow documented standard procedures for routine cleaning and disinfecting.

Other measures have also been taken to promote good health in the schools.  As recommended by the CDC, Hansen said, RSU 14 converted most of the sink faucets in the district to hands free operation, allowing students and staff to wash without needing to touch the fixtures.

The district has also created outdoor classroom spaces for students, allowing for more social distancing, mask breaks, and fresh air.

“These spaces have been a hit with the students and have been used regularly,” Hansen said.  Large outdoor picnic tables were purchased for students to work at in these outdoor spaces, Hansen said.

“Going forward the RSU has plans to create several outside teaching space structures with roofs to allow expanded use of the outdoor environment for teaching and learning,” he said.

The district has also been focused on improving building air filtration and increasing the amount of fresh air into the spaces as recommended by the American Society of Heating, Refrigeration, and Air Conditioning Engineers (ASHRAE) as a response to COVID, Hansen said.

“This increased air flow and filtration provides an improved indoor environment and the additional outside air also results in more air changes per hour resulting in more fresh outside air in the educational spaces,” he said.

Other upgrade projects are underway that will provide long term ventilation improvements, enhanced filtration, increased outside air flow and building controls upgrades designed to provide improved indoor environments, Hansen said. 

Inspections and preventative maintenance procedures have also been completed on the air handling and exhaust air systems to be sure they are operating efficiently and as designed.

Frost-Bertinet said that the transition back to school for staff and students has gone very well overall. 

“Students and their families have been following the expected health and safety protocols, they have     
transitioned smoothly to the new and unusual schedule and have demonstrated remarkable resilience in light of everything they are facing. We are incredibly proud of our students and grateful to our families for their continued support and flexibility,” she said.

The pandemic presents challenges for all involved: staff, students and families.

“Our staff has done an exemplary job of stepping up to the challenges we are all facing. They have kept students and families at the forefront of their thinking and worked incredibly hard to adjust to the myriad of changes in response to COVID-19,” Frost-Bertinet said.

Hansen agreed.

“Staying the course with mask use, hand washing, social distancing and staying home when not feeling well will be most important,” said Hansen. “The departure from our normal to this new state is a continued stressor for all and as a district we will continue to work to find ways to continue to provide the supports and assistance needed. This challenge is not likely to go away anytime soon and working together we can continue to be successful and deliver success for all.” <

Raymond residents weigh withdrawal from RSU 14

If approved by Raymond voters in a referendum
on Nov. 3, Raymond would withdraw from RSU 14 and
form a new school district. Under the proposal, Jordan-Small
Middle School and Raymond Elementary School would separate
from RSU 14 and the new district would hire a new
superintendent and create a new school board.
PHOTO BY ED PIERCE

By Briana Bizier
For more than a decade, students at Raymond’s elementary school and middle school have been part of the RSU14 school district, sharing their school administration, buses, and educational resources with the neighboring town of Windham. This November, however, Raymond voters will decide if they wish to withdraw from RSU 14 in order to oversee their own schools.
Under the proposed withdrawal plan, known as Question One on Raymond

’s November ballot, the town of Raymond would form its own SAU, or School Administrative Unit. Raymond would lose its seats on the RSU 14 school board, and Raymond’s new SAU would form an independent school board that would then hire a superintendent on a three-fifths position to administer both Raymond Elementary
School and Jordan Small Middle School. Although a three-fifths superintendent position might sound odd, it is how Raymond schools operated before consolidating with Windham in 2008. The new Raymond school board would be responsible for everything from bus schedules to classroom technology to negotiating with the teachers’ union.

Raymond’s high school students can currently choose which school they wish to attend, and this would continue under the proposed withdrawal plan, as long as the chosen high school is able to accept the
new Raymond district’s tuition payment. Currently, 80 percent of Raymond’s high school students attend Windham High School. There is no plan to build a new high school for Raymond.
If the withdrawal plan is approved by voters, RSU 14 would transfer six buses and four vans to the new Raymond school district. RSU 14 would also continue to provide transportation for students who live in Raymond and choose to attend Windham High School.
In some ways, the seeds of this proposed withdrawal were sown back in 2008 when Windham and Raymond first merged as part of a state-wide initiative to consolidate school districts. For some Raymond students and their parents, this process did not go smoothly.
Frank McDermott, who came to Raymond in 1968 to serve as the principal of Jordan-Small, which was then then Raymond’s only school, praised Raymond’s school system.
“We were a Blue Ribbon School,” McDermott recalled, referring to a national educational award

granted to Raymond in 1988. “We had the opportunity to send teachers to national conferences and bring back great ideas. For a school system as small as it was, we really were very fortunate. That helped us do what we needed to do. It helped change the view of what Raymond schools were and could be.”
McDermott also confirmed that the 2008 transition from being an independent school system to being part of RSU14 was rocky. When the two school districts merged, McDermott recalled that Raymond lost funding for some of its programs, including a teaching position in Raymond’s computer lab.
Yet Jani Cummings, a longtime Raymond resident who taught at Raymond Elementary School for 38 years, said there were also benefits when the Raymond schools merged with Windham. “Raymond teachers used to buy our own paper,” Cummings said. “We had a very limited amount of supplies. I spent an average of $1,400 a year on my classroom, every year. The first thing that happened when we merged with Windham is that every teacher got the Reading Street series, which was $5,000 worth of books and equipment per classroom, just for reading.”

Students attend an outdoor class at Raymond Elementary
School in September. SUBMITTED PHOTO

“It’s like any marriage,” Cummings continued, referring to the educational partnership between Raymond and Windham. “There’s the honeymoon stage, and then there’s the ‘you don’t make rice like my mother stage.’ But you learn to work together, and then you can’t imagine not working together.”
If the union between Raymond and Windham schools is a bit like a marriage, then it also has hit a few rough patches, especially with regards to spending. According to a “Frequently Asked Questions” section of the Town of Raymond’s RSU 14 Withdrawal webpage, Raymond was initially slated to fund 45 percent of the construction of a new     middle school in Windham.
The RSU14 school board also broached the idea of closing Jordan-Small Middle School in Raymond if a new middle school was built. However, that plan was abandoned when the RSU 14 school board reached a new agreement where Raymond’s share of the school budget is based on Raymond’s population, and any new construction will be funded entirely by the town doing the construction.
Proponents of Question One worry that this agreement is not being upheld. They point to the construction of a new town garage in Windham as evidence that Raymond taxpayers are being asked to fund projects which do not support Raymond students. In addition, the FAQ document continues, RSU 14 purchased modular units for classroom and office space in Windham instead of using available rooms in Raymond schools.

However, despite the partnership ’s rocky start 12 years ago and the recent spat over funding, many Raymond parents and educators argue that Raymond’s educational union with Windham is highly beneficial for students of both towns.
“Raymond students have a lot more opportunities as a result of Raymond merging with Windham,” said Susan Brackett, a fourth-grade teacher at Raymond Elementary School whose two daughters attend
Windham High School and Jordan-Small Middle School. “For example, Windham and Raymond currently share a variety of positions, such as a superintendent, literacy coach, math coach, specialist teachers such as P.E. and music, and numerous special education positions. This means our students are taught by highly qualified full-time staff.  Before the merger, we were only able to hire part time specialists, which resulted in a lot of turnover.”
Cummings, who is currently serving as a member of the RSU 14 school board but emphasizes that her opinions do not necessarily reflect the opinions of the board as a whole, agreed with Brackett’s assessment.
“Having taught at RES when Raymond was a standalone district and then when it was part of RSU 14, I know that we are currently getting the best of both worlds,” Cummings said. “Small class sizes at community schools with access to the wide-ranging resources of a large district, all at a lower cost than if we were to withdraw.”
The costs of Raymond’s withdrawal from RSU 14 are a concern for both parents and non-parents alike. The proposed school budget on the Town of Raymond’s webpage shows a slight decrease in the town’s overall budget if Raymond forms an independent school district. However, this number does not include the estimated transition expenses of the withdrawal, which are slated to cost the town $600,000 in the first year.
Additionally, some Raymond residents expressed skepticism about the proposed budget.

Parent Kaitlin LaCasse noticed that the proposed budget does not include funds to address the many challenges of COVID-19, and Cummings expressed concern that the budget does not include a fulltime facilities director or an administrative assistant for the new three-fifths superintendent position.
Similar towns that have withdrawn from larger school districts have seen an increase in their property taxes. In 2014, the towns of Old Orchard Beach and Dayton voted to separate from the Saco school district. Both Old Orchard Beach and Dayton saw tax increases the following year, according to an article in the Portland Press Herald. The town of Sebago also withdrew from its school district in 2017. Subsequently, Sebago’s 2020-2021 tax budget rose by 4 percent to support their increased school budget.
An increase in property tax rates was also an issue in the 2015 election when Raymond residents first voted not to leave RSU 14. In that election, 71 percent of those who cast ballots opposed the 2015 withdrawal proposition.
“I served on the Raymond Withdrawal Committee in 2015, and it was as clear then as it is now that Raymond students would have more educational opportunities by remaining in RSU 14,” said Raymond resident Bob Gosselin. “Additionally, as the chairman of the Raymond Budget and Finance Committee, I can’t in good conscience support an effort that will in all likelihood raise costs for the town and for our taxpayers.”
However, not everyone is opposed to an increase in Raymond’s tax rate if the funds go to support the new, independent SAU.
“We have the tax base,” said McDermott. “Raymond can afford anything it wants. I don’t want to pay any more property tax than I have to, but I’m willing to pay it for the greater good.”
That greater good, McDermott continued, would include a world-class school system. “The reason I support this withdrawal,” he explained, “is that I hope it will allow Raymond to go back to what we were. I could see us having almost an Academy-type school in which every student was taken care of to give them the best education possible. Raymond is in a position where it could be a beacon, the leading town, in the Lakes Region. And to do this, you build the best school system possible.”
Cummings, however, expressed a different set of reservations about shifting the funding of Raymond schools solely onto the Town of Raymond. Town budget meetings can be notoriously contentious. Cummings recalled one year when two gentlemen almost came to blows over the school’s proposed budget.
“We went to the Town Meeting every year, and it was always scary,” Cummings told me. “The budgets got less and less because we were worried they wouldn’t pass. It was very stressful. We didn’t know until the budget passed if we would have a job next year.”
She admits that the school budget for the combined district still needs to be approved every year, and a degree of annual uncertainty persists for the faculty and staff of RSU 14.
“But the stability of our district now is something to fall back on,” Cummings said. “We have a larger population, and the taxation can be spread farther.”
Several Raymond residents expressed a sense of irritation as they experienced the déjà vu of explaining their opposition to the same withdrawal proposal that local residents rejected in the voting booth four years ago.
"I, along with my friends and neighbors, am frustrated that we are once again needing to explain to the Raymond Withdrawal Committee that RSU14 is working well for all parties involved,” said Alissa Messer, a Raymond parent and community volunteer.
Messer spearheaded the five-year effort to install the new playground at Raymond Elementary School, a project that involved cooperation at all levels of the district and incorporated the U.S. military. Messer was also the first to approach the RSU 14 board and request that stop-arms be installed on district buses, a concern that sparked a tremendous amount of collaborative fundraising work by the Windham PTA and the Raymond PTO. Numerous businesses, families, and a terrific group of children from Windham Odyssey Angels worked hard to raise a great deal of money in order to install the stop-arms.
“I have seen firsthand how the entire Raymond/Windham community works to support each other, from coming together to build a playground that generations of students and community members will be able to enjoy, to working to install stop-arms on our buses to keep kids safe,” Messer said. “It would be a mistake to think we could meet our community's needs while going it alone. I support our teachers and our kids, and I feel we are better together.”
Teachers also expressed concern about what Raymond stands to lose if the current partnership with Windham breaks down.
Brackett worries about the potential loss of Title 1 funding for Raymond schools. Title 1 funds are now used at Raymond Elementary School to support reading and math coaches in the classroom because RSU 14 as a whole qualifies for the federal assistance program. Alone, Raymond would not qualify for Title 1 funding and would need to either increase the town’s funding to the schools or eliminate those classrooms and reading and math coach positions.
For some parents and teachers, the current COVID-19 pandemic makes this difficult decision a bit easier. This September, when many schools around the nation were either converting to distance learning or offering in-person classes on adjusted hybrid-type schedules, all of the families in RSU 14 were given the choice of attending school either in person on a hybrid schedule or joining the district’s new online distance learning program.
“The district basically set up an entirely new school for remote learning,” said Raymond parent Kaitlin LaCasse. Her son Charlie is in a remote education second-grade class composed of students from both Windham and Raymond. Kate Griffin, who leads the virtual second grade classroom, is a teacher at Windham Primary School.
“In Charlie’s half-hour reading group, there are three teachers split between 22 kids,” LaCasse said. “Raymond on its own would not have the resources to offer this option. One of the biggest benefits of being part of an RSU is that ability to share resources.”
Brackett echoes that sentiment.
“Separating from Windham results in a lot of unanswered questions, because we will have to start all over again,” she said. "Due to the unpredictability of our current world, I do not think it is beneficial to add one more unknown circumstance that will directly impact the lives of our children and students.”
Parents, teachers, and community members on all sides of this debate clearly have the best interests of Raymond students in mind.
For former superintendent McDermott, withdrawing from RSU 14 is the superior option.
“I really think that we owe our children the best possible education,” McDermott said. “I can see the difference education makes in people’s lives, and I want to see Raymond go back to the way it used to be.”
“I have five kids,” McDermott continued. “Betty and I were and am so proud of our kids because of who they are and what they’re able to do. A lot of it, I give credit to the Raymond school system. My kids got a tremendous education here. They went out and made a mark in the world, and they started in a small, rural school system.”
Cummings, however, believes withdrawing from RSU14 is not the answer.
“I spent 38 years of my life teaching the kids of Raymond, and I’ve spent four years on the RSU 14 school board,” Cummings said. “So I’ve spent 42 years of my life caring for the kids of Raymond. If I thought this was a better idea for the kids of Raymond, I would be on my knees crawling to get this option. But this is not a good idea for the kids, and it’s not a good idea for the teachers.”
For Kaela Gonzalez, a Raymond resident and the mother of three young children, the choice is anything but clear. 
“I have followed the informational meetings closely and those who oppose the withdrawal have brought up valid points,” Gonzalez said, voicing concerns shared by many parents with children in the Raymond school system. “On the other hand, the proposed additions with withdrawal such as free lunch for pre-K through 4^th grade sound like a good step forward. There are so many factors to consider and with so much at stake for my family, it is a hard decision to make.”
It’s a hard decision that all Raymond residents now face as Question One on their ballots next month. If the union between Raymond and Windham schools truly is like a marriage, it’s no wonder the question of withdrawing from RSU 14 quickly becomes emotional for proponents of either side.
 And, as with a marital breakup, the residents of Raymond must ask themselves: What’s best for the children? <

School Age Child Care Program a valuable ally for families during pandemic

The Windham/Raymond School Age Child Care
staff gathers before the start of another day of
work. SACC is a high-quality, engaging safe
place for children, offering before- and after-school
programs as well as full-day programs during
remote learning days at Windham Primary School,
Manchester School and Raymond Elementary School.
SUBMITTED PHOTO

By Ed Pierce

For students and parents in a school year rather unlike anything ever seen before, a trusted partner that they have come to rely on is the nonprofit Windham/Raymond School Age Child Care Program.

In operation since 2002, SACC operates before- and after-school locations at Windham Primary School, Manchester School, and both a Kindergarten to Grade 4 program and a Café Teen for fifth- through eighth-grade students at Raymond Elementary School. SACC strives to provide a high quality, engaging and safe place for children to attend before- and after-school programs as well as its full day programs during remote learning days this year.

The educators at SACC love what they do and are engaged with providing activities that promote well-being and confidence. We are being rigorous in promoting health and safety and have been taking extra measures to sanitize and disinfect the spaces we use for our programs.

“It gives us great joy to have our previously enrolled and newly enrolled children attend our program,” said Amanda Pinkston, SACC program director. “Having them back after all these months and hearing their conversations and laughter makes us excited to come to work.”

Pinkston said that the educators at SACC love what they do and are engaged with providing activities that promote well-being and confidence.

"We are being rigorous in promoting health and safety and have been taking extra measures to sanitize
and disinfect the spaces we use for our programs,” she said. “Currently our most significant challenge is navigating and updating our policies due to COVID-19. Thankfully, we have exceptional employees who are amazing at adapting to our policies in order to provide a safe and healthy place for our children in our program to attend. Besides following Maine CDC guidelines, we also consult with our childcare licensing specialist as well as our health care consultant to make sure we are always updated on the latest policies.”

SACC can employ up to 20 employees depending upon enrollment, which ran between 120 to 140 last year, but is expected to rise this school year because of remote learning days for RSU 14 students because of the pandemic. The program is open for all full days, vacation weeks, workshop days, and storm days, weather permitting.

It offers homework time where nutritious snacks are provided, outside time, enrichment time, as well as
free choice. Operating locations on school campuses means that students have an opportunity to participate in after-school activities and sports. SACC’s goal is to never have to have a child go home alone and being located in the schools also helps many of the children in their daily transitions from place to place.

SACC President Donna Cobb has been associated with SACC since its inception in 1990 along with SACC Board Member Jeanette Lamb and says that childcare has always been a part of their lives.

“I ran my own home family childcare for over 50 years and Jeanette did also,” Cobb said. “We both feel childcare is so very much needed at the school age level. Being the president of the board, this very successful program gives me a great feeling of accomplishment.”

Being a nonprofit, fundraising activities help defray some of the program’s expenses, but the pandemic forced a lot of the nonprofit’s fundraisers to be scrubbed earlier this year.

“When the pandemic hit in March, we were in the registration process of enrolling for our annual childcare conference we hold at the high school every year, so that was cancelled. We also cancelled our annual shredding event we hold every May,” Cobb said. “Because we were not able to be open in the schools, we laid everyone off except the program director. In August we rehired everyone back and
proceeded with reopening for school. There have been no fundraisers yet. Our next fundraisers tentatively planned are the childcare conference in March and shredding on May 1.” 

SACC Business Manager Julia Trepanier said childcare is about as essential a service as it gets, and SACC is an invaluable resource for this community.

“I think SACC, as well as all of the childcare providers in Windham and Raymond, are important to the community,” Trepanier said. “SACC is very appreciative of RSU 14 for allowing is to operate in their facilities since 2002. I think many families appreciate that their children can walk from their classrooms after school right to their childcare program. Students not having to take a bus to their childcare facility is something parents have explained is a major bonus for them.”

She said that the most gratifying aspect of her work has been seeing all of the students, the students’ families and SACC team members enjoying the program.

“We are a nationally accredited program and that takes a great deal of work and maintenance,” Trepanier said. “We are so lucky to have such a dedicated, hard-working team to ensure we can offer a quality program.”

SACC Board Member Pam Whynot served as a kindergarten teacher in Windham for 40 years. After
her retirement, she worked for Learning Works in an after-school program at Reiche School.

“Donna Cobb, who I had known for a long time, contacted me to see if I would be willing to fill a board position that had become available. She thought my experience with Learning Works would be beneficial for the board,” Whynot said. “The most rewarding part was seeing what it takes to be an accredited childcare both state and national. It was impressive for me to see the benefit of those accreditations for the children and their parents.”   

Whynot said that a big challenge for SACC is providing full-day childcare currently as it has always been just before- and after-school care.

“Helping children with distance learning is challenging, as we serve many ages and grades. Finding space in the school is always a challenge as schools need many spaces for their needs also,” Whynot said. “Advertising is a must but at this time with limited income coming in, funds are tight. We need parents to know we are available for them.” 

Cobb said she’s sure that SACC has the right policies, staff and leadership to steer the nonprofit through the pandemic and they are grateful that the community and parents consider them to be a valuable ally at such a difficult and challenging time.

“We try very hard to be accommodating in all circumstances,” she said. “That includes being open if possible, having hours that are accommodating and costs that are affordable. Pass the word that we are open and there are openings at the program.” <