WHS students strengthen Spanish skills through trip to Costa Rica

By Matt Pascarella

Windham High School students who passed Spanish 3 through Spanish 5 were able to attend a two-week trip in Costa Rica where they had the opportunity to interact with and immerse themselves within the culture there.

All 16 students from Windham High School's Spanish 3
through Spanish 5 classes gather in Monteverde, Costa Rica
on June 22. Students who received a passing grade in
these classes were given the opportunity to spend over
two weeks within the culture of Costa Rica. While there,
they did volunteer work, went sightseeing and had 
interaction with communities while working to improve
their Spanish through engagement with the culture.
SUBMITTED PHOTO     

The 16 students who attended stayed with host families, did activities, attended school and earned one Spanish credit, volunteered and worked on strengthening their Spanish through community interaction from June 14 to June 29.

Attendees included Chase Gagnon, Caleb Hayman, Sean LeBel, Renner Gerrity, Nico Hidell, Maddy Nugent, Ember Good, Maggie Soule, Ella Washburn, Maya Dries, Eilee Saxby, Brenna Small, Denali Momot, Isabella Thibodeau, Caroline Langerman and Sienna Ruth.

“Going into this trip I was very anxious and hesitant,” said Ella Washburn, who graduated before leaving for the trip. “Being sent to another country for 16 days and living with strangers sounds very intimidating. We were all told that the best way to learn a language was to be immersed in it. I learned a lot not only about their culture but also about myself. Volunteering in the local school ... and getting to feed sloths at the animal refuge league (were two of my favorite parts of the trip).”

WHS Spanish teachers Elizabeth Bubier and Tianna Burton were the trip chaperones. Bubier and Burton first heard about the Centro Panamericano de Idiomas or CPI from a language conference they attended years ago. With CPI, students stay with Costa Rican families and attend classes, volunteer, and get to do tourist activities.

Burton said the fastest path to fluency is experiencing the language, food, and music. When taking Spanish in high school, she says students get anxious about making mistakes and believe they aren’t capable of communicating effectively in Spanish. Costa Rica helps them to gain confidence. They are empowered to continue studying Spanish and their path to fluency.

For Burton, that is the most important takeaway from these trips.

“I have so many favorite moments on this trip, but two standout above the rest,” said Burton. “The first is on day two and three when a number of students were awed by the fact they had started thinking in Spanish. We assured them they could do it, that communication would get easier every day, but most didn’t believe us. On our walk to school the second day in country one student said, ‘I woke up this morning thinking about the conversation I would have with my Mama Tica over breakfast and then I realized I was thinking in Spanish instead of in English first only to translate it to Spanish.’ She was so excited and her confidence with Spanish only grew from there.”

The Windham students had school responsibilities with the expectation they would participate in all the activities. With their families, they were required to speak Spanish as well as in the classroom. There were everyday communications to buy snacks at the corner or in the local markets. After four hours of classes each day they went out to lunch at local restaurants. One day they came upon a festival, and many Windham students spoke with some older Costa Ricans and even danced with them.

“For us, the main goal of this trip is never just one goal,” said Bubier. “We want kids to get excited about speaking Spanish as well as experience a new culture and all its parts: family life, new foods, art, music, history, and everything that encompasses culture. We also believe that giving back to the communities in Costa Rica is important as well as having fun while you are doing everything the program offers.” 

Students did volunteer work at an elementary school, two animal rehabilitation facilities and a coffee farm. Windham students went on a city tour of San José, a hanging bridge tour of a tropical forest, zip lining, and a beach excursion to Manuel Antonio National Park on the Pacific Ocean.

“This was my first opportunity to go on this trip,” said Chase Gagnon, a WHS junior. “Before going to Costa Rica, my Spanish was alright, but after being there for two weeks I was able to enhance my Spanish by not just our Spanish classes but also being around people who spoke Spanish and learning it from them. The surfing lessons and day at the beach was my favorite experience because surfing was incredibly fun and we were able to swim at the beach with all of our friends afterwards. We got to go to an animal sanctuary and help out. I enjoyed it because I was able to feed a sloth and I thought that was pretty cool.”

According to Burton, taking these trips with students and getting to see the students gain independence, self-confidence, global awareness, commitment to service, and to make new friends is the best part of her job as a language teacher.

“Both Tianna and I love this trip for so many reasons,” said Bubier. “We love Costa Rica, we love our students and we love watching them learn and grow. It is an amazing adventure for all involved.” <

From rookie to role model: WHS mock CSI unit creates a full circle return to the scene

By Lorraine Glowczak

“When will I ever use this after high school?” It’s a question that teachers have heard echo through classrooms for decades. From math equations to lab reports to literary analysis, students often wonder how today’s lessons will matter in their future. But what happens when learning moves beyond the classroom and into the real world – where students are exposed to the ways math, science, and English are not only useful, but needed to succeed?

Corporal Hailey Penney, a 2022 Windham High graduate now
serving in the Maine Correctional Center's Special
Investigations and Intelligence Unit, returned to WHS as 
an expert in the annual Mock CSI event, a career-connected
curriculum she participated in as a student four years ago. 
She helped student 'rookie' detectives refine their\
questioning skills and share how others can follow a 
similar career path. SUBMITTED PHOTO  

To help students see the real-world value of their learning, Windham High School teachers John Ziegler (math) and Adrianne Shetenhelm (alternative education English) launched a hands-on interdisciplinary unit in 2016. The collaboration brought their classes together for a mock CSI experience that challenged students to apply math, writing and critical-thinking skills to a simulated crime scene.

“As the project proved its impact over the next few years, the partnership grew to include Lauren Ruffner’s science, along with real-world support from the Windham Police Department and the Windham Fire Department, transforming the unit into a fully immersive learning experience,” Shetenhelm said.

This collaborative interdisciplinary unit continued again this year on Thursday, April 30 with the “crime” occurring in the parking lot at the Windham Veterans Center. But what made this year’s unit so special was a meaningful turning point when one of Shetenhelm’s former students, Hailey Penney, a 2022 WHS graduate, joined in on the collaboration.

“A full-circle moment for me this year was having Hailey back on the scene, four years after she was in the unit as a student; she came back as an expert,” Shetenhelm said.

Penney, now Corporal Penney, works for the Maine Correctional Center in the Special Investigations and Intelligence Unit. She was invited to join mock CSI day to help the “rookie" detectives and evidence techs in refining their questioning techniques. She talked about her career pathway and how other students may follow a similar path if they are interested.

“After contacting the Maine Correctional Center to see if we could have someone speak to our students, it was clear that Hailey would be the perfect choice,” Shetenhelm said. “Hailey's superiors spoke so highly of her capabilities and her speedy progression in the field. I was not surprised, and I am so proud of her.”

Corporal Penney said that she doesn’t remember being interested in law enforcement before the mock CSI event. “I believe this is because of my prior lack of knowledge as to what law enforcement officers do. Being introduced to WPD Detective Andrews and Sergeant Fournier and learning about what they do in their careers significantly changed my perception. I was inspired to make a difference.”

She added that being a part of a “real-life crime scene”, gathering information and interviewing witnesses and suspects sparked an interest in her that she didn’t know she had. “Before this, I remember feeling as if I had not found my passion yet. I am very grateful that I was involved with this event because I’m not sure if I would have considered a career in corrections or law enforcement otherwise.”

Being an expert now, Corporal Penney said that she enjoyed talking with the students about her story and how her career became a passion.

“There were so many students who were engaged in this event and open to speaking with me. I gave two students Maine Department of Corrections challenge coins because I was very impressed with their thought processes and efforts that went into this year’s mock CSI unit,” she said. “My hope is that students were able to take something away from our conversations and have a better understanding of law enforcement, like I did when I experienced the CSI event.”

It’s Shetenhelm and Ziegler’s hope for their students too. As a result, they plan to continue this annual career connected learning as long as they can. To do so, they will begin to write a new “crime” this summer.

“Each year, we write a new narrative over the summer and recruit staff volunteers and actors in the fall,” Shetenhelm said. “We begin working with the WPD and other experts to ensure the story is realistic. By the fourth quarter, the unit begins—preparing English students to investigate and interview witnesses while math and science students learn to analyze evidence. On the day of the field trip, one question remains: Have we prepared them enough to connect the dots on their own, just as they must after graduation?”

Shetenhelm says that they hope to team teach with Corporal Penney again next year.

“I couldn't be prouder and more honored to be a part of her story and to be working alongside her,” Shetenhelm said. 

'SpongeBob Musical’ makes a splash with Raymond audiences

By Briana Bizier

Over the weekend, the gymnasium at Jordan-Small Middle School in Raymond was transformed into a quiet corner of the ocean floor named Bikini Bottom as students performed the SpongeBob Musical. Returning director Tyler Costigan, along with choreographer Patricia Valley and music director Andrew Sawyer, had spent the past months leading the young cast and crew through blocking, dancing, singing, and the occasional forgotten line or cue.

Students at Jordan-Small Middle School in Raymond had fun
presenting the 'SpongeBob Musical' last weekend at the 
school. The production was a humorous song-filled visit
to Bikini Bottom and both Friday and Saturday's  
performances ended with standing ovations from
the audience. PHOTO BY BRIANA BIZIER 

On Friday night, the excitement was palpable as the cast pulled on colorful costumes designed by Cloey Osborne of Clover’s Home Creations, complete with tights, wigs, and even a massive burger costume and an inflatable pufferfish outfit. “I feel like I’m wearing one big sock,” one actor said after struggling into his bright red tights.

Backstage, the young crew sorted through a vast array of props, from a remote-controlled snail to an Avalanche Maker 3000. Led by stage managers Rosa and Sabby Shamaoun and crew manager Stella Redmond, students Olivia Beal, Eli Dulude, Myra Hammond, Joel Mbayagu, Jordyn Morris, Molly Redmond, Cash Salazar, Eva Salazar, Elyse Silvia, Madison Smith, and Grayson Valente somehow managed to keep everything organized, even completing backstage costume repairs with a hot glue gun and tracking down an ice pack after a cast member suffered a minor injury. Tech director CJ Payne and a team of volunteers from Windham High School, including Erica Lin and JSMS alumni Ari Green and Lucy Payne, checked microphones and prepared to run the lights for the show.

When Costigan announced the audience was arriving on Friday night, several cast members screamed. “How many of you are nervous?” Costigan asked. Almost every hand went up. Costigan told them not to worry. “You have a fantastic show,” he said. “It’s very you. And it’s going to be the same show you did yesterday, and the day before. Maybe even a bit better.”

With a last-minute reminder to make sure they knew where their props and costumes were, not to peek through the curtains, and not to eat cupcakes while in costume, the directors and choreographer joined the audience, leaving the play in the hands of the young actors and stage crew.

As the curtain rose on a beautiful Bikini Bottom day, narrator Ian Bizier introduced the titular yellow sponge, played by an enthusiastic Alison Largay, his best friend Patrick Star, played by Rian Borella to great comedic effect, and SpongeBob’s gloomy, artistic coworker Squidward, played by a fantastically morose Allie Lebourdais. 

SpongeBob and Patrick greeted their friend Sandy Cheeks the squirrel, played by a cheerful Ashling Feeney with a very convincing Texas accent and her cowfish friends, played by Ariel Sampson, Grace Gillies, Olivia Gurney, Rylee Odom, and Ella Jacobson. After singing a catchy song about being BFFs with Patrick, SpongeBob headed to work at the Krusty Krab.

Played by a very convincing Marley Hebert wearing custom-made crab claws, the owner of the Krusty Krab, Mr. Krabs, told his adopted daughter Pearl, played with fantastic adolescent angst by Acadia Vingers, that she’ll be the manager of the Krusty Krab once she graduates. But Pearl announced through their powerful duet, “Daddy Knows Best,” that she has dreams of her own.

This Bikini Bottom day was suddenly interrupted by red lights and rumbling. Perch Perkins, a reporter fish played by a very dramatic Zoe Decker, announced that Mount Humongous the volcano is about to erupt. The end was nigh and the plot was set in motion.

Bikini Bottom’s mayor, played by a stately Mikel Gilbert, called an emergency town meeting and asked for ideas about how to prevent the catastrophe. Patrick suggested that everyone just close their eyes, winning him the admiration of a school of sardines, played by Araia Peterson, Ella Moreau, and several ensemble members doing quick costume changes.

On the other side of the stage, Plankton, the owner of the Krusty Krab’s rival restaurant Chum Bucket, played with a perfect evil laugh by Lauren Inman and his computer wife Karen, played by Alexa Largay with a lot of digital attitude, plotted to find a way to turn this threat to their advantage. After discrediting Sandy’s plan to use science to stop the volcano and turning the fish against her, especially Old Man Jenkins, played with an excellent hobble by Haylee Irish and a belligerent Larry the Lobster, played by Alice Thibodeau in a muscle shirt, Plankton announced his dastardly scheme in a catchy song and dance called “When the Going Gets Tough” that featured the entire cast and is probably still running through audience members’ heads.

With the villagers either filled with terror, including a screaming fish in a crabby patty costume played by a perfectly panicked Grayson Waisanen, or preparing for the upcoming fundraiser concert featuring the Electric Skates, SpongeBob decided it was up to him, Patrick, and Sandy to save Bikini Bottom, singing the song “Hero is my Middle Name,” although the adoring sardines pulled Patrick away by singing that he was their “Super Sea Star Savior.”

Meanwhile, the Electric Skates arrived in town to practice the “Bikini Bottom Boogie.” Played by Aiden Carroll, Arlo Keane, and Ben LeBel, these rock stars placed ridiculous demands on Squidward, smashed their instruments, and got some huge laughs from the audience. When one of the Skates told Squidward he can’t play on stage with them, Squidward chased the band away and then sang the hilarious and surprisingly moving “I’m Not a Loser.” 

On Mount Humongous, SpongeBob and Sandy sang “Chop to the Top” as crew members moved blocks for them to climb, creating authentic suspense. Plankton and Karen attempted to interrupt their progress by firing the Avalanche Maker 3000 from deep within the audience, but Patrick came to their rescue. SpongeBob dropped Sandy’s Eruption Interruptor into the volcano, the volcano erupted in bubbles instead of lava, and the entire ensemble gathered once more to sing “Best Day Ever” and perform a final rendition of “Bikini Bottom Day.”

Both Friday and Saturday’s performances ended with standing ovations and several surprised comments from fellow audience members about how professional the Jordan-Small students looked on stage. Backstage, as the curtains fell, the young actors ran into the cafeteria screaming and hugging. “We did it,” they shouted as their friends and family gathered in the hallway to congratulate them. “We actually did it!”

SpongeBob might even say it was the best day ever. <

Katahdin students present veterans’ interviews to Library of Congress

By Ed Pierce

Historian David McCullough believed that studying America’s military history and those involved in the service of our nation can be a guide to surviving perilous times and shows us who we are and why we are the way we are. It’s a valuable lesson that students in Windham High School’s Katahdin Program have taken to heart.

Students and teachers from Windham High School's Katahdin
Program met with U.S. Senator Angus King during a visit
to Washington, D.C. in March. The Katahdin students
interviewed local U.S. military veterans and presented
videos of those interviews to be included in the Veterans
History Project at the Library of Congress. From left are
Justin London, Brandon Feyler, Senator Angus King,
McKenzie Harris, Ava Blanchard and Katahdin teachers
Richard Meserve and Marie Reidman. COURTESY PHOTO   

Katahdin students McKenzie Harris, Justin London, Ava Blanchard, and Brandon Feyler traveled with several Katahdin staff members to Washington, D.C. to present several veteran’s history videos they worked on to the Library of Congress for permanent enshrinement in March. 

The students interviewed local veterans in February at Windham High School as part of the Veterans History Project, which collects, preserves and makes accessible the firsthand recollections of U.S. military veterans in the Library of Congress.

Along with stopping at the Library of Congress, the students met with U.S. Senator Angus King of Maine and toured some of the memorials and museums while in Washington.

The student’s work was part of an ongoing effort for the past 14 years by the Katahdin program to meet local veterans and record their stories for the Veterans History Project.

“I am not sure how I originally heard about the Veterans History Project, but it seemed such an obvious way to connect our students with members of the community that had experiences which included many of the things we are learning about in our humanities classes,” said Richard Meserve, who is the Katahdin Program’s head of school. “We also like to pair our students with adults who can share their knowledge whenever possible.”

He said this was the third time that videotaped Katahdin interviews with veterans have been delivered in person to the Library of Congress with the remainder having been mailed there in completed packets.

The Katahdin group drove from Windham to Washington on Monday, March 16 and walked to the Library of Congress the following day where they met with a representative from the Veterans History Project. 

“She showed us around their offices and shared information about the program's history,” Meserve said. “We handed in our completed forms and videos, and they checked to make sure everything was in order.”

According to Meserve, having Katahdin students participate in the project has been valuable for several reasons.

“It is important to preserve the stories of our veterans and what better way to do that than to share those stories with students from the community in which they live,” he said. “It is a win-win scenario for all.”

The Katahdin Program provides alternative education programming for students in grades 9 to 12 enrolled in the RSU 14 school district. It is a small, community-focused school dedicated to addressing the social, emotional and academic needs of all students.

Incorporating the Veterans History Project for Katahdin students has not been without challenges, Meserve said.

“The Katahdin Program is flexible in its ability to introduce, integrate, and execute an idea or unit. Teachers collaborate often to allow for new projects to occur,” he said. “The Veterans History Project was just a part of the trip to Washington. Students also created a budget for our four-day trip, raised money, made meal plans, shopped and packed food, developed our trip agenda and explored and navigated the different monuments and museums we visited.”

Meserve and teacher Marie Reidman accompanied the students on the trip and say the feedback they received from the group was positive.

“The students enjoyed the project for many reasons: meeting community members, facilitating the interview process, transcribing the interviews, and then delivering them to the Library of Congress,” Meserve said. “The students felt this project was authentic, important and should be continued.”

Senior McKenzie Harris said until interviewing area veterans and hearing their stories, she didn't realize how much the military does.

“I knew about the things that the military does in wars but did not know about the things they do in their everyday duties that impact the lives of ordinary people,” Harris said. “Hearing the veterans explain their experiences, stories and lives was very touching. It was nice that they could share that with us and show us what their lives were like. I learned a lot of great things. It made me more appreciative of veterans, and I was able to see a side of veterans that you don't see on the surface.”

She said the trip to Washington was a very positive experience. 

“I learned a great deal more about the world than I would have otherwise, both from the Veterans History Project as well as our trip to Washington. Seeing all the people working in government, and the city in general, really opened my eyes to all that is going on in the world. We sometimes don't see that living in Windham and Raymond. All these people are in the environment together walking, taking public transportation and interacting professionally. I was very grateful to have gone on the trip and to see and do all the things that we did.”

Meserve said these Katahdin students are aware that there are veterans all around us every day and deserve our appreciation in helping to preserve our freedom.

“These are regular people who serve their country in numerous ways and deserve to be recognized and remembered for all that they have done. <

Windham Town Council establishes sewer rate for North Windham wastewater system

By Ed Pierce

During the final Windham Town Council meeting of the year on Dec. 9, councilors established a sewer rate for the new North Windham Sewer District, setting the amount at $16 per cubic feet per month based upon usage effective April 1, 2026.

Members of the Windham Town Council listen to a
presentation about Freedom of Access Act rules during
a meet8ing at Windham Town Hall on Dec. 9. From
left are Councilors Katie Cook, Maggie Terry, David
Nadeau and Mark Morrison. PHOTO BY ED PIERCE

Windham Town Manager Robert Burns said that this initial rate is offset by Tax Increment Financing funding, and the rate could eventually decrease as more businesses in North Windham start using the sewer system.

“We have put in a terrific amount of time doing research and analyzing our budgets and trying to project into the future the operational costs in conjunction with the water district for this facility,” Burns said. “Recognizing that at initial startup the plant will not be anywhere near full capacity or even at half capacity. We will be subsidizing some TIF funds to keep those rates affordable for our businesses.”

Still under construction, a new wastewater treatment facility is being built on the grounds of Manchester School in North Windham. It was approved by voters in 2023 and is expected to remove 25,000 pounds of nitrogen and phosphorus pollutants each year being dumped by septic systems into the aquifer and watershed. The installation of sewers is expected to stimulate significant economic growth in Windham and lead to development in the area by industries and businesses not willing to locate here because of associated septic system issues and costs.

Through an agreement between RSU 14 and the Town of Windham, in exchange for locating the new wastewater treatment site at Manchester School, the town has created four new playing fields for youth sports at the school. RSU 14 will also be able to shift its wastewater treatment operations at Windham High School to the new facility.

The new North Windham Wastewater Treatment facility will use Membrane Bio-Reactor technology with innovative drip dispersal and will be the first system to use drip dispersal of this scale in Maine. This technology is designed to improve the quality of local groundwater and local waterways, and was selected for its reliability, flexibility, and cost effectiveness.

Burns told the council that the TIF subsidy is $6 per cubic feet per month and amounts to more than $1 million in TIF funds.

Councilors also awarded $1.2 million to Wyman & Simpson, Inc. for the town’s portion of $607,250 in general obligation bond funding for replacing Varney’s Bridge on William Knight Road in conjunction with the Maine Department of Transportation. Seven bids were submitted to replace the bridge, which was originally built in 1950.

During a MaineDOT inspection six years ago, issues were found with the bridge’s concrete abutments, and reduced the allowable load to 3 tons, making it not possible for construction trucks, dump trucks, garbage trucks, and other large vehicles to cross the bridge because of the weight limitation.

The bridge is a steel structure and scouring from the river has caused erosion where the bridge’s concrete abutments contact the water. There has also been rusting on the steel supports which need to be replaced.

Bridge replacement work is expected to start this coming spring and be completed by summer 2026.

The council also awarded a disbursement of $3,766 from the Substance Prevention Grant Program Fund to fund Windham Middle School’s orchestra and choral student participation during the Trills & Thrills Music Festival in New Hampshire next spring. Councilor Maggie Terry questioned how the funding fits the criteria for a substance prevention grant but was informed that the program allows grants for healthy and positive activities. The Trills and Thrills Music Festival is a non-competitive, motivational, one-day music festival for students participating in elementary, middle school and high school bands, orchestras and choirs.

In other actions, the council voted to appoint Councilor Katie Cook as representative to the Natural Resources Advisory Committee, and the Master Fee Schedule pertaining to Shoreland Zoning application review fees.

Councilors approved updating the town’s Shoreland Zoning District fees to $75 for clearing or removal of vegetation and the zoning review fee to $250. Burns said that the fee changes are intended to better reflect the complexity and staff time involved in reviewing applications within the shoreland zoning districts, particularly those involving expansions of non-conforming structures and "greatest practical extent" determinations which often require moving structures away from the waterbody or wetland.

The council also received Freedom of Access Act training presented by Town Attorney Ben McCall of the Drummond Woodsum Law Firm and reviewed an informational handout regarding the upcoming sewer connection process in the new year. Windham Planning Director Steve Puleo briefed councilors about a new timeline for an updated 2016 Town Comprehensive Plan requiring changes mandated by the Maine Legislature’s approval of LD 1751 requiring legal compliance, address housing affordability, and sustainable growth for the next decade. LD 1751 requires municipalities to adopt housing-friendly policies, including density allowances and streamlined permitting. <

Wishing well dedication event reminds Manchester students of 9/11 sacrifices for freedom

By Ed Pierce

In the aftermath of Sept. 11, 2001, Manchester School fourth-grade teacher Donna Morton wanted to help her students honor the sacrifices made by Americans on that fateful day while helping them grasp what had happened and inspiring them to help make the world better for everyone.

Retired Manchester School teacher Donna Morton, left,
gathers with her former students and their parents in 
Windham to dedicate a wishing well that they created   
in the days following the terrorist attacks on America
on Sept, 11, 2001. Now adults, Morton's former students
and their parents restored the wishing well and thanked
Windham police and firefighters attending a school
ceremony on the anniversary of 9/11 for keeping
the community safe. PHOTO BY ED PIERCE

Morton had an idea and enlisted her students and several parents to create a wishing well for the school where children could hope for a peaceful future through kindness and love for one another. Built in just one afternoon, Morton’s students got to hammer, sand, and paint the wishing well, and it received a prominent place in the school’s front garden.

For more than two decades, on the anniversary of 9/11, Manchester students would form a circle around the wishing well, recite the Pledge of Allegiance, sing the “Star Spangled Banner,” and place wishes into the well for the future. But last year during the reconfiguration of the parking lot and traffic pattern at the school, the front garden was removed, and the wishing well was found to be deteriorating and unsafe.

Now retired from teaching, Morton was informed by a parent of one of her former students about the wishing well’s condition and they decided to restore it and dedicate it at Manchester School for students this year on the anniversary of 9/11. She contacted some of her students from her 2001-2002 class and a few of their parents still in the area to help. They gathered at Morton’s home and set about to reconstruct the well.

Scott Gartsu was 9 on Sept. 11, 2001, and a student in Morton’s fourth grade class. He wasn’t at school that day as he was at home with a broken foot but recalls sitting on the living room floor of his home in Windham and crying watching the events unfold on television. He was part of the students who helped to build the original wishing well for his classmates.

“It was a group effort,” he said. “My dad Todd was a carpenter, and I loved working with his tools. I remember building it and all the kids coming together. The fact that the wishing well has been around this long is pretty cool.”

Steve McFarland of Harrison was living in Windham on 9/11 and his son, Sam, was in Morton’s class that year. They both attended the dedication event and not only helped to build the original well but also worked on the new one.

“It’s neat to see all the kids out there involved,” McFarland said. “It’s nice that Donna Morton is keeping this tradition and reviving it. It’s a testament to her and her connection to her students.”

Speaking to current Manchester students, former students and a contingent of Windham police, firefighters and emergency medical technicians attending the dedication event for the well on Thursday, Sept. 11, Morton said 9/11 remains a special day for her.

“It’s a reminder of the hard work of police and firemen who keep us safe every day,” she said. “We want this wishing well to stand as a symbol of hope.”

She introduced Sara Conant, who was in Morton’s fourth-grade class on Sept. 11, 2001, and helped to build the original well.

“Wishing wells throughout time have been a symbol of hope, gratitude and a bit of magic,” Conant said. This well is no exception. On this day 24 years ago I was sitting in Mrs. Morton's fourth grade class when American history was forever altered by attacks on the World Trade Center and the Pentagon. Anyone alive at the time knows where they were on that day and I was fortunate to be safely here.”

She said that as a way to honor the first responders, victims, and their families and offer the school community hope, her class made the wishing well to stand forever as a symbol of hope.

“In one afternoon, we all pitched in with some of our parents, my dad included, to create this,” Conant said. “But time isn't always kind and the well needed some love, so Mrs. Morton rescued it and tried contacting everyone in the class to help restore the well to the lasting symbol of hope, gratitude and magic it always was.”

She said Morton’s deep care for each of her students is what brought her to save the well and inspired her to help.

“The magic of the well gave me a happy visit back to fourth grade that I am so thankful for,” Conant said. “We hope you join us in making a wish in this special well brought back to its former glory through love and kindness.”

Windham Police Captain Jason Burke told students that on 9/11 that firefighters, police officers and everyday people worked together to save lives and clean up the damage.

“This is a good reminder that violence is never the answer to a disagreement, a different opinion or a dislike for someone,” Burke said. “Choosing to work together and talk through our problems is always the right choice. As you go through school, you’ll be learning how to be a good citizen and a problem solver. You’ll learn how to work with others even when you don’t agree.”

He said thinking about the events of Sept. 11 reminds us that the way we treat each other everyday matters.

“By being kind, understanding, and respectful to everyone, you can make the world a better place,” Burke said. <

WMS Altitude Program teaches students how to make maple syrup

By Masha Yurkevich

While some classrooms use textbooks to teach a lesson, Altitude, an alternative pathway program at Windham Middle School (WMS), used maple syrup collecting to teach its students.

Windham Middle School Altitude students gather during a 
lesson in making maple syrup. Front, from left, are 
Constance Sawyer, Mckenna Grass-Goodwin, Ava 
Atherton, Aliana Richardson, Finn Shinchfield, Logan
Partridge, and Lisa Anderson. Back, from left, are
Autumn Carlsen Cook, Angelina Malan, Elijah Fox,
Caleb Warner, Illijah Veilleux, and Allison Muir.
SUBMITTED PHOTO

Altitude is not your typical classroom setting; it is an alternative pathway program at WMS that focuses on service, experiential learning, and community building, aiming to create more hands-on learning opportunities for students who may find the traditional school setting challenging.

As maple syrup season was drawing closer, Altitude teachers Lisa Anderson, Autumn Carlsen Cook and Allison Muir decided to use this opportunity to teach their seventh grade Altitude students a variety of lessons, some of which include science, math, history, and the natural world.

Prior to going outside, students learned about the sugaring process and had guest speaker Scott Dunn from Dunn Family Farm speak to them about the task of collecting and boiling maple syrup. They learned about how to identify healthy maple trees, understanding the timing of sap flow, proper tapping techniques, and basic sap handling and boiling procedures to ensure a good quality syrup.

Then, the students walked around campus, marking off and tapping fifteen maple trees and plotting their locations on a map.

Mathematics was incorporated as the students collected data from the amount of sap they got from each tree and learned about how many taps a tree can have depending on its diameter and size. They had about 22 taps in total.

While outside, Altitude set up a “kitchen,” which consisted of four propane heaters to boil the sap for it to become maple syrup.

A group of students collected buckets of sap from their designated trees, pouring the sap into a 50-gallon barrel, which was then poured into pots and put on the heaters, carefully being monitored by the watchful eyes of another group of students.

Each pot was set at a different temperature, and the students observed the changes that were happening in each pot as the sap began to change color and get closer to the finished product, carefully taking the temperature until it reached 219°F, which is the finishing temperature of maple syrup.

“We wanted to give the students an authentic avenue for them to learn about social studies and culture, how did indigenous people first think to tap trees, as well as some Maine geography,” says Allison Muir, an Altitude teacher. “We compared ancient practices to present day modern practices, and also learned about the ecology of a tree, why does it produce sap, and why do we tap it at this time of year.”

Originally, Altitude wanted to incorporate more classroom curriculum, but once they got started, they quickly found out that they would be spending more time outside working on the sap. Teachers had to improvise, often taking the sap home to finish boiling excess water in order to speed up the process for students to then get to a finished product.

The students were able to be hands-on and used tools to tap the trees and hooked up the hosing to the tree, using teamwork to collect sap.

To see if the syrup was ready, the students either used a hydrometer to test the density of the sugar in the sap or used a thermometer, waiting until the liquid reached a temperature of 219°F.

“Once the temperature gets to 218°F, things happen really fast,” says student Aliana Richardson.

As a temperature reached 219°F, the students took the pot off the heat and filtered the syrup, and they agreed that this was a fun learning experience, and that they discovered many new things.

“Stay focused and pay attention,” said one student, Elijah Fox, to sum up the entire experience.

All the students agreed that attentiveness, hard work and teamwork was essential to making the best quality syrup. While in class the students learned that it takes 40 gallons of sap to make one gallon of syrup, and while outside they learned that it depends on the type of maple tree from which the sap is taken.

The students also got to make pancakes, learning different measuring skills and cooking techniques, and then enjoyed their hard work of maple-syrup collecting with some fresh pancakes.

Altitude teachers hope to continue this learning experience next year. <

WMS Theater Club stages ‘The Addams Family’

By Masha Yurkevich

Need a cure for your winter depression? Here’s a humorous one as members of the Windham Middle School Theater Club will present their take on “The Addams Family.”

'The Addams Family' cast gathers for a rehearsal at the 
Windham High School Performing Arts Center. Cast members
are from Windham Middle School and will offer
performances from Jan. 10 to Jan. 19 with tickets
available at the door. PHOTO BY MASHA YURKEVICH 

The show runs Jan. 10, Jan. 11, Jan. 12, Jan. 17, Jan. 18, and Jan.19 at the Windham High School Performing Arts Center. Friday and Saturday performances are offered at 7 p.m. with matinee shows also running Saturdays and Sundays at 2 p.m.

April Monte is the head of the theater program at WMS and the director/choreographer of the current show, “The Addams Family.”

“I teach the students how to build public confidence on stage and to develop respect for the entire technical process of how to put on a show,” says Monte. “Performing is what brought me out of my shell as a young kid, and I did it professionally for many years and it brings me so much joy to see the next generation of performers developing a love and respect for the performing arts. It also gives them confidence; for example, being able to learn about body language and how to respond to an environment, which I think is so important socially and when trying to communicate any employment situation.”

Monte has been involved with the WMS Theater Club for about eight years and took over as the head of the department three years ago when the previous director retired. Three years ago, there were about 40 students in the WMS Theater Club. Today, there are 68 student participants.

“That does not count all the high school students who are eager to come back and be a part of the process,” says Monte.

The club is open to anybody from the school that signs up, as well as homeschooled students in the community in grades 6 to 8.

“When the WMS Theater Club first started, it was more focused on just the performers on stage, but now we have expanded the program to include ‘techies.’ These are students that don't necessarily want to be on stage but still be a part of the process,” says Monte. “Three years ago, one of our ‘techies,’ Alex Snow, now a 9th grader at WHS, started off as a techie in 7th grade. She decided to audition the next year and got a featured leading role, and then moved on to the high school drama program as a performer, and now she is back running lights for the Middle School show. It is absolutely wonderful to see how that has come full circle.”

There are few musical things quite as recognizable as “The Addams Family” theme song. The story of this delightfully dark and twisted family has entertained audiences over the years as they find themselves in plenty of kooky situations. Still, the most interesting part to see is the Addams family dynamic. They have as much love for each other as they have for the macabre, and in every production or film over the years, including this one, that remains true.

“Throughout this process, we have had so much fun exploring that chaotic, sometimes dysfunctional family dynamic as the Addams navigate several suspiciously normal challenges; I like to say, ‘Let's put the fun into Dysfunction,’” says Monte. “As we look through the gothic lens of the Addams, we can see how much we have in common with this gloomy family, and in the same moment, we see them overcome their troubles with an outpouring of love and support,” Monte says.

It is fun to introduce the students to this style of humor; there is something for every age.

“This really is an incredible group of young people,” says Monte.

This show is a double-cast for the leading roles, which means that two children play the same character, but do it differently; it does give more students a chance to perform and more responsibility.

“I enjoy theater it is an opportunity to be someone who is not you, and you learn a lot about who you are from that,” says Rylee Robinson, eighth grader, who plays Wednesday Addams.

Eighth grader Mia Quigley, who plays also Wednesday Addams, says that one of her biggest challenges in her role is maintaining a dark, angry, and I-hate-everything attitude for her character.

“Our director April is amazing,” says eighth grader Annabelle Riley, who also plays Morticia Addams. “She sees our potential and helps you be the best you can be.”

Eighth grader Autumn Avery who also plays Morticia Addam, says that one of the hardest things in this play is keeping a straight face.

“When you are not allowed to laugh, everything gets twice as funny,” says Avery.

There are a lot of parent volunteers and local businesses that are donating their time and materials to make this show happen.

“We could not be able to put on this show without them,” says Monte.

Tickets for “The Addams Family” are $14 for adults, and $12 for students and seniors and will be available at the door prior to performances.

“Please come support these hard-working students,” says Monte. “Every person in a seat makes all of our team so proud and excited to make you be a part of our show with a mission to make you smile. You will understand that when you see the show.” <

VFW Post 10643 honors Patriot’s Pen and Voice of Democracy student winners

By Ed Pierce

There is no shortage of patriotism in Windham and especially on Veterans Day. During this year’s annual Veterans Day observance, three local students were honored as winners of VFW Post 10643’s Patriot’s Pen essay contest and the Voice of Democracy audio essay contest.

Winners of VHW Post 10643's Patriot's Pen and Voice of'
Democracy contests gather on Veterans Day at the Windham
Veterans Center. From left are Zoie Hougaz-McCormick,
Brenna Wheeler and Amber Sands.
PHOTO BY ANDREA HOUGAZ-MCCORMICK
 

The first-place winner of the Patriot’s Pen competition for area students in Grades 6 to 8 was Zoie Gabriel Hougaz-McCormick, a sixth grader at Windham Middle School who wrote her essay on the theme “My Voice in America’s Democracy.” Sixth grader Brenna Wheeler of Windham Christian School was second in the Patriot’s Pen contest writing about “My Voice in America’s Democracy.” Taking home first-place for students in Grades 9 to 12 was Windham Christan Academy junior Amber Sands for her audio-essay on the theme is "Is America Today Our Forefathers’ Vision?" Each of the three winners got to read their essays before an audience of more than 200 attending Veterans Day events at the Windham Veterans Center on Nov. 11.

As local winners from Windham, Hougaz-McCormick, Wheeler and Sands advance in the contest to compete at the VFW district level in Maine. The girls also were presented with checks by VFW Post Commander Willie Goodman for winning the local contest. Hougaz-McCormick received a first-place check for $200, while Wheeler took home a second-place check for $150. Sands received a first-place check for $250.

Goodman said that the Patriot's Pen essay competition is open to all middle school students from Windham and Raymond attending Windham Middle School, Jordan-Small Middle School in Raymond, Windham Christian Academy, Baxter Academy for Technology and Science, and other public and private schools and home-schooled students, in grades 6 to 8. Middle school students were invited to write a 300- to 400-word essay about this year's theme and what it specifically means to them. The Voice of Democracy competition is open to all high school students from Windham and Raymond in grades 9 to 12, including those who are home-schooled. Students are asked to write and record a 3- to 5-minute essay (on an audio CD) on this year's theme and the meaning it holds for them.

Essay Contest

The essay contest encourages young minds to examine America’s history, along with their own experiences in modern American society.

District winners compete in the VFW’s annual state competition while trying to secure a berth in the national competition with a chance to win thousands of dollars in college scholarships. The first-place VFW state winner also receives a four-day trip to Washington, D.C. to compete in the national Patriot’s Pen contest.

Each year, nearly 25,000 students in grades 9 to 12 from across the country enter to win their share of more than $2 million in educational scholarships and incentives awarded through the Voice of Democracy program. The first-place winner nationally receives $5,000 for the Patriot's Pen winning essay and the first-place winning essay nationally for the Voice of Democracy receives a $35,000 college scholarship.

Hougaz-McCormick said the best part of this year’s contest was being able to share her work with the community because she could show others her opinions and make a difference in the world.

“Making sure my opinions were strong enough that people would listen to them and consider what I had to say was the hardest part of the contest for me,” she said. “It took me about three weeks to write it and I worked on it after school for about 30 to 45 minutes a day. I thought about how much democracy means to me and I wrote down all my feelings and then put it together in an essay.”

She said that her family was excited and happy for her when she won the contest, but it was challenging to read her essay aloud before the audience.

“I was a little nervous at first, but I felt honored and excited to read my essay,” Hougaz-McCormick said. “I would recommend participating in this contest to other students because it gives others an opportunity to express their feelings about topics they feel strongly about. I learned that if you step outside your comfort zone it can have a positive consequence.”

According to Hougaz-McCormick, she would like to become a police officer when she grows up and specifically a D.A.R.E. officer.

Patriot’s Pen second-place winner Brenna Wheeler said the best part of the contest was typing out her essay and seeing the progression she was making.

“This helped me show how much my essay had grown since the rough draft,” Wheeler said. “The hardest part was keeping to the word count. My rough draft was over the word limit and I had to cut it down. And, for me, I would have typed more and more.”

It took her about three weeks to fully complete her essay.

“My teacher did a great job making sure we started early and had enough time to edit and make sure we were happy with our final draft,” she said. “My teacher suggested we start with a question and write an answer for that question. It helped so I could summarize what we could do for My Voice in America’s Democracy.”

Surprised by honor

Once she learned she was one of the local winners, Wheeler said her family was very surprised and excited.

“It was really encouraging for me as it showed you can accomplish something you work hard for,” she said. “I am proud of what I did and honored to be one of the winners. Reading my essay in front of the VGW members and their families was nerve racking. I was so nervous. But I soon realized that it would all be just fine and that I needed to have confidence. I was honored to be the first person to read their essay. I highly recommend other students participate in this contest. It is hard work to write an essay, but it is worth it. You get to see your progress and you may even get the chance to read it in front of veterans and their families. Do not be afraid to be a voice, and do not be afraid to speak in front of others. Both of these will help you in the future and show that hard work pays off. You should always try and maybe you’ll receive a reward.”

Wheeler said she wants to pursue a career in photography, science, or astronomy when she’s older.

For Amber Sands, the best part about being in the Voice of Democracy contest was the confidence it gave to her writing.

“I've been hoping to win this contest for years, and finally achieving that was a great boost for my creative self-esteem,” she said. “The hardest part was recording my essay. I tried to put as much feeling into it as I could, like I would if I was speaking directly to someone. It was difficult to manage without sounding like I was simply reciting a paper. I worked on this in my government class for a few days, so probably a total of an hour and a half. Being in a government class was great for writing my essay, because I was able to use terminology I hadn't known before. I'm also a fan of the musical Hamilton and enjoyed referencing that time period using my knowledge of the movie.”

She says her family members are proud of her achievement and excited that this could be a great step for her potential writing career.

“I'm generally fairly confident speaking in front of people, but I was definitely nervous at the Windham Veterans Center,” Sands said. “They were a great audience though, and many people came up to me afterward to congratulate me and compliment my essay. I would recommend this contest to other students because it really is a great platform, and it is totally worth it. I have taken away from this experience that you never know what will happen and how much people will like your work, but it's still good to try! You could end up touching a lot of people.”

Sands said she plans to go into creative writing for a future occupation.

“Writing is something I've always loved to do, and so this was a great step for me,” she said. <

WHS senior places third in Maine App Challenge

By Kaysa Jalbert

Creativity was on full display in this year’s Maine App Challenge as a Windham High School senior, Alex Pooler, placed third among participants, winning a $1,000 scholarship from Tyler Technologies.

Matt Jones, software engineering manager for Tyler
Technologies, left, and Chris Webster, president of
Tyler Technologies' ERP & Civic Division, right, 
congratulate Alex Pooler of Windham High School
for placing third in the annual Maine App Challenge
for students. Pooler earned a check for $1,000 for his
app called Good Morning Class, an interactive
check-in app for elementary teachers and students.
PHOTO BY WHITNEY J. FOX PHOTOGRAPHY 

Pooler designed an app that makes it quick and easy for educators to assess a student’s well-being. He created the app called Good Morning Class, an interactive check-in app for elementary school teachers and students.

He says that he started working on his app idea in fall of 2022. One day at the start of his junior year, he was talking with a primary school teacher, Mrs. Farrin, who thought it would be a good idea to design an app to make it easier for teachers to check-in on their students.

"Last year I developed Good Morning Class using MIT App Inventor, a block-based coding program,” said Pooler. He first developed a prototype for the app and then tested it with the help of Mrs. Farrin. After testing, he revised the app to better fit her classes.

“This year, I developed version two in Python, a coding language, and Kivy, a graphical framework. This was a major improvement and difficulty, as I was still learning both languages,” says Pooler.

Mrs. Farrin would use a Google survey to check in with her students. Although it is a survey program, its design is not specific to an elementary classroom, leaving room for user error and confusion.

Pooler said that he wanted to make life a little easier for teachers and students through his creation and thought it would be a nice project for his high school Capstone.

Jennifer Pooler, Alex’s mother said her son has always been creative.

“Alex has been making games since he was very young, board games, card games, which eventually led to his interest in making video games,” she said. “I don't think Alex thought too much about developing apps until Mrs. Farrin suggested he explore that for his Capstone project, but it aligned well with his interests.”

Prior to working on his Good Morning Class app, Pooler says he had never developed an app before.

“In my sophomore year I took a computer science class, but most of what I learned was on the fly,” said Pooler. “In between last year’s submission and this year’s, I took an online computer science class.”

After high school, Pooler will be studying Game Design and Development at Rochester Institute of Technology.

“I can't wait to hear about and hopefully see the projects Alex works on at RIT and after,” Jennifer Pooler said. “My hope is that he'll build a solid foundation at college to be successful in developing video games or apps or whatever he decides to create.”

In addition to the scholarships, the top 10 finalists of the Maine App Challenge also received Beats Headphones and are granted a guaranteed internship interview at Tyler Technologies.

“I was very excited for Alex to win third place in the Maine App Challenge,” Jennifer Pooler said. “I was already so proud of him for putting in months of work to see it through, but I have to say it was really special to see him recognized by Tyler Technologies for all of the effort.”

The Maine App Challenge is a contest hosted annually by Tyler Technologies Inc., a Plano, Texas-based provider of software and technology services with around 1,200 employees in Maine. Each year, students develop their own mobile software programs that introduce them to science, technology, engineering, and math, also known by the acronym STEM.

Prior to the contest, Tyler Technologies collaborates with the Foster Center for Innovation at the University of Maine to host a series of free workshops for students to help with brainstorming, prototyping, and testing their applications. According to its website, Tyler Technologies also partners with the University of Maine on a Fundamentals of Innovation course available online to high school students as an early college course that allows them to earn college credits while designing an app submission for the Maine App Challenge.

Since its inception, the Maine App Challenge has gifted more than $100,000 in 529 college savings plans to students in Maine. <

Wellness Walk inspires students at Raymond Elementary School

By Ed Pierce

Outdoor experiences have been proven to help improve academic and physical performance for many students and that’s the concept behind RSU 14’s Wellness Program. To demonstrate the benefits of being outdoors, Raymond Elementary School hosted a special Wellness Walk and Nature Talk on Tuesday, May 7.

Loon Echo Land Trust Executive Director
Matt Markot leads Raymond Elementary
School students on a Wellness Walk
and Nature Talk around Frog Pond in
Raymond on Tuesday, May 7. His visit
to the school is part of an effort by the
RSU 14 Wellness Program to inspire
children to get outside and love nature.
PHOTO BY DONNA MORTON 

According RSU 14 Wellness Coordinator Donna Morton, Loon Echo Land Trust Executive Director Matt Markot led students on the walk and promoted the idea that being outside is one of the best things that students can do.

Morton said Markot guided the students around Frog Pond near the school and answered their questions about the environment surrounding the pond and how it affects all of them every day.

“Not only did they learn about the eco system, but they also learned about how nature makes them feel better,” Morton said. “Hopefully it builds a lifelong love of the outdoors for the students.”

Markot was a great choice to lead the walk for the students. Prior to joining Loon Echo Land Trust in 2017, he worked for the Nature Conservancy in Maine as its Northern Maine Lands Steward, and he served as an AmeriCorps Environmental Steward with the Maine Natural Areas Program, and as an environmental educator at Kieve-Wavus. He’s been the land trust’s Executive Director since 2019.

The intent of having him come and talk to the students about nature and the outdoors is to have them love and care for nature,” Morton said.

The Frog Pond Trail at Raymond Elementary School is a family trail about 1.93 miles in length of easy to moderate terrain centered around a scenic nature pond. The trail offers a short walk to a pond with easy access for the whole family that connects to a trail network extending into the woods.

During the pandemic, the school set up an outdoor classroom space near the pond and other spots for teachers to gather with students for learning activities outdoors and Markot’s walk with students fit right into that outdoors theme.

The RSU 14 Wellness Program strives to show that time spent learning and playing in nature benefits the whole child and can help children attain their full potential.

Spending time in nature enhances educational outcomes by improving children’s academic performance, focus, behavior and love of learning, Morton said.

“Get Outdoors is the RSU 14 Wellness Theme for May,” she said. “There are so many benefits to bringing nature into wellness. Time outside brings mental and physical health. It elevates our moods while lowering blood pressure, heart disease, diabetes, and stress. Being outside raises levels of Vitamin D, helping to build strong bones and our immune systems. It just feels good.”

For children, access to safe, natural areas can enhance children’s physical and mental health, from improving cardiovascular vitality and weight management to reducing stress and ADHD symptoms. In addition, regular access to high-quality green space inspires strong connections to the natural world.

Morton says that outdoor play is not only beneficial, but also crucial for the brain's healthy development. Research studies have shown that the frontal cortex, which is responsible for controlling emotions and problem solving, is activated during playtime and imaginative play and child development go hand in hand.

Another area addressed by children being outdoors is childhood obesity. Morton says children playing outdoors are running, jumping, climbing, squatting, and rolling which are great forms of exercise and assist in motor skills development, a better sense of balance, and enhancing bone strength. And safe and protected exposure to sunlight helps keep children’s immune systems strong, Morton said. <

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.” <