Katie Frost Franzoni inducted into the USM Sports Hall of Fame

Frost Franzoni in an NCAA game v. Bowdoin
Photo by USM Athletics 

By Matt Pascarella

For the past 12 years, Katie Frost Franzoni has been a sixth-grade teacher at Windham Middle School. Franzoni is a graduate (2006) from the University of Southern Maine (USM) and played basketball for the Huskies during her time there. Last month, she was inducted into the Husky Hall of Fame, for her accomplishments on and off the court.

Created in 1985, with the first inductees in 1986, to honor coaches, administrators and former student athletes, the Husky Hall of Fame identifies excellent athletic achievement by graduates of USM and its predecessor institutions.

Katie Frost Franzoni was a four-year starting guard for the Huskies’ women’s basketball team. She helped guide Southern Maine to a record of 118 wins 11 loses from 2002-2006.

When Franzoni played for the Huskies, the team captured four Little East Conference Championships and went to the NCAA Division III National Championship four times. During their four trips to the NCAA, Franzoni and the team advanced to the Sweet Sixteen and Elite Eight each time and twice made it to the Final Four. In 2006, the Huskies finished as the national runner up and set the program record for season wins with a record of 32-2.

Franzoni earned her Bachelor of Science degree in sociology in 2006 and her Master of Education in 2009.

“It is an honor to be recognized and inducted into the Husky Hall of Fame,” stated Franzoni. “ I am joining many other athletes who have achieved high levels in their sport while at USM. I have wonderful memories from both on and off the court that will last a lifetime. I have been playing
basketball for about 27 years. Basketball and sports were a huge part of my youth.”

Her mom was a physical education teacher and her dad was an athletic director and coach. Surrounded by sports, Franzoni longed to compete on a team. She loved going to the basketball games and cheering on the Blue Devils in her hometown of Calais. She couldn’t wait to wear the Blue Devil Jersey and represent her town.

“My experience playing for USM was unbelievable,” added Franzoni.  “The successful women’s basketball program and Coach Fifield is what drew me to USM.  I wanted to play for the best and with the best. Coach Fifield, Coach McDevitt and the other assistant coaches I had throughout college were without a doubt the most knowledgeable and the most prepared coaches I have ever had.

The coaches and the women’s basketball tradition is what brought me to USM.  It was one of the best decisions of my life.”

Franzoni’s teammates made a lifelong impact on her. They played hard in practices and made each
other better. They spent time together on and off the court. Teammates became family. And that bond continued after graduation; from bachelorette parties and weddings to baby showers, they continue to support each other. No matter how much time has passed, they pick up where they left off.

Franzoni is the math and science teacher on the sixth grade FranDido team.  “I have had the privilege of teaching sixth grade in Windham since 2007. I love working with middle schoolers. They are eager to learn and fun to teach. They have great personalities and every day is different.  Playing basketball and being a part of a team has helped me become a successful middle school teacher.  It has taught me leadership skills, work ethic, adaptability and time management.  It has taught me the importance
of pushing yourself to do your best and learning from your mistakes.”

Franzoni lives with her husband, two children, and a dog in Windham. She states Windham is an amazing community who supports and encourages one another.

When she is not teaching, she is spending time with her family. They love being outside and playing sports. They support the New England sports teams and enjoy spending time at their camp in Calais.

Author Anna Crowley Redding shares her wisdom with middle school students

By Matt Pascarella

Since elementary school, Anna Crowley Redding has always had an interest in writing and literature. She was naturally curious and liked asking lots of questions; this later served her very well when she became an investigative TV reporter.

However, she had always dreamed of becoming a writer for young readers. After her children were born, she used her knowledge as an investigative reporter to uncover stories for kids.

She brought her knowledge to Windham Middle School on Friday, September 27^th. Students had the opportunity to hear about her experiences, her writing process and participate in problem-solving activities as well as a mock press conference.

Crowley started out writing articles for her college newspaper, the Northeastern News. “Learning journalism in Boston was a fantastic experience,” stated Crowley Redding. “I felt that every day I was learning from the best in the business. I worked off-air as a field producer, intern, and associate producer for NECN.” Crowley Redding became a TV reporter in Utica, New York; then Syracuse; then Charlotte, North Carolina. “Every station taught me so much about writing, investigative reporting, and on-camera presentation,” she added.

Her reporting did not go unnoticed. She has won Edward R Murrow awards which honor outstanding achievements in broadcast and digital journalism. Crowley Redding has been recognized by the Associated Press and has an Emmy for an investigative piece she did about an ice storm.

“Investigative reporting allows you to make a meaningful difference in your community and in people’s lives. It’s hard work and often stressful. When you can produce results that matter to the people most affected...it’s a very fulfilling experience.”

Crowley Redding decided to switch career gears after becoming a mom. She was always reading books to her boys about following their dreams and writing for young readers had been a dream of hers since she was old enough to remember. Eventually she went for it. Her debut book, ‘Google It’ tells the story of Larry Page and Sergey Brin, two Stanford College students who created what today is the most used search engine. ‘Elon Musk: A Journey to Save the World’ is a biography of the struggles Musk has gone through and his big dreams for the future. ‘Rescuing the Declaration of Independence’ (out in 2020) is Crowley Redding’s first picture book. It tells the true story of a man who risked it all to save our founding documents.

Autumn Wood, Tiffanie Scott and Mia White
work together on the domino challenge

During Crowley Redding’s presentation she spoke about the power of problem solving and the role failure plays in accomplishing your goals. Although it may look like it, success isn’t something that just happens – people have to work at it. “Don’t give up, you are enough” she stressed.

To help illustrate problem solving and failure, students had to work together in groups to stack dominoes around a large table. The goal was to be able to set them off and have the oval go successfully around the table. The students were given three tries to do this and it is a much tougher challenge than it sounds.

Another class held a mock press conference about a pretend fire that had happened in Windham. Each group had to take and sort the information given and then write a news report for the station they worked for. Each station had a different spin to their stories, e.g. appeal to a young audience, sensationalistic journalism, or Big J journalism, which focuses more on the quality of the story.

“I hope that in talking to students today, they’ll feel inspired to follow their own dreams, to believe that they are enough, and that when problems and obstacles appear (and they will), that they are capable of finding a way to overcome setbacks.”

Seventh grader Fletcher Vopal observed, “It was interesting...it was cool how she started out small and it’s inspirational for people who want to start doing big stuff. I learned if something fails you have to keep getting back up...keep trying and trying until you succeed.”

Seventh Grader Mia White remarked, “I learned a lot because I am starting on a graphic novel and it was a lot of good feedback about what I need to be thinking of if I do want to publish it. I was really inspired by the fact that Crowley Redding had struggles and she got up and blew everyone away. Anyone can really do anything if they set their mind to it.”

Teacher works to ensure Windham Middle School students stay ahead of the technology curve

WMS STEM Teacher Jason Lanoie, next to
the FlashForge 3D Printer

By Craig Bailey

Windham Middle School’s Science, Technology, Engineering and Math (STEM) teacher, Jason Lanoie, has an objective: to ensure students are fully engaged in the learning process. Lanoie emphasized, “We want our program to change with technology and where things are going.”

To support this, Lanoie is seeking funding for a GlowForge 3D Laser Printer, which he hopes to have in place by the beginning of the upcoming school year. To-date, he has received half of the needed $4,000 from The Perloff Family Foundation.

“This equipment will broaden the scope of experience that the students have with our hands-on program at the middle school level,” Lanoie stated.

Lanoie is not new to the process of obtaining funding to supply his students with leading edge technology. Since joining Windham Middle School, he has written grants for the school’s two existing 3D printers.

A 3D printer is a machine allowing the creation of a physical object from a three-dimensional digital model, typically by laying down many thin layers of a material in succession.

“I began working with the Perloff’s, who hadn’t yet had experience with the technology,” Lanoie shared. “I wanted to make sure we had the best possible technology for schools. The result is that we acquired our first 3D printer, a MarkerBot Replicator 2, during the beginning of the 2014 school year, for $2,500. More recently we acquired our second, more advanced, 3D printer, a FlashForge, at a cost of $300.”

Lanoie reinforced his objective, “We want to provide new technology for students. If we don’t, students can get bored. For example, everyone has a smartphone. We need to keep up with and stay ahead of the students. Soon, these things [3D Printers] will be in the home, as they are becoming more affordable.”

In contrast to the existing 3D printers at Windham Middle School, which create physical objects, a 3D laser printer uses a beam of light the width of a human hair to cut, engrave, and shape designs from a variety of materials.

A few examples of what the students could create with the 3D laser printer include: a family photo keepsake by importing a digital photo into the machine and burning it onto a piece of wood, glass etching to make a special gift for a loved one, or, designing something that can be used on their Rube Goldberg machine (a contraption that uses a chain reaction to accomplish a very simple task in a very complicated manner).

Click to email Tom

When asked, why the GlowForge 3D laser printer, Lanoie responded, “I had been doing research on the technology. Then, I watched an episode of MythBusters, in which Adam Savage did a review on the product and absolutely loved it. When seeing someone like Savage, an expert who supports STEM programs, enthusiastic about the tool, it confirmed where I wanted to go. That sealed the deal.”

Lanoie continued, “This investment will ensure our students remain engaged. You should see the look on their faces when new technology is introduced. It really shows they are interested in learning and using the technology. The result: the students are excited about being in school.”

Further emphasizing the point, Lanoie mentioned, “I love to have the 3D printer going when new students arrive. They are excited about it and ask ‘Can I do this, or that?’ That is entirely on them. They can then try it and figure it out. The technology helps our students learn our engineering design process.”

Lanoie indicated, “The students will be happy to create something with this new technology, for public display, to memorialize all donations received in support of this program.”

To learn more about the GlowForge 3D Laser Printer, visit: www.glowforge.com.

Donations can be sent to the Windham Middle School, in care of the STEM program. Any questions can be directed to Jason Lanoie (jlanoie@rsu14.org) or Principal Drew Patin both of which can be reached at: 207-892-1820.

Maine’s future and the opiate crisis

Rotarians Ingo Hartig, Goerge Bartlett, Mark Morris and
Peter Garland

By Craig Bailey

On Thursday March 9, Windham Middle School’s seventh-grade students hosted an event to share the outcome of their project: Taking Back Maine’s Future: Ending the Opiate Crisis. In attendance were parents, children, law enforcement, Rotary Club members and Senator Bill Diamond.

With a $1,200 donation from the Sebago Lake Rotary Club, the students were able to include the DeLorean replica as it was seen in the 1980s film, “Back to the Future”. The project is the brainchild of RSU14 school personnel Doug Elder, Lee Leroy, AJ Ruth and Gwen Roberts and required students to travel through time, via research and evaluation of current data and statistics, bringing newspaper articles back from the future: some from the bright promising future where Maine has defeated the epidemic. Others from a dark and dangerous future where the epidemic persists.

When Elder opened the school cafeteria doors the public was welcomed to visit both of these possible futures. One side of the cafeteria was dark, with litter strewn about, mock drugs and syringes on tables along with would-be news articles sharing the state of affairs if the epidemic goes unchecked. The students clearly demonstrated their concern and what the future could hold.

Students shared their concerns and the results of what they learned from the project. Maggie Whiting stated, “Opiates are a real problem. If this issue is not solved, Maine could go very wrong due to increased overdoses and deaths.” This was reinforced by headlines of news articles on display, including: “Child Overdoses on Mother’s Fentanyl.”

Dakota Woodall concurred by adding, “Maine will come to an end as we know it if we don’t do something. People need to listen to what we are saying.”

Another student, Nathan Jordan was very clear when he said that the possibility of a bleak future is not a fantasy. “It is based on what could happen if things continue as is,” he said. “We need to educate to avoid this future.”

Traveling to the bright future the public observed thoughtful ideas and positive outcomes that could result from pragmatic approaches to battling the epidemic.

Cate Culbovich expressed what he learned from the project, “We need more treatment centers where people can get help.”

Julia Mazerolle had an idea that may be helpful in eradicating addiction. “A prescription drink, wearable patch or chewable could be developed to cure opiate addiction. If we can prevent addiction there will be a better future for everyone.”

Elexis Crommett reinforced, “We need to take action that will result in fewer overdoses.”

Sasha Funk proposed, “Scientists could come up with a vaccination which prevents addiction.”

Another scientific approach was offered by John Ulmer. “Scientists could extract the addictive components from prescription drugs.”

Haley Blethen stated that education is imperative, making people aware of the many side effects of addiction. “When a baby is born to an addict, the baby immediately goes through withdrawals. The doctor must give the baby the correct dose of opioids and continue to reduce until they are off the drug. However, the baby remains an addict as ‘once an addict, always an addict’ since the drug rewires your brain,” she said.

The Windham Police Department was also present, and Patrol Captain William Andrews stated that he was impressed with the data collected by the students. “It is refreshing that the youth are taking interest in this epidemic. I’m impressed with their ideas, figures and statistics.”

Rotarian George Bartlett was enthusiastic about the project stating, “this gets the kids involved in the community to help with a very real problem.”

The students were overwhelmingly positive about what they learned which required multi-week investments of time. Ulmer indicated this included, “practicing the Socratic method to answering questions in preparation for this event.”

“We are all at risk as an ‘unlikely addict.”, Elder stated. “It could start simply from an injury, after being prescribed an opioid. One thing leads to another. I just read an article on a police officer dying of an overdose. The problem is so stark and pressing. The students extrapolated the cold hard facts. If the trends don’t change, Maine will become a wasteland. The tide is turning, though, as we are beginning to see companies and doctors held accountable.”

The project was also aided by Be the Influence Coalition, which is a collaborative group of Windham and Raymond community leaders who are working to raise awareness and address concerns caused by substance use and abuse in area communities.

The replica DeLorean was provided by Bill and Patrick Shea of Hubbardston, MA.

Students experience potential and kinetic energy through sledding

Owen Gaulrapp 

By Lorraine Glowczak

The snow-covered hill near the football field and Windham Primary School was packed with eighth grade and second grade students having fun sledding on Friday afternoon, March 8. No, it was not recess. They were studying chemistry.

Windham Middle School’s eight grade team of Ohana Explorers led by teachers, Pamela Mallard, Lisa Hodge, Erika DuPont and Tricia Sabine, were given an unusual homework assignment – to build a sled from materials at home. They were given four weeks to make their creations, factoring in the concepts of potential and kinetic energy. Specifically, they were assigned to, “develop a model to describe objects interacting at a distance and the different amounts of potential energy that are stored,” Mallard said. This was the curriculum standard to which was learned and developed.

Briefly, chemists divide energy into two classes. potential energy is where the energy is stored while kinetic energy is the energy found in a moving object. The faster the object can travel, the more kinetic energy it has. “Students needed to be able to describe what the potential energy of the sled was and where it converted to kinetic,” explained Mallard. “The student also needed to identify the role of friction in stopping their sled.”

Students were asked to determine the relationship between the amount of energy transferred, the type of matter, the mass and the change in kinetic energy. They also explored how adding a person to the sled, which increased the mass, would change the amount of acceleration of the object.

“Students did an on-line program through Gizmo (an interactive learning site) called Sled Wars,” explained Mallard. “This gave them information to ponder while constructing their sleds. Sleds were built at home and the students could have the help of a parent. I encouraged the home connection
among family members.”

If a student didn’t have materials of their own, Mallard offered materials from the school and they could stay to work on them after class.

The second-grade students who participated in this middle school science project are part of a mentorship program. “We have been mentoring Mrs. Brianna Butts second graders once a month since the beginning of the year,” stated Mallard. “This allows the eighth-grade students to take on a leadership role and make connection with their younger friends. It is something we will continue to do for the remainder of the year.”

Eighth-grade student, Abby Thornton stated that the project was a fun and engaging activity. “I never realized the true potential of sledding. It shares a global meaning of fun and allowed us to see how velocity, acceleration, speed, and other components contribute to real life.” 

Lucas Spencer, another eighth-grade student, stated it was a great learning adventure he experienced with both family and friends. “This school project allowed for me to really make a home connection,” Spencer said. “I am lucky that my little brother is on the buddy team at the primary school. We have been brothers and buddies all year. We designed and constructed the sled with the help of my Dad
and my uncle.” 

The next mentorship program event will consist of the eighth-grade students hosting a Grandparent Day in May for both groups. “This allows us to make a generation connection with our buddies,” Mallard explained.

“Taking Back Maine’s Future”: Ending the opiate crisis

A panel of experts speak to the students

By Craig Bailey

On Tuesday, March 5, Windham Middle School’s seventh graders participated in an assembly kicking off the project, Taking Back Maine’s Future: Ending the Opiate Crisis. This second annual program was hosted by Be The Influence, whose Mission is to promote community collaboration and positive choices in reducing youth substance use.

The assembly featured Janet Mills’ newly appointed substance misuse expert Gordon Smith as well as a panel of experts from law enforcement and prevention including: Kevin Schofield, Windham’s Chief of Police; Jonathan Sahrbeck, Cumberland County District Attorney; Bridget Rauscher, City of Portland Public Health; Bill Andrew, Windham Police Patrol Captain; John Kooistra, Windham’s Deputy Fire Chief; Nicole Raye-Ellis, Project Coordinator for Be the Influence.

Seventh grade teacher Doug Elder kicked off the assembly sharing an overview that this project-based learning is developed to look into issues that are most impactful to the students. “We decided to take a look at Maine’s opiate crisis, viewing students as community members who can make an impact,” Elder began.  “We’ll educate together with Be The Influence, law enforcement, the medical field and state government. This is not only about information, but also transformation of our community.”

Be The Influence’s highly enthusiastic Executive Director, Laura Morris, offered a few opiate-related questions to students who eagerly provided their responses, which confirmed some basic understanding of opiates.

Gordon Smith reinforced how thrilled the Governor is with the school’s choice of this project and how honored he is to help launch it.

Smith stated, “The opioid crisis is about addictions. Finding out why people abuse substances.” He then asked, “Why are we educating about this at the seventh grade level?” to which he provided the answer, “Because that is the age people often begin abusing substances. It is important to educate now as you have your whole life ahead of you. You have the opportunity to help the State of Maine stop the biggest public health crisis of our time.”

Smith shared statistics to help the audience appreciate the magnitude of the problem, indicating that in Maine, “in 2017, 417 people died of an overdose. That’s more than one per day. Last year, 2018, numbers were lower due to the use of Narcan.” He further explained that Narcan is used for the reversal of opioid overdose.

Another statistic shared was, “of the 13,000 annual births in Maine, during 2018, the mother of 908 babies was an addict. Not only do we need to help the mother, we must also help the babies recover from addiction.”

A final, staggering, statistic shared by Smith was the number of people who died of an overdose last year in the USA: 72,000. Smith stated, “that means that in the time I’ve been standing here, at least 2 people have died of an overdose.”

Each of the panel members shared highly impactful perspectives. Schofield indicated, “Last year, in Windham, we saved over 30 people from an overdose, with Narcan.”

Sahrbeck offered a profound perspective by asking, “Is there anything in life you love?” to which students responded with: family, friends, pets. Sahrbeck then shared, “What if something could alter your brain to cause you to focus on (love) something else? That is what opioids do. They rewire your brain, changing your priorities, leading you down a path you didn’t realize you’d go.”

One of the most impactful perspectives was shared by Raye-Ellis, an addict in recovery for eight years, stating, “I was in your shoes. My school never covered anything on addiction. If they had done something like this, I could have seen a visual of what the path of addiction looks like.” A round of applause ensued.

In closing, Elder spoke directly to the students, “If you’ve ever asked, when will they start treating me like an adult? Well, it is right now. Simple answers to this problem will not work. We are going to talk through tough questions. There will be some difficult conversations. This will call for you to invest your time, energy and imagination. This issue is going to come for you whether you are ready or not. We want to make you ready.”

Queuing up the project, Elder relays, “The student’s job involves traveling through time via research and evaluation of current data and statistics, bringing newspapers back from the future: some from the bright promising future where Maine has defeated the epidemic - others from the dark and dangerous future.”

The assembly closed with the admonition, “What we do today and in the coming years to solve the opioid crisis; to help addicts, to find new solutions, legally, socially, and personally, will determine Maine’s future.”

Never miss an opportunity: The extraordinary life of middle school teacher Lee LeRoy

Having fun with life was a part of what Lee LeRoy was about. Here she is on the right with fellow teachers Gwen Roberts, AJ Ruth and David Elder as they dressed up for 80s day.

By Lorraine Glowczak

“Beach~Bum,” was the title of the poem. “Little did she know that it was her last cup of coffee. She packed her school bag, grabbed her purse and headed out for the day. Her day went on as usual, spreading love, laughter, kindness and joy.”

This was the first stanza of a poetic tribute for Windham Middle School (WMS) Health Teacher, Lee LeRoy by fellow WMS teacher and friend, Emily Stokes. LeRoy passed away unexpectedly at her home in Portland on Thursday, December 13. She was 59 years old and could run circles of joy around the most enthusiastic among us.

Anyone who exits this world too soon leaves a deep chasm for those left behind, and Mrs. LeRoy was no exception. Or, perhaps she was a very special exception who was loved by many and whose lives were impacted by her presence in many positive ways.

“She would always stand at the end of the hallway every morning to greet the students with laughter and compassion,” stated AJ Ruth, WMS math and science teacher. “It was as if she was a bright and shining presence who greeted us every day, always taking the time to have a conversation during a busy day in the most sincere and kindhearted way.”

“And, she would stop an adult conversation, to listen to what a student had to say,” added long time friend and fellow WMS teacher, Gwen Roberts.

It seems her brilliant light that spread love, laughter, kindness and joy was LeRoy’s calling and purpose for which she was put on earth. She filled that mission in her roles as a friend, teacher, mentor, wife and mother. She lived her life’s calling with exuberance, never missing an opportunity to be a part of others’ lives – embracing everyone she knew.

 “Laughter, camaraderie and honest involvement with everyone is what Lee was about,” stated Roberts. “Lee was sort of a gatherer of people from every area of her life - because she valued people. Spending time and having fun with family and friends was very important to her.”

Some of LeRoy’s favorite ways to spend time with others was by going to the beach, golfing on Tuesdays, participating in competitive and fundraising events such as Tri for a Cure and having pool parties at her home. In every circumstance, LeRoy was always celebrating life.

Lee LeRoy

And flip flops. She loved flip flops. “She had every variety of L.L Bean flip flop and she wore a different pair every day as long as the season would let her. She also loved her clothes from Talbot. I don't know if Lee had more Talbot sweater sets or L.L. bean flip flops, but this I do know, she is the only person who could put them both together and make it work," Roberts said with the kind of laughter that gives a break from grief.

The only thing that may have been more important to LeRoy than flip flops was her dedication to health education. “Lee was devoted to teaching students how to make healthy choices,” stated WMS Assistant Principal, Kim McBride.

Last spring, LeRoy worked with colleagues Roberts, Ruth and Doug Elder to develop a creative, hands-on, and interactive project-based learning opportunity for the seventh and eighth grade students. The students spent months learning about the dangers of opiate use. They researched information to use for video public service announcements, newspaper articles, and science projects on the dangers of opiates and their effects on the brain. Students found inspiration in the movie “Back to the Future” and used it as an analogy, giving rise to the theme “Taking Back Maine’s Future.” Students learned that depending on the decisions you make in using opiates, your future can be healthy or tragic.

The final portion of the educational project ended by inviting the public to share what the students learned. According to the press release written by Laura Morris, director of Be The Influence, “The event was complete with an actual DeLorean car parked out front. Ushers escorted attendees into the Windham Middle School cafeteria where one future was set up in the dark, with trash around and featured students with their news articles on the tragic future ahead if the opioid crisis continues. The other future was well lit and featured students with news articles on how bright the future will be if we combat the opioid crisis in Maine.”

Morris was so impressed with the project that she submitted it to the national CADCA (Community Anti-Drug Coalitions of America) organization. Out of the many national educational drug prevention projects submitted, “Taking Back Maine’s Future” was selected and will be featured at the 2019 National Leadership Forum in Washington D.C. in February. LeRoy and Ruth were going together to present the project.

“Last Wednesday, we were talking about our trip and the poster presentation,” Ruth reflected. “Lee and I were giddy and excited to be traveling together. But now, I will be traveling without her and will present the project alone – the project she initiated.”

Every person LeRoy touched will remember her in their own way and each taking from her, wisdom she left behind. But Vice-Principal McBride captured the greatest lessons she taught and reflect what so many found endearing about LeRoy: “Enjoy life to the fullest. Stay in touch with friends. Spend time with family. And, never miss an opportunity.”

And perhaps, Stokes portrayed the feeling experienced by so many toward the end of her heartfelt tribute to LeRoy, “The dismissal bell rang, and she watched hundreds flee the building at high speed rates. ‘See you tomorrow!’ came with a smile. Little did she know she had taught her last lesson and had said her last good-byes. Little did she know this would be her final walk down the hall.”

“Little did she know her dash would soon be followed by a number. She knew how to live her dash. She laughed, she celebrated, she loved, but most of all, she smiled.”

D.A.R.E. to Adventure students raise funds and help community through “Labor for Donations”

D.A.R.E to Adventure members hard at work

By Elizabeth Richards

Leadership skills, communication skills, community building, bridging social groups and outdoor adventure training are just a few of the benefits for students who participate in D.A.R.E. to Adventure at Windham Middle School. 

The program goes well beyond the traditional Drug Abuse Resistance Education (D.A.R.E.) curriculums. Led by Community Service Officer Matt Cyr of the Windham Police Department, the program incorporates elements similar to programs like Boy Scouts, Girl Scouts and Outward Bound to teach students leadership skills. 

The group is made up of 20 students – ten seventh and ten eighth graders - from all different social groups who have shown leadership qualities or potential. “Our goal is for them to come out and learn leadership and team building, then go back to their peers and help their peers make good decisions. That’s the big idea,” Cyr said.

“The reason we keep it so small is because of the mentoring piece that happens. I get pretty close to all of them,” Cyr said.

The group meets after school on Mondays and Wednesdays, participating in both team building and skill building activities. In the spring, Cyr begins teaching students how to roll a kayak. “It’s not so much about the kayaking as what they gain from doing it,” he said. Not everyone is successful with the roll, but they gain confidence, a sense of accomplishment for the things they can do and learn about taking positive risks.

The year culminates with an outdoor adventure trip. They begin with a ropes course then alternate between two days of whitewater rafting one year and a day of rock climbing and one of rafting the next. Cyr also teaches the students First Aid and CPR, and all are required to complete this training before going on the year end trip.

While there has always been some fundraising for the D.A.R.E. to Adventure program, it didn’t come close to paying for that year end trip. Student Josh Noyes said that he and his mother didn’t think it was right for Cyr to have to fund a large portion of the trip. They set a goal of raising $5000 this year to fully fund the trip for all the students. 

The whole goal is that he doesn’t have to pay for it, and we get a part in it,” Noyes said of their fundraising program called “Labor for Donations.”  D.A.R.E. to Adventure students go door to door asking people if they have any work they need completed. They have shoveled loam, moved brush and have other jobs, including fall clean up, coming. Parents of students in the program have also stepped up, donating their time to the efforts.

Kimberly Noyes, Josh’s mother, said that Officer Cyr is passionate about the D.A.R.E. to Adventure program and truly cares for kids in Windham. He makes the students – and their parents – passionate about the program as well, she said.

Morgan Hammond, a student participant, said that Labor for Donations helps the community as well. “Before, we didn’t do as much for other people,” she said. 

Haley Atherton added, “It helps other people learn about what Dare to Adventure is all about and how we’re helping the community. Not a lot of adults really know about this great program and how it really affects everyone else in the school district, and how we’re helping our community in different ways.”

Upcoming fundraisers include possibly shoveling in the winter, a fundraiser dance, participating in a craft fair at the high school on November 10 and 11, and activities at summer fest.

The program creates close bonds among participants. Atherton said she has learned leadership skills and made friends she wouldn’t have otherwise known. “The kids that are in the group now wouldn’t have really met each other or talked to each other if we hadn’t been in this program. It helps us become really good friends,” she said. 

Atherton thinks the program will help them later as well. “In high school when we go back into these social groups that we’re in, it will help us help our friends, but also help us when we get into those tough situations. It helps us build a better thought process,” she said.

Levi McDonald agreed.  “It helps me get more social with other people and learn leadership and how to have fun and make the right choices, positive choices,” he said. 

D.A.R.E. to Adventure also helps build bridges between social groups the students said. “If there’s any drama between social groups, there’s always people that know each other,” said Hammond.  “It’s exactly like a team with any sport. You all get along with everyone and learn stuff as a group. You get to see beyond your friends,” she said. 

Finn Smith said, “I feel like DARE is a good place to make lifelong friends.”

Students who participate in D.A.R.E. to Adventure often maintain contact with Cyr and come back to mentor younger students. Their reasons for doing so vary, but all emphasize the positive impact of the program.  

Tenth grader Ezra Smith said he returns because he wants younger kids to know they have someone to support them when they go to high school.  “It’s good to be somewhere you feel accepted,” he said.

Kyle McLeese, a ninth grader, said, “I definitely gained a lot of friends from the program, and people who accept me for who I am, so I keep coming back for that.”

Employees at Windham Weaponry awarded for generous contributions by Lorraine Glowczak

The employees at Windham Weaponry, Inc. were presented with a plaque by Drew Patin, Principal at ^th to show gratitude to the employees for giving a portion of their income to the programs; contributing a total of $750 per month during the school year.

Windham Middle School (WMS) and Marge Govoni, Coordinator of the Backpack and WMS Student Assistance Program (also known as Community Cares Program). The award was presented on Tuesday, June 12

Patin choked back tears when he expressed his appreciation. “Your contributions have made a huge impact on the students who need extra financial help. There is always a need and I’m often trying to help students in many ways. I work to find ways and to assist the students’ basic life necessities. Your contributions help us immensely.”

Community Cares Program was established to help WMS students who experience financial hardships. The program has assisted students with clothing, food, shoes, scholarships toward field trips and other necessary educational programming. The monies are also used to help with any other need a student may have that is essential to their educational growth and overall health.

“On a macro level, this program helps to build community through giving time and financial support,” Patin said. “It provides a sense of belonging and is what helps people get up in the morning.”

Mary K. Galipeau, Windham Weaponry’s BATF/Exports and Compliance Manager, stated that the idea of giving to this program was introduced by Cheryl Eliason, the Customer Service Manager.
“She put the idea out there, and we all thought it was a great idea,” Galipeau stated. “We’ve been contributing to this cause ever since.”

To make a contribution to help fund food and other necessary resources to all students in the RSU14 system, please contact Govoni at mgovoni@rsu14.org.

Students learn compassion and respect through Heart of Courage Project by Lorraine Glowczak

Kelsey Theberge (center) stands with her grandfather veteran Larry Theberge (right) and father Sean Theberge. Also pictured is the silhouette she made of her grandfather 

The sixth grades students at Windham Middle School (WMS) who are from Ms. Hopkins’ and Ms. Stokes’ team, celebrated an evening of gratitude and celebration with a presentation of their Heart of Courage - Veteran Project Base Learning (PBL) Program. The festivities occurred on Monday, June 11 at 5 p.m. at the Windham Veterans Center; beginning with an Honor Guard ceremony and the National Anthem, sung by sixth-grader, Caitlin Miles.

Monday’s celebration was an accumulation of educational discovery that began in early spring. The project was kicked off with an opening event with the ROTC cadets led by Sergeant Wirtz.  The event included a brief history of the military, students participating in practice drills, trying on military gear, and using portable military medic cots.

The sixth graders had been working closely with local veterans, interviewing them as part of their PBL project; which was a student-centered mode of educational discovery with focus on subjects in the humanities, math, English language arts, science and data analysis.

The festivities included a spaghetti dinner followed by presentations by the students. After the student speeches, guests had an opportunity to talk to the pupils as they stood by hand-made silhouettes of the veterans they interviewed, to discuss what the students had learned from veterans.

In addition to interviews, the students researched the history of U.S. conflicts, participated in activities with the high school ROTC, placed flags at cemeteries, listened to presenters and visited the Maine Military Museum.  The students also cleaned headstones and flat stones at the Augusta Cemetery.

Laurent “Larry” Theberge, a Vietnam, Dessert Shield and Dessert Storm Veteran, was one of the local individuals interviewed by the sixth-grade class. Theberge’s granddaughter, Kelsey, is one of those sixth-grade students and he felt honored to participate in his first interview. “I have discussed my experiences with others, but I’ve never been interviewed before,” Theberge stated. “Most people don’t know what you experience in war. It’s not fun. It’s good to let people know what happens in war and how it can change you.”

As for Theberge’s granddaughter Kelsey, the project created a few realizations that may not have occurred in a traditional learning mode. “It [this project] has made me realize just how important it is to respect veterans and why,” Kelsey said. “By talking to the veterans, I realized just how much they went through and it has made me go deeper into this subject.”

Logan Forbes (left) with Willie Goodman

Another student, Logan Forbes, had the opportunity to interview Willie Goodman, who entered the service in 1963 and is a Persian Gulf Veteran. “This was not as easy as you think,” began Forbes. “It was very difficult to capture the veteran’s story and put it into one writing assignment. Also, when we visited the cemeteries and we washed the stones, it was much more difficult than anyone would think. You just don’t wipe over the stone – you have to scrub it. We were told to say ‘thank you’ at each veteran’s gravestone, but I ended up talking to them all. So, I learned a lot about respect, too.”

One of the guiding questions for the interviews included, “How do we show gratitude to those in our community who have served?” Goodman stated that vets do not expect to be treated differently. “It’s not that we ask to receive it [respect], or even expect it, but when we are honored in some way it is nice to know that people care.”

Students took a lot of pride and ownership in this project. “During interviews many students were sensitive to the experiences and emotions of the veterans, making sure not to bring up uncomfortable memories,” Stokes explained. “During the flag placing at local cemeteries, students worked hard to make sure the grounds and headstones were neat and beautiful. In Augusta, students took their time, scrubbing and cleaning the stones, often saying, ‘I need to get this cleaner.’ Students took care and loved cleaning each and every one of the stones and memorial markers. As family members approached headstones to place flowers, students went up to family members, offered assistance and asked to help clean the stones. Many students engaged in conversation with family members about their deceased loved ones.”

As for what lessons the students learned from this project, Stokes explained it is difficult to narrow it down to just one thing. “Both Mrs. Hopkins and I feel that if we were to narrow it down, students have grown significantly in regards to compassion towards others, respect for those that have served (and still do) and our responsibility to give back to veterans.”

Earlier this spring, Post VFW applied for a $1000 grant to help support the PBL project and received that grant. The grant money paid for all busing to field trips and reading books connected to the wars.

Windham Middle School participates in engaging and exciting learning methods by Lorraine Glowczak

The students at Windham Middle School (WMS) will participate in Project Based Learning (PBL) from now until the end of the year. PBL is an energizing, inspiring and student-centered mode of educational discovery that includes subjects in the humanities, math, English language arts, science and data analysis. 
 

“The teachers understand they are required to meet certain standards and criteria,” began Principal of WMS, Drew Patin. “With Project Based Learning, they deliver these educational expectations in an engaging, compelling and exciting way. Often, the students have so much fun, they don’t realize they are learning something important in the process.”

Each grade level and classroom will work on a specific topic. The projects’ learning process will include interviews, field trips, speaking with a panel of experts in their field of study, as well as building and maintaining specific project designs as it relates to their topic. There will be guiding questions, kick-off events and final products for the required learning outcome. Part of that learning outcome will be shared with the community via print media, including The Windham Eagle newspaper.

The various topics of which the students will participate include the following:

·         Students working with veterans to understand the history of wars, the qualities of a hero, and the sacrifices and contributions made by those who served.

·         Students taking an active role of environmental scientist by constructing an argument supported by evidence that explains the negative effects of pollution in water.

·         In the topic “Be the Voice: Giving a Voice to those that are Voiceless in the Face of Adversity,” students will choose an adversity that the Earth faces due to human factors. They will research this topic to explain implications of this problem and make suggestions for change.

·         Students will learn about the opioid epidemic in Maine by researching its impact on the state and devise solutions to improve Maine’s future.

·         For the “Dam It” projects, students will provide an evidence-based position/opinion on the removal or continued use of a dam on the Presumpscot River.

Last year's class helping with the PWD

·         A team of students will facilitate a project in which they will work collaboratively to become informed and opinionated citizens about controversial renewable energy sources.

·         Another project will engage a team of students in a project where they will develop answers to the following question: “What makes a sustainable community?” 

·         A group of music students will discover ways to make music more accessible to all students in the RSU14 district.

Other projects will look at heart disease, vaping, cultural awareness, hydroponics and how to make a change in democracy.

Each teacher determined the subject matter, based upon their students’ interests. “We wanted to choose a topic that was relevant to our area (community) and many of our students live near or frequent Sebago Lake and other local bodies of water,” explained sixth grade teacher, Cory Didonato, whose group project is entitled, “How Dirty is Our Water?”.

Patin stated that in his experience with PBL, the conversations among students changes from ‘What show did you see last night?’ to ‘What subject and expedition will you be participating in?’.

“Project Based Learning gets kids excited about education,” explained Patin. 

Didonato agreed. “Project Based Learning is inquiry-based which makes the learning more relevant for students. It allows them to tackle real world issues which makes for deeper learning and - hopefully - enjoyment. We enjoy it because we get to see students excited and motivated to make a difference in the world around them.”

Not only do the students get excited about the learning process, but PBL is beneficial to the teachers. “I have found that the teachers are recharged with this style of teaching,” Patin said.

It won’t be long when the students and teachers of WMS will share their excitement for learning with the community. Be on the look out in future editions of The Windham Eagle, as the students share their learning outcomes with our readers.

“This is an opportunity to improve the students’ work,” stated Patin. “They are aware that not only will their teachers see their completed assignments, but others will see what they have done, too.”