RSU 14 kindergarten students adjusting to learning in hybrid and remote models

Kiely Treschitta, a kindergarten teacher for
RSU 14, works remotely leading a small group
of students in a reading lesson. Treschitta
teaches remote kindergarten every morning
with a class of 30 students from Windham
Primary School and Raymond Elementary
School.  PHOTO BY ED PIERCE  
Add caption

By Elizabeth Richards

Whether hybrid or full remote learning, kindergarten looks a lot different this year. RSU 14 administrators and teachers have worked hard to adapt to a new way of doing things while providing a developmentally appropriate experience for students.

“We’ve all come together to keep it child-focused and child-centered,” said Laura Record, a kindergarten teacher at Windham Primary School.

Overall, children are adapting well, school staff said.  

“Our kindergarten learners have done amazing with the start of school and the CDC requirements for safety,” said Dr. Kyle Rhoads, principal at WPS.

Beth Peavey, the principal at Raymond Elementary School said, “I’ve been amazed at all of our students, especially our little, little ones coming in wearing their masks and following the routines that are new for our school.”

It has not been easy.

“One of the hardest things for kindergarten is the distancing, both with each other and for me with the children,” said Lindsey Pettus, a kindergarten teacher at WPS.  It can be especially challenging when children need help with physical tasks like learning scissor skills, pencil grips, or opening food items.  

She handles this challenge by talking children through problems as best she can, she said. If a child is really struggling, teachers follow strict protocols to assist.

“It’s like scrubbing in for surgery to help a kid hold their scissors the right way,” Pettus said.

Throughout the district, technology hasn’t yet been sent home with kindergarteners in the hybrid model.  On remote days, children are working on packets that reinforce in-person learning, reading
logs, and/or are participating in choice activities, depending on the teacher.

Teachers understand that every family has different circumstances and don’t want remote work to be overwhelming.  “We’re really working as a team and giving clear and explicit instructions to parents so they know what their children should be doing and how they should be doing each assignment,” said Jennifer Smith, a kindergarten teacher at RES.

“Our expectation for that is do what you can, do what works for your family. We understand that everyone’s situation is different,” said RES kindergarten teacher Erin Simoneau.

Teachers across the district are using an app called SeeSaw to connect with families.  When technology is sent home with students, the app will change what is possible for remote days, such as recording a short lesson and providing an accompanying activity, Record said.  

“We wanted the families and kids to be familiar so if we did need to go remote, SeeSaw wasn’t a surprise,” Simoneau said.

One benefit of the hybrid model, teachers said, is the small class sizes.  “I’ve gotten to know the kids pretty quick, and what their needs are,” Pettus said. 

Simoneau said with smaller groups, they are able to sit on the rug and be safely distanced.  “It’s a big deal to move from desks to the rug, even if it’s just for a story,” she said.

On the flip side, Pettus said, it’s the end of September and her students have only had six in-person school days. That means classroom routines may not be as smooth as expected for this time of year. 

Certain elements of instruction, such as the phonics work that is so important in kindergarten, is also difficult when students and teachers are masked.

“I tend to put myself in a corner and then take my mask off when I’m far enough away to show them,” Simoneau said. Teachers also have masks with clear panels around the mouth.

“This age tends to have a lot of speech delays. That’s a big part of kindergarten - addressing those issues and trying to correct those delays,” RES kindergarten teacher Stephen Seymour said.  Speaking through a mask can make children even more difficult to understand, he said.

Keeping up with curriculum when there are only two in-person days and keeping both groups of students in the same place can also be a challenge, Pettus said. “I’m really trying to be as consistent as possible between the two days so they’re getting the same experience at school,” she said. 

They have been able to move quickly through the phonics curriculum, she said, because they’ve doubled up lessons on days that students are in person.  “We’re keeping pace with that which has been really nice,” she said. 

Ensuring an appropriate learning environment for kindergarten students took collaboration, creativity and teamwork.  One of the challenges they worked out before students arrived was how to allow children to play, Record said.

The district has found ways to follow CDC guidelines but also offer children opportunities that some other schools in the area aren’t, such as using equipment on the playground. Students are also able to check books out of the library. At WPS, kindergarteners choose a personal tub of toys to use for a week.  

“It took a lot of brainstorming and back and forth to make sure we were following all the CDC guidelines. It’s just so critical for kindergarteners to be able to play and be hands on and talk while they’re playing,” Record said.

Learning to manage the required routines, such as waiting for all children to have their food before taking off masks to eat, helps build valuable skills like patience, determination and grit, Peavy said.

“I think that it will transfer over into their academics.  It really is amazing to see the level of patience that they have,” she said.

Kiely Treschitta is one of two teachers for kindergartners who are participating in full remote learning from both RES and WPS. 

“Remote learning has been going well for kindergarteners. Students do well with the consistency of the schedule,” Treschitta said.

Students begin their day at 8:30 am on Zoom and are logged in until 11:15, though they are not expected to engage for the entire time and turn their cameras off to work independently.

Problems with technology, such as students being logged off, computers freezing, and websites that don’t work, can be a big challenge for remote learning.  Another challenge, Treschitta said, is that students have a hard time sitting for a long time. “That’s why we do fifteen-minute live sessions and then they have time to move around during independent time.”

Treschitta said she’s been surprised at how quickly students have learned to navigate Zoom and other apps. 

“It’s amazing when students are able to teach their parents and other adults how to use apps,” she said. “These students surprise us every day.” <

Byron’s Bloom Bombs explode with popularity, bringing sunshine to essential workers

Byron Davis with his sister Clara

By Lorraine Glowczak

It all began with a mother’s intent to keep her family active during the stay at home initiative by deep cleaning their house, one room at a time. “I named it the ‘COVID Clean Out,’” stated Stacy Davis. 

On an afternoon about a month ago, while tackling the kitchen, Stacy and her 9-year old son Byron came across papered flower discs made by a former classmate given as a Valentine’s Day gift. “Let’s plant these in our flower garden,” Stacy suggested to Byron. They did, but Byron was inspired to go a step further. “I want to make these discs and give them away to all the essential workers to bring some happiness to them.”

Immediately, they began to search the house to see if they had all the materials needed to make the homemade plantable paper embedded with flower seeds. Stacy and Byron discovered they had enough material to make 50 discs and decided to name their philanthropic efforts, Byron’s Bloom Bombs.

The family, which includes Byron’s 5-year-old sister, Clara and his father, Jeremie, got busy instantly. This also included a surprise from Bryon’s grandmother, June Davis, when she personally delivered several specially designed “Byron’s Bloom Bomb” t-shirts to the Davis home.

A Facebook page was also established to help spread the word and make Byron’s vision a reality. In the first post, dated April 10 at 6:10 p.m., Byron, who is a third-grade student at Windham Primary School shared his thoughts, introducing the idea. “In looking for things to do while stuck at home, my mom and I came upon making papered flower discs. In seeing these, I thought what better way to show those on the COVID front lines that we appreciate them. Flowers always bring brightness to someone, so my hope is that these bloom bombs can do the same.”

Stacy was stunned when she woke up the next morning. “I checked the Facebook page and was shocked to see that we already had 100 likes,” Stacy said. “The news and support that Byron has received has quite literally….’blown up’….excuse the pun.” 

And explode it has! In less than a month, Byron’s Bloom Bombs mission has given away a total 950 paper flower discs to essential workers in and around the greater Windham area. So far, they have delivered to the following locations: Shaws, CVS, Walgreen, Walmart, Maine Medical Center, Spring Harbor Hospital and Maine Urology. The family has also mailed Byron Bloom Bombs to friends and family members who work on the COVID front line in Madison, Fort Kent and Lewiston. 

To ensure they reach as many essential workers in the area as possible, they enlist the help from others through their Facebook page by doing drawings for free homemade bloom bombs, requesting that some of the papered flower discs are given away at a store or medical facility near the winner’s hometown community.

Byron and his family have also highlighted local sport favorites and have shown appreciation to teachers during this COVID-19 time.

When asked what he has learned the most about his charitable adventure, Byron stated, “Front line workers do not always mean they work in a hospital. It includes people who work at grocery stores, gas stations and convenience stores.”

Byron was also quick to mention his gratitude to Ms. Fries, his third-grade teacher. “She has always been his cheerleader – always helpful and always encouraging,” Stacy said.

He and his family also recognize and are grateful for the incredible support and encouragement they have received from the community – that has now expanded from as far north as Presque Isle, to as far south as Connecticut. 

“Never in our wildest dreams did we think this would take off as it has, but we are thrilled. It is because of the front like workers and your encouragement that we will continue this project to show our appreciation,” Stacy wrote on Facebook recently.

To support and encourage Byron’s vision, please be sure to like and share the Byron Bloom Bombs Facebook page.

Essay contest winner shares important message with the community

AJ Sweet shows off his awards with his sister

By Elizabeth Richards

AJ Sweet has a message to convey: Anybody can be awesome. The third-grade student at Windham Primary School shares this message in an essay he wrote for a competition sponsored by the Cromwell Center for Disabilities Awareness. His moving essay won the third-grade prize. “I was thinking from my heart, and that’s how I was writing it,” AJ said.

The prompt for his essay was “We all have different abilities and different challenges. Why is that a good thing?” The Caring Classrooms Contest was open to any student in a classroom that has been part of the Cromwell Center’s disabilities awareness program, which is presented free of charge in schools throughout southern and central Maine.

In that program, staff from the center give a presentation on common disabilities and building awareness around them, AJ’s mother, Torrey Sweet, said. 

The contest is a follow up to that presentation. A flier promoting the contest said, “The contest is a great way for children to think about what they learned about disabilities and inclusion.”

For AJ, the topic is personal. In his essay he talks about having autism, and how that has impacted his life and attitude. 

AJ said writing the essay was really fun, and he had a great time working on it. “I have a hard time writing, but also I love to write,” he said, demonstrating the perseverance he has developed.

When he found out he was the third-grade prize winner, AJ said, “I freaked out. I was so excited.” The school recognized his accomplishment with an announcement over the intercom, and everyone in his classroom and the class next door lined up to shake his hand. “It was just a great couple of days,” AJ said.

Torrey said that AJ’s essay is a great depiction of what life is like for him and emphasizes that it’s okay to be different. “We’ve always told him his brain is a little bit different, but that doesn’t mean he’s not as smart as other kids, it doesn’t mean he can’t do the same things they do, it just takes a little bit more to do those things,” she said. AJ’s essay clearly demonstrates that he’s received and understands that important idea.

AJ said he thinks this contest is important because it allows children to “let their hearts out and let them know what they think.” When he gets the opportunity to tell people how things are for him, he said, he feels like they are really interested. “Some people get it, but some people don’t also – that’s okay. In my essay I kind of walk you through what it’s like,” he said.

When asked if he thinks this experience has helped others understand him a little better, AJ answered “I don’t think they understand me just a little bit, I think they understand me a whole bunch better. They understand how I feel, they understand my well-being, they understand me so much, and I feel like that’s really helped me get to know people.”

AJ’s father, Tony Sweet, said that although he didn’t know that AJ was writing an essay for the contest, he wasn’t surprised by the content.  “He’s always really tried to speak out for other people and his classmates,” Tony said. “We’re super proud of him, and all the things he’s done so far.”

“We were very proud of him for writing it. It’s very well-articulated, and it does do a great job of summing it up and putting it in a way that everyone can understand,” Torrey said. “It was definitely a huge win for him, and a huge win in making people more aware of this.”

AJ said he wishes everyone could have a chance to feel the way he felt when he learned he had won.  “I might never forget that minute in my life,” he said. Even more, he said, he wants people to know that they can embrace their true abilities. 

Fear of what other people will think can stop people, he said, but he thinks everyone should be able to be their true self. “Anyone can have a growth mindset. Anyone can embrace beauty on the inside. Anyone can embrace anything, because they, on the inside, are awesome,” he said.

Windham students heading to Odyssey of the Mind World Finals in Michigan

Ewan O'Shea, Ashylnn Cuthbert, Nick Verrill, Cameron Weeks,
Marek Slomczynski, Nick Jenkins, Adam Slomczynski submitted

By Craig Bailey

For the second time, a team of elementary students from Windham Primary and Manchester Schools is heading to Odyssey of the Mind World Finals. Odyssey of the Mind (OotM) is an international creative problem-solving program that engages students in their learning by allowing their knowledge and ideas to come to life in an exciting, productive environment. Participants build self-confidence, develop life skills, create new friendships, and are able to recognize and explore their true potential. OotM proves that students can have fun while they learn.

This annual event is taking place at Michigan State University, in East Lansing Michigan, from May 22 to 25. Seven energetic students, in grades three to five, along with their fearless coaches/ parents are heading west on Tuesday, May 21 for the 15 to 18-hour drive. The students and their respective grades are: Nick Verrill (5), Nick Jenkins (5), Cameron Weeks (4), Ewan O’Shea (5), Marek Slomczynski (5), Ashlynn Cuthbert (4) and Adam Slomczynski (3). The first five of which previously competed in the OotM World Finals, along with their coach April O’Shea.

Opening Ceremonies will take place on Wednesday, May 22. Thursday, Friday and Saturday will be days filled with competitions and other creative activities. There will be a Creativity Festival, an International Festival, a Coaches & Officials Competition, NASA-sponsored events, and a lot of pin trading!

When the students were asked what they were looking forward to at the event, the returning members emphatically agreed, “pin trading!” Trading Odyssey of the Mind pins (from various states as well as countries) is a tradition that goes back more than 35 years. Millions of pins have been traded and thousands of friendships have been made during this time. Returning students scored pins from such countries as Australia, Canada and Mexico! More specifically, M. Slomczynski said “I am looking forward to seeing a Polish team and teams from other countries.”

The team qualified for World Finals as a result of their solution to their chosen problem: “Hide in Plain Site.” Their 8-minute skit involved four scenes in which a searcher was seeking a sea creature that morphed into many forms, including an octopus with tentacles that moved via the team’s custom-made hydraulic system! Everyone on the team had a character in the play or worked the creature.

When asked how they figured all this out, Cuthbert indicated “We did research using YouTube. YouTube is gold!”

To perfect their performance, Jenkins emphasized, “We have done this well over 12 times!”

They began developing their solution, made almost entirely of recycled materials, in October. Cuthbert mentioned that she made a skirt from fabric scraps. And, their diving suit was made from trash bags. To achieve additional style points, the team made an antique-style phone.

In addition to the fun, each member had something to say about the outstanding experience they’ve had with the program, the majority indicating they’ll be doing it again. Verrill mentioned, “You learn that you can make a lot of stuff if you think about it. And, you get a lot of new friendships.” Jenkins reinforced, “This was fun to do because you can be creative with props and jokes and are not required to do one thing.” O’Shea proudly stated, “If you work hard and win you can go to Michigan.” The team emphasized that everyone has their own talents and OotM brings them out. Whether it is writing, building, creating, etc., the whole team works together, as it can’t be just one person’s effort. Slomczynski reinforced this by commenting “I have learned that it is a team effort. You have to work together to solve the problem.”

The community of Windham has two opportunities to support the team, by helping to fund their trip to Michigan. At the present time they are about 50% funded, primarily by parents of these outstanding students. To assist, consider visiting their fundraising page at: 

www.gofundme.com/windham-odyssey-of-the-mind. Alternatively, if you’d like to take in a movie while helping to fund the team, they have partnered with Smitty’s Cinema. You may buy an $11 ticket good for any showing at Smitty’s Windham location on May 5. Half of the ticket price goes to the team. Tickets are available at the Manchester school and seating is on a first come, first served basis. 

As stated by Ewinn, “Odyssey of the Mind confirms we all have talents and the goal is to make them even better.”

Go team!

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.

WPS third grade math students learn to solve problems in creative and useful ways

WPS third grade students with Rene Daniel of Social Services

By Lorraine Glowczak

“Hi there!” is how the message began. “My name is Caitlin Mansir. I teach third grade at Windham Primary School (WPS) and my team, which is three third grade classes, recently completed a clothing drive for the Windham Clothes Closet.”

What Mansir humbly left out is that the goal for this third-grade class was to not only collect 550 pieces of clothing and give it to the Windham Clothes Closet, but to do so as part of their hands-on and experiential math project.

Arithmetic and service to the community can go hand in hand and the third-grade team of teachers that included Jessica Melcher and Melissa Fries, prove that their innovative teaching techniques guide students in solving problems, not only with the obstacles faced in math, but obstacles that many face in life.

In terms of math, the lesson was division. “We divided clothing by separating those items into bags,” explained third grade student, Elias Whitney. “We learned that it took nine Hannaford shopping bags for 72 items of clothing.” That number, of course, was different if you put clothing in big trash bags,
which the third-grade students also calculated.

Besides division, students discovered that there are hardships placed on others and you can be the one to help solve that problem, too.  “I found out that it’s very important to survival and there is always a need for help,” student Madison Buzulchuck stated as one thing she learned from the project. “It’s nice of people to donate clothes because you make a big difference in the community and the lives of others,” student, Anthony Napoleone-Sweet said.

In the course of this project, General Assistance Administrator of Windham’s Social Services, Rene Daniel, was invited to speak to the students. “He told us that no school has ever done anything like this before, and he was very happy that we were doing this,” third grader, Nicholas Sferes said when he asked what he learned.

Daniel verified Sferes’ statement. “It’s true. We have never had a donation come from a school as part of a project. Prior to my work in social services, I taught for 25 years, and I was very impressed with the way the third-grade teachers at Windham Primary School incorporated this learning and giving project into the curriculum.”

The students exceeded their goal and donated over 1000 items of clothing

All third-grade students helped to load the bags of clothes into all  three of the teachers’ vehicles, because “it took all three of us to get all of those clothes to the closet because we had so many,” Mansir said.

The clothes were donated by the families of the third-grade students and they exceeded their goal by donating over 1,000 pieces of clothing and other items such as shoes and jackets. The exact amount, however, cannot be determined. “We received so many bags of clothing that we stopped counting the pieces after we reached 1200 articles,” Daniel said. “We serve between 97 to 100 households a month and this donation will get us through until mid-March.”

Fries admitted she was surprised that this large donation of clothing would only last for about a month.

There are other surprising facts that that the public may not know. “What a lot of people may not be aware of is that we are one of only two pantries in Maine who do not require proof of need,” Daniel continued “Anyone who lives in Windham can use our services.”

Daniel also explained that the Food Pantry is open 32 hours a week, rather than two to four hours that
most other pantries are open, and confidentiality is of the utmost importance. “You do not have to stand in a long line with others,” Daniel said. “All an individual needs to do is make an appointment. They can then come in and get what they need in privacy and with dignity and respect.”

The food pantry is located at 377 Gray Road in Windham and is open Monday through Thursday from 8:30 a.m. to 3:30 p.m., except for legal holidays. The clothes closet is open every Monday and Tuesday from 10 to noon. To make an appointment, call 207-892-1906.

The pantry and closet are always accepting donations. “Imagine if you were someone in that situation. You would want to stay warm, too,” stated student Luke Hangge.

Students at Windham Primary School learn the importance of giving back to the community by Lorraine Glowczak

The students at Windham Primary School held a Community Day Assembly on Thursday, May 18 at the Windham High School auditorium, to show their appreciation and to give back to community organizations that have given to the students throughout the year. The first through third graders, who raised funds and learned about community accountability and character education in the process, collectively raised and contributed $7,000 as their way of saying, “thank you.”

Although this was the first community day event established by the students, it is the goal of the educators and students alike that the event will become an annual project. “We wanted to help build a sense of community within our school and hope that this becomes an annual event,” stated Michelle Jordan, one of the volunteer coordinators. “Because of our large size, we rarely hold a school wide assembly. This event was designed for two reasons: 1) to bring the school together, and 2) to teach our students the importance of community programs and supporting those programs.”

The recipient organizations that received funding for their contribution and assistance to the students at Windham Primary School include: Windham Public Library supported by the kindergarten class, Ledgewood Nursing Center supported by the first-grade class, the Maine State Society for the Protection of Animals supported by the second-grade class and the Windham Historical Society supported by the third-grade class. All organizations were very appreciative of the donations given to them including the members of the Windham Historical Society (WHS). “This very generous gift will help us a raise a blacksmith shop as well as complete the South Windham Library,” stated Susan Simonson, President of the WHS.  “This building will house South Windham Village and train station historical collections. To the third-graders, the Historical Society shows grateful appreciation for their donation, and to all of the primary grades and staff we applaud the lessons of support and involvement given to the community.”

To raise funds, the students participated in a “Race for the Community” day. “They each had a sponsor sheet to have friends and family members sponsor them for the number of laps they ran or walked around the [high school] track,” Jordan explained. “On Friday, May 4, the whole school went out in groups of 5 or 6 and spent 30 minutes on the track. Kids had paper sneakers that were hole punched for each lap they completed. Then students collected donations based on the laps they ran.

Not only did they physically raise funds, the students also learned the importance of community engagement. “Students had the opportunity to learn about community over the few weeks leading up to the event,” Jordan said. “They read stories about community in library class, built a circle of hands in art class, practiced running in PE class and talked about their community organizations in their classrooms. In grades kindergarten, two and three, they have had an opportunity this school year to visit the organizations they supported. We wanted students to make a connection between programs in the community, support in their learning they received from them, and then providing support to their programs with funds raised.”

Students enjoyed participating in the community day event. Not only did they learn the importance of community but the significance of acting upon the passions they carry for life. Lilly Steele, a second-grade student loved the fact that they donated to the Maine State Society for the Protection of Animals. “It was nice to raise money for the animals because I love the horses and like patting them.”

Parents were proud of the students and saw the importance of what their children learned in the community give back effort. “I think it’s been an eye opener for them and you can tell they were proud to have been part of giving back,” stated Mel Oldakowski who is Steele’s mother.

During the assembly, Dr. Karl Rhoads complimented the students for their hard work and explained why community is so important. “We are very fortunate at Windham Primary School that has a supportive community that gives to us in many ways. And all the organizations that were funded today, give to us. This is an opportunity for us as a school to give back. That’s the reason for Community Day and the Community Day Assembly.”

The school donated the following: Windham Public Library received $1163.05, Ledgewood received $1692.15, MSSPA received $2412.80 and Historical Society received $1723.

Successful Color Dash Run supports local educational programs by Jennifer Davis

Saturday morning, April 28, the community gathered for the Windham Primary School’s (WPS) third annual Color Dash. This year’s race welcomed 180 people, where families met and mingled with neighbors and teachers as they anxiously awaited the countdown to the start of the race.  
 

This year’s race wrapped around the school, through the woods, then meeting back on the WPS playground where participants ended their run by grabbing their packet of color – where about ten minutes later the air was filled with a rainbow of colors.

“Funds are being used to support teacher grants,” stated Michelle Jordan, Windham Primary School’s Volunteer Coordinator.  “This is a new initiative starting this year where teachers can request funds to support programs that help enhance student learning.”  By the turnout that crowded the WPS playground area, it was sure to be a successful event.

Jordan is part of the Principal Advisory Committee that organizes school wide fundraisers and events throughout the year. These events include: Smencils and Smens, scented pencils and pens that help support the technology in the classrooms and Scholastic Book Fairs fundraiser that supports the school library. Historically, a basket raffle along with the Color Dash have raised money for the playground, a new vision screening machine, smartboards, books and field trip scholarships.  

“Thank you to our volunteer coordinator, Michelle Jordan, and the staff and parents that helped make this a fun school community event,” stated Dr. Kyle Rhoads, WPS Principal.  “We are very fortunate to have such a supportive school and local community!”

If you are interested in donating to any of the school programs, donations can be sent directly the

Primary School. To ensure that your donation supports the program that you want, include a note specifying your donation request along with your donation.