SAD 61 School Board short takes:

• Courtney Smithhas been approved as principal at Stevens Brook Elementary School in Bridgton, replacing Cheryl Turpin, who will retire after this school year. Smith is presently the assistant principal at Songo Locks School in Naples.

Superintendent Al Smith indicated interviews for the principal position at Crooked River Elementary will take place this month and April.

• Bringing both learning worlds together. Synchronous — Existing or occurring at the same time.

Covid-19 forced changes in how to teach students safely, thus the birth of remote and hybrid styles. But, each approach created issues from anxiety and feelings of isolation to inconsistencies in instruction.

What if aspects of the two components were combined in a way to bring kids closer together and close some instructional gaps? Stevens Brook Elementary launched a synchronous learning pilot and achieved some exciting results. Through the use of various technology, students in attendance at SBES were joined by classmates via remote (those students in the other cohort and those students who are enrolled as fully remote).

The project team included SBES Principal Cheryl Turpin, Academic Leader Liz Shane, Title 1 Interventionist Dawn Bonnevie, Grade 5 teachers Jess Hunt and Laura Varney and Computer Technician Greg Watkins. Hunt, Varney and Shane gave a brief slide presentation to highlight the pilot program:

Why try this approach? They were able to teach new learning five days a week using the hybrid model; students need more teacher support in order to start closing learning gaps; it is a way to reduce student stress; and increase participation.

Pros of the pilot: students were called immediately if they were not logged on to the class; students saw peers in the opposite cohort and chose to stay online longer; students were able to get help as needed, rather than waiting until the next day; students home with illness could log on and receive new learning without being absent; staff found that students not engaged during previous remote days were now engaged and producing work.

Some cons found: Screen time was a concern; math was found to be more difficult to work with both groups, resulting in some wait time; greater advance planning is needed so that materials can be sent home on remote days for in class lessons.

Parent response was quite positive.

“I loved it. It worked great for us. I struggled keeping all three of my kiddos on task. With my fifth grader doing ‘Live’ classes she knew exactly what she had to do and what times she needed to do it. She sat right at the laptop like a champ. The teacher could be asked questions and accessed in real time instead of waiting for emailed responses for extra instructions which were needed earlier. It was nice seeing my kiddos smile and be happy that she was able to see her classmates more and chat and interact with them,” one parent reported.

Another parent said, “We would love for this pilot program to continue. From a parent’s perspective, it was great. It took some of the stress off me and I could focus on my two younger girls. I would really like to see the pilot program to extend more toward the other grades, as well. My twins would benefit greatly from accessing class ‘live’ and following along with lessons. Routine and structure are what they need.” 

Project Team members saw attendance and engagement greatly improve, and 66.7% of parents reported that the five-day pilot was both “easy and helpful” for their families. 75% preferred the five-day synchronous approach over the two-day hybrid model, while 83.3% of parents/students surveyed said students attending school five-days a week learned better.

The conclusion: “In the event that there is a need for a child to participate remotely, this model is highly conducive to providing remote learning,” the team concluded. It could also be used at other grade levels. “The possibilities are endless,” they added.

• Art Month. March is Art in Our Schools Month. Mrs. Abrams submitted Songo Locks Elementary School fourth grader Owen Sparks’ art piece to the Portland Museum of Art Youth Show this month. Also, the National Art Education Association hosted a virtual art show. The following Songo Locks students had their artwork submitted by Mrs. Abrams: Kindergarten Jayden Merrifield, Grade 1 Arianna Regis, Grade 2 Briella Yates, Grade 3 Bradley Stiffler, Grade 4 Adelynn Wilson, and Grade 5 Hailey Spizuoco-Swander. 

• Graduation options. With more and more school activities reopening, the hope is to provide Lake Region’s senior class with a more traditional graduation ceremony this June. Several scenarios are being looked at including an outdoor ceremony at LRHS, use of the Drive-In in Bridgton, and also rental of the Cumberland County Civic Center as an indoor back-up plan in case of inclement weather. “Stay tuned,” Superintendent Smith said.

• Personnel moves. Approvals include: Ryan Martin as a Grade 6-8 Physical Education teacher at Lake Region Middle School, replacing Kurt Peterson, who is retiring (eight applicants, three interviewed, presently PE teacher at Acton School, bachelor degree from Keene State College); George Rey as a permanent substitute at Lake Region Middle School; Kiersten Zufelt as a permanent substitute at Songo Locks School, replacing Rachel Barker who resigned; Lil Whitney will be long-term sub for Devin Merrill, Songo Locks Kindergarten teacher, beginning March 15.

Resignations: Anne St. Pierre, Special Ed Coach/IEP Coordinator at Songo Locks; Jillian Cummings, Special Ed teacher at Songo Locks; Lisa Gattermann, nurse at Stevens Brook; Landon Knittweis, Day Treatment support tech at Songo Locks; Sandra Hamblin, Ed Tech at Lake Region Middle School.

Retirements: Robin Kimball as an educational technician at Lake Region Middle School effective June 30; 

• Donations accepted: A Kawai piano ($2,500 value) from Richard and Debra Albert to the school district; winter jackets and snow pants ($650/$650) from Community Help to Stevens Brook Elementary School and Songo Locks School; baskets and dental hygiene supplies ($500) from White Mountain Orthodontics to Songo Locks School.

• Coaching stipends: Daryl Fernald, JV softball, $3328.50; Gary Colello, JV softball, $2,465; Kat Harju, Grade 7 softball, $2,198; Derek Marshall, Grade 8 boys’ lacrosse, $2,198; Lydia Dexter, girls’ lacrosse assistant, $1,200; Eric Custeau, spring weight room, $1,384. 

• Covering the costs. When SAD 61 considered adding boys’/girls’ lacrosse programs and girls’ volleyball to the high school sports offering list, the school board approved the move, with one catch —there was a pay-to-play string attached.

The three programs moved up the ladder from club to varsity status, and Athletic Director Paul True felt it was time to create some consistency. So, he requested that the three programs be fully funded by the district budget. True said participation in each of the sport dictated the fee student-athletes had to pay. Boys’ lacrosse averages 16 to 20 players while girls’ lax is 22 to 24. The fee has been $100 years the past two years, True said.

Directors approved the request, which takes effect next season. Pay-to-play will, however, continue to apply to ice hockey, mainly because of the need to rent ice time. The cost is split three ways between SAD 61, Fryeburg Academy and Oxford Hills. The Ice Cats draw players from the three schools.