September 18 Blog Post

September 18th, and we are definitely getting into the routines of a new school year!  

Welcome to another edition of the Superintendent’s Blog! Every other week, I enjoy sharing what’s happening across the Gorham Schools and celebrating the great work of our students and staff, while keeping you informed about important topics.

I hope you’ll take a few minutes to read, explore the topics that interest you, and stay connected with us. As always, thank you for your continued partnership and support of our students, staff, and schools!  Some pictures showcasing our students over the past two weeks are below, and then on to the information!

This Blog Topics List (Scroll below to read each post):

1. SEPTEMBER IS SUICIDE AWARENESS MONTH - CONNECTION MATTERS!

2. SUPERINTENDENT'S GOALS FOR 2026-2027 SHARED!

3. WHAT TO EXPECT FOR COMMUNICATIONS FROM OUR SCHOOLS DURING AN EMERGENCY RESPONSE.

4. THE ED. TECH. TRIANGLE. AND WHAT IT MEANS FOR THE GORHAM SCHOOLS.

5. BUSRIGHT/TRANSPORTATION UPDATE FOR FAMILIES

6. SCHOOL CHORUS & BAND CONCERT SCHEDULE FOR THE YEAR ANNOUNCED

7. A FEW UPCOMING COMMUNITY EVENTS FOR THOSE THAT ARE INTERESTED

8. CLOSING REMARKS

SEPTEMBER IS SUICIDE AWARENESS MONTH - CONNECTION MATTERS!

Each September, communities across the country recognize Suicide Prevention Awareness Month.  This month is a time to increase understanding about suicide, reduce stigma, remember those whose lives have been lost to suicide, support those who have struggled, and make sure people know where to turn for help if help is needed.

Suicide prevention is not simply the responsibility of family members or mental health professionals. We all have a role in creating a community where people feel seen, valued, connected, and comfortable asking for help when they need it.

For our schools...that means building strong relationships between students and trusted adults. 
For families...it means creating space for conversations, especially difficult ones, and noticing when something seems off. 

For all of us...it means being willing to check in on the people we care about when we are concerned.
If you or someone you know and care about is struggling and you are fearful that Suicide may be being considered, help is available and you do not have to face things alone.  Here are some key ways to access help:

• 988 Suicide & Crisis Lifeline: Call or text 988 anytime for free, confidential, 24/7 support.
• Maine Crisis Line: 1-888-568-1112, available 24/7.
• NAMI Teen & Young Adult Support: Text FRIEND to 62640 for information, resources, and support.
• Maine 211: Call 211 or text your ZIP code to 211 to locate non-emergency mental health and community resources.
• If there is an immediate threat to someone's safety, call 911.

Perhaps the most important message of Suicide Prevention Awareness Month is also the simplest: connection matters.

A student knowing an adult cares about them matters. 

A parent asking one more question matters. 

A colleague noticing someone isn't quite themselves matters. 

A friend sending a text to check in matters.

As a community, we CAN help one another. September may be Suicide Prevention Awareness Month, but caring for one another is something we do every day of the year.

SUPERINTENDENT'S GOALS FOR 2026-2027 SHARED!

Each year I work closely with the Gorham School Committee to develop annual goals that help guide the district's work for the coming year.  Each year I also share these goals broadly with staff and with families.  A summary listing of the goals is below:

Goal 1 - Metrics for Success

Goal Statement:  To complete a revision to our Gorham Schools “Metrics For Success” to ensure we are measuring the success of our district in a way that is in alignment with our mission/vision, core beliefs, and Portrait of a Graduate. (Note:  This is a carry-over goal from 2025-2026)

Background:  

During the 2025-2026 school year, the Gorham Schools went through a significant process to update its “Portrait of a Graduate”.  Now that the Portrait has been updated, we need to update how we measure success in meeting the goals outlined within. 

Once our metrics are revised, I would like to work with our data coordinator to develop a better way to share this information with the community.  I will work with her to develop a new “data dashboard” that can be placed front and center on our website.  This dashboard will show the highlights of our metrics and where we are with trends for our “top five” key data points.

Transparency builds trust, and our public schools cannot operate effectively without it.  This will be a crucial goal to complete for the coming year!

Deliverables: Revised district Metrics for Success and newly launched public data dashboard.

Goal 2 - Artificial Intelligence

Goal Statement:  To collaboratively develop and implement a comprehensive AI Staff Handbook to serve as a companion to the district's AI Student/Family Handbook, providing educators with clear expectations, guidance, and best practices for the responsible, ethical, and effective use of AI  in teaching and learning. Provide PD, ongoing coaching, and instructional support resources to staff to build a strong PK–12 foundation in AI literacy and best instructional practices.

Background:

During the course of the 2025-2026 School Year the AI Handbook Committee worked collaboratively across stakeholder groups to create our new Student/Family AI Handbook.  Now that this has been created, we need to add a Staff AI Handbook to provide similar guardrails and expectations to staff on the use of AI in the Gorham Schools. 

In addition to providing clear expectations and frameworks for Staff and Student use of AI we also need to ensure that all staff have a foundational understanding of AI literacy in order to ensure AI is being used in our schools in alignment with our expectations and overall best practices.  Therefore, this coming year will also be spent providing PK-12 staff with training, resources, and coaching on the appropriate use of AI in our schools.

Deliverables: Completed AI Staff Handbook and districtwide AI learning using Magic School Platform

Goal 3 - Aspire PK–5

Goal Statement:  Strengthen Aspire Gorham implementation across PK–5 by creating a consistent, developmentally responsive educational experience that maximizes brain development during the foundational years. This will include a focus on intentional play and purposeful learning from birth through Grade 2 and the implementation of Regulated Classroom training in Grades 3–5 to strengthen students' emotional regulation, executive functioning, and readiness for future success.

Background: 

This goal builds upon and extends the foundation established through the Bright Futures for Little Rams Early Childhood Partnership Plan and the ASPIRE Gorham program.  Aspire has always been about creating a birth to adult continuum, however existing programming is currently more “robust” at the MS/HS levels and needs to be strengthened at the Birth to Gr. 5 levels. This goal is intended to create a clear connection between the earliest steps of a Gorham student’s educational journey and their future path by providing relevant, developmentally appropriate learning experiences. These experiences foster lifelong skills that prepare students for success in future career pathways.

 

Our vision is to create a seamless PreK–12 learning experience that builds on the foundations of the Bright Futures for Little Rams Early Childhood Partnership Plan and the ASPIRE Gorham program. We aim to ensure all students benefit from a consistent, high-quality educational experience that maximizes brain development in the foundational years (birth to age eight) through intentional play and purposeful learning, emotional regulation, and executive functioning skills (Gr. 3-5) to best set our youngest learners up for future success. As students grow, they will engage in authentic learning experiences supported by strong community partnerships, helping them develop lifelong skills and meaningful connections that prepare them for future pathways in college, career, and community.

 

Currently, a grant funding opportunity is becoming available from the Nellie Mae Foundation for community-based grants of this type. Via this goal, I will work to complete said grant application process, knowing that even if we don’t get the grant funds, the process to complete the application will require that we create a solid vision and plan for how we want to move this work forward at the PK-5 levels.  Ultimately, this goal yields a clear plan for moving our Aspire work forward at the PK-5 grade levels. 

Deliverables: Completed NEDCC Grant Application which will include a Vision/Plan to Strengthen Aspire Gorham during foundational years (Gr. PK-5).

Goal 4 - Purposeful Use of Technology

Goal Statement:  To create and implement clear, developmentally appropriate PK-12 frameworks that guide the purposeful use of technology in teaching and learning, while communicating these expectations transparently with families so that educators, students, and parents share a common understanding of when technology enhances learning and when other instructional approaches are more appropriate.

Background:

The role of technology in education has become one of the most important topics of conversation among educators, families, and researchers. As our access to digital tools continues to expand, so too does our understanding of both their tremendous potential and their limitations. A growing body of research suggests that technology, when used simply for its own sake, does not automatically improve learning and, particularly for our youngest learners, may at times have unintended consequences for attention, engagement, and healthy brain development.

As a district, it is time for us to intentionally examine our instructional practices through the lens of purpose. Technology is never the goal; learning is. Our responsibility is to ensure that every instructional decision begins with the question, What is the best tool for this learning experience? Sometimes that answer will be a digital resource that deepens engagement, provides access, personalizes instruction, or expands opportunities for creativity and collaboration. Other times, the best tool may be a book, a hands-on activity, a classroom discussion, intentional play, or simply pencil and paper.

Through this goal, I will work collaboratively with members of the District Leadership Team and educators across PK–12 to develop a shared understanding of when technology meaningfully enhances learning and when alternative instructional approaches are more appropriate. Together, we will establish a common framework that supports thoughtful, evidence-informed decision-making regarding technology use in our classrooms.

A key outcome of this work will be the development and adoption of clear PK–12 guidelines for purposeful technology integration. These frameworks will provide staff with practical expectations for instructional decision-making and clearly communicate them to families. By establishing a shared understanding of how, when, and why technology is used in our schools, we will strengthen trust, promote consistency across classrooms, and ensure that every use of technology serves our ultimate purpose of “Preparing and Inspiring” students for their future success.

Deliverables: Approved Technology Use Framework and PK–12 technology decision-making framework.

You can view the full goal document, complete with action steps, timeline, etc. by CLICKING HERE.  Please feel free to reach out with any questions!  My email is heather.perry@gorhamschools.org

WHAT TO EXPECT FOR COMMUNICATIONS FROM OUR SCHOOLS DURING ANY EMERGENCY RESPONSE

In my previous blog post, I shared information about the language and procedures we use in our schools when responding to emergencies. For this blog, I want to focus briefly on how we communicate with families during an emergency, and what you can expect from us.

First and foremost, the safety of the children entrusted to our care is our highest priority. Emergencies can range from relatively minor situations to more serious events, so our communication methods will vary depending on the circumstances and the level of concern.

Generally, families can expect:

• Lower-level situations with minimal threat to students: We will typically send an email explaining what occurred, how we responded, and any necessary next steps.
• Situations involving a more substantive concern: We will typically send an email and text message, with the text directing families to check their email for more detailed information.
• Situations involving a significant or immediate threat: We will typically use all three communication methods which include: email, text, and automated phone call. These messages will provide the information we can safely share, explain how we are responding, and, tell families what we need you to do.

Emergency communication is rarely “one and done.” We may send an initial message as soon as we have enough verified information to communicate responsibly, followed by updates as circumstances change and a final message when the situation has been resolved. In more complex situations, families may receive several updates along the way.

We know that when something happens at your child's school, your first instinct may be to immediately come to the school. During an active emergency, however, that may be the very thing we need you NOT to do. Police, fire, rescue, and school personnel need roads, entrances, parking lots, and staging areas clear so they can respond quickly and safely.

Please know that we care deeply about the safety and well-being of every child in our care, and we will communicate with you. In return, we ask families to remain as calm as possible, carefully read or listen to our communications, follow the directions provided, and resist the urge to immediately drive to the school unless specifically asked to do so. In an emergency, giving first responders the space they need and following school directions are among the most important ways families can help us keep everyone safe.

I hope this provides some clarity on what to expect for communications from our schools during an emergency response situation.  Our hope is that we don't have to do this very often, but know that we will provide you with the information you need during any response situation.  Trust is built on solid communication and we will work to earn that trust every single day.  

In my next blog post, I'll share more information on our overall plans themselves, where you can access that information and what you should do if you have any questions about our emergency procedures. 

THE ED. TECH. TRIANGLE & WHAT IT MEANS FOR THE GORHAM SCHOOLS

Late last spring, I introduced the Ed. Tech. Triangle framework to families and staff. I have reemphasized the triangle during our opening days of school and have asked each of our schools to dive more deeply into technology use in our classrooms using the lens of the triangle to ensure that that use is purposeful and designed to enhance the learning of our students in the "Transformative" and "Supportive" realms.

As a refresher for families, the triangle framework is outlined and explained below:

TRANSFORMATIVE: Robotics, coding, computational thinking, computer animation, website design, graphic design, advanced photo, video, or music editing, digital marketing, spreadsheet creation, digital citizenship, any tech that helps students with special needs.

SUPPORTIVE: Digital images or articles not available in print, audiobooks, podcasts, supplementary videos, keyboarding, intentional use of sharing platforms used to update parents on student work, use of viceo conferencing or collaborative apps and platforms when the learning outcome is not easily replicated with a traditional or face to face method.

RESTRICTIVE: E-texts in place of print, prioritizing typing over handwriting (except in final work), using software or applications taht have already been mastered by the student (such as taking pictures with a tablet), points-based learning games, overcomplicated tech use by teachers, screen=based tech whose learning outcomes are easily replicated with a traditional or face to face method.

DISRUPTIVE: Any platform that exposes students to age-inappropriate content or bullying, unrestricted access to cell phones during school hours, tech for tech's sake, needless screen-based homework assignments, using screen time as a reward, for behavior management, or as a choice during free time, too much screen time.

To be clear, the Ed. Tech Triangle does not endorse a minimum or maximum amount of screen time per grade, and research does not show that a specific amount of screen time can increase or decrease test scores or student well-being.  It isn't about time.  Instead, the focus of the triangle is about the purposeful use of technology to transform learning.  Using technology to help students produce a unique outcome or develop a high-level skill in ways that a traditional method might not is encouraged.  Using technology to support learning in helpful ways is encouraged, while deciding not to use technology when its not doing those specific things is expected.

Ultimately, our goal is not to eliminate technology from learning or to turn back the clock. Technology is, and will continue to be, an important part of the world our students will inherit. Our responsibility is to make sure they learn to use it purposefully, thoughtfully, creatively, and responsibly. We cannot afford to “throw the baby out with the bathwater” by responding to legitimate concerns about screen time with an approach that simply removes technology from our classrooms. Instead, we must teach students when technology is the right tool, when it is not, and how to use it to create, communicate, collaborate, solve problems, and accomplish things that otherwise might not be possible.

That is the promise of the Ed. Tech. Triangle. By keeping our focus on Transformative and Supportive uses, and reducing Restrictive and Disruptive ones, we can preserve the very best of human-centered learning while preparing students for a future in which technological fluency will be essential. Our students need strong relationships, creativity, critical thinking, communication, curiosity, perseverance, and empathy. They also need the ability to navigate an increasingly digital and AI-enabled world with confidence and good judgment. Our job is not to choose between those two futures. Our job is to prepare them for both.

If you have any questions about how technology is used in your child's classroom, please do not hesitate to reach out to your teacher or your school's principal.  We are happy to help answer any questions you may have.  THANK YOU!

BUSRIGHT/TRANSPORTATION UPDATE FOR FAMILIES

While the BusRight Parent App is working as expected for most families, we are aware that some Gorham families are experiencing issues with the BusRight technology itself. These may include the timing or accuracy of app notifications, estimated pickup and drop-off times, mapping that can make the location of a bus stop unclear, and connectivity issues that may cause a lag in “real-time” updates.
We want to emphasize that these concerns are related to the information being displayed or communicated through the BusRight app, rather than the operation of our buses and routes themselves. We know, however, that families rely on the app when planning for their student’s transportation, and we understand how frustrating it can be when the information displayed does not accurately reflect what is happening on the route.

Our Transportation Department is actively working with BusRight to identify and resolve the technology issues being reported. BusRight has committed to proactively monitoring Gorham’s morning and afternoon routes, identifying system issues as they occur, and working closely with our team over the coming weeks to improve the accuracy and reliability of the information ALL amilies receive through the app.

For families whose BusRight app is working well, no action is needed. For those experiencing difficulties, we appreciate your patience and want you to know that we are aware of the concerns, are communicating them directly to BusRight, and are actively working with their team toward solutions.  Please give it another week or so and if you are still experiencing problems, be sure to reach out to our transportation director so we are aware of what problems may be persisting.
Thank you for your continued patience, communication and partnership!

SCHOOL CHORUS & BAND CONCERT SCHEDULE FOR THE YEAR ANNOUNCED!

For the 2nd year in a row our band and chorus teachers from across the district have gotten together and nailed down their performance dates for all things Gorham Music!  How convenient!  Please see the schedule below, share with family members and mark your calendars!  These are performances you do not want to miss! 

And just in case that font is too small or blurry to read...CLICK HERE to view the pdf file! 

A FEW UPCOMING COMMUNITY EVENTS FOR THOSE THAT ARE INTERESTED...

As I close this blog I just wanted to share a few other community events folks might be interested in.  Check out the flyers for details or scroll on by - your choice!  

Questions - contact Kevin Lambertson at Galilee Church:  kevlambertson17@gmail.com

Questions, contact Aaron Manning at Fort Hill Church:  aaron@forthillchurch.com

Closing Remarks:

As we settle into the rhythms of another school year, I am reminded again that great schools are built on so much more than what happens inside our classrooms. They are built on relationships, trust, communication, shared expectations, and a community that genuinely cares about its children. We all have a role to play in the success of our children.  The community of Gorham clearly knows and acts upon this knowledge in both "big" and "small" ways.

There is so much good happening across the Gorham Schools every single day, and none of it happens by accident. It happens because students work hard, staff care deeply, families remain engaged, and our community continues to believe in the importance of our schools. Thank you for being part of that work and for continuing to partner with us as we Prepare and Inspire every student for the many possibilities that lie ahead. Keep up the great work Gorham!  Our students see you!

September 4, 2026 Superintendent's Blog Post

Welcome to another exciting school year in the Gorham Schools! I hope your family has had a positive start and that our students are settling into the familiar routines, strong relationships, and exceptional opportunities that a new year brings. Now that our Kindergarten students started earlier this past week, our family is complete!  We are grateful to have our students back in classrooms and our school community together again!

Throughout the year, I’ll use these biweekly blog posts to help keep you connected to what is happening across our district.  I will share things like important updates and upcoming events, celebrations, highlights, and opportunities to get involved. Our schools are busy places, and I hope these posts provide a quick, helpful window into the great work happening every day as we continue to prepare and inspire all students for their future success.  

Each post will begin with photos from across our schools, offering a quick glimpse of the learning, activities, and experiences our students enjoy every day. From there, I’ll share important updates and information, organized by topic with clear headlines and visuals, so it's easy to find what you need.

Based on feedback from families last year, I’m also adding a “topics list” feature at the top of each post so you can quickly see what’s included and jump directly to the topics that interest you most. Of course, you can always just keep scrolling until something catches your eye! And, as always, if you have questions or would like additional information about anything you read, please don’t hesitate to reach out to me at heather.perry@gorhamschools.org. I’m always happy to hear from you! ☺

Now for some opening-of-school photos to share...

Now on to the information!

Here is a List of the "Headlines" For this Blog Post, in the order that you will find them below!

1. THE IMPORTANCE OF SCHOOL ATTENDANCE

2.  EMERGENCY PREPAREDNESS IN OUR SCHOOLS (A Multi-part series)

3.  VOLUNTEERING IN THE GORHAM SCHOOLS

4.  SUBSTITUTES NEEDED - HELP US SPREAD THE WORD!

5.  SCHOOL BOND REFERENDUM ON NOVEMBER 3. LOCAL BALLOT!

6. SEPTEMBER 11, 2001 - REMEMBERING 25 YEARS LATER

7. SOME CALENDAR REMINDERS & CLOSING THOUGHTS...

THE IMPORTANCE OF SCHOOL ATTENDANCE

As we start a new school year, I always like to take a moment to remind families about the IMPORTANCE of School Attendance.  These habits are established early in life and early in the school year and can make a HUGE positive difference in our students' success in school and beyond.  As my father used to say:  "In order to get THERE (whatever I wanted to do), you have to be HERE (present and fully invested).  School, like life, requires no less commitment for success!

-  Did you know? Missing just 2 days of school per month can result in a student being chronically absent—missing nearly 10% of the school year.

-  Did you know? Students who are chronically absent in the early grades are less likely to read proficiently by the end of third grade, an important milestone for future academic success.

-  Did you know? By middle and high school, attendance strongly predicts whether a student will stay on track for graduation.

-  Did you know? Research shows that chronic absenteeism is associated with lower academic achievement in both reading and mathematics—and the impact can grow as missed instructional time accumulates.

-  Did you know? Students with high rates of absenteeism are at greater risk of disengaging from school and ultimately dropping out.

The statements above are not "scare tactics"; they are based on years of research showing the importance of school attendance to academic success.  But we don't need a bunch of research to tell us this.  We know from our own life experiences and common sense that we get out of experiences (big or small) what we put into them, and if we aren't present, we aren't contributing to our success as well as we could be!

So what can we do together? I’ve included links below to two resources (one geared toward elementary-aged children and another for middle and high school students) with practical ideas for supporting strong attendance habits. Most importantly, please know that you are not alone in this work. If your child is struggling to attend school regularly for any reason, reach out to us. Talk with your child’s teacher, counselor, social worker, or school administrator so we can better understand what may be getting in the way and work together to find solutions. Strong attendance isn’t simply a family responsibility or a school responsibility.  Strong attendance is a shared responsibility. When we all work together to help our students be HERE (engaged, connected, and ready to learn), we give them the best opportunity to get THERE (wherever their hopes and dreams may take them)!

Thank you!

-  Elementary Attendance Flyer

-  Middle School/High School Attendance Flyer

EMERGENCY PREPAREDNESS IN OUR SCHOOLS...

Planning for emergencies in our schools is certainly no one’s favorite topic, but few responsibilities are more important than ensuring we are prepared to keep our students and staff safe when the unexpected occurs while in school.

Our schools do a great deal behind the scenes to prepare for a wide range of emergency situations. We train, we practice, we review our procedures, we work closely with our community safety partners, and continually learn from our experiences whenever and however they may occur.  We know we can't possibly prepare for every detail of every potential situation, but I want you to know we work hard to try!

Because this work is such a regular part of what we do, we sometimes forget that the language and procedures that are familiar to our staff may not be familiar to our families. Over the next few blog posts, I want to help change that by sharing more about how we prepare, respond, and communicate with you when an emergency occurs.

For this first post, I want to focus on language. If you receive a message from us saying that a school has entered a “Secure,” “Hold,” or another emergency response status, you should know exactly what that means. During an emergency, clear communication matters, and understanding our shared language ahead of time can help us all respond with greater confidence and calm.  These are two key ingredients to any successful response.

The Gorham Schools use "Standard Language Protocols (SLP's) to communicate during any emergency response situation. These SLP's were developed by the "I Love You Guys Foundation" and are used in schools across the country. Please see the poster below that shows each term with explanations and examples of when they might be used:

Generally, when are these various terms used, one might ask...

• Hold – Used when we need hallways clear (e.g., medical emergency).

• Secure – A potential threat outside the school; operations continue indoors.

• Lockdown – A potential threat inside the school; students and staff follow A.L.I.C.E. safety options.

• Evacuate – Everyone leaves the building (e.g., fire alarm, gas smell).

• Shelter – Used for severe weather, chemical spills, or other hazards.

That's a quick rundown of the key terms we use and when we use them. Please don't feel like there will be a quiz or anything on them, but feel free to hang onto that digital poster for future reference. We will do our best to use plain language in our communications, but if you see some of these terms pop up, hopefully you will better understand what they mean.

We begin fire/evacuation drills right off the bat with students early in the year, so you may hear students talking about this soon. I'll share more in my next blog, where I'll focus on how/when the district communicates with these kinds of issues and what, as a parent/family member, you can do to help when emergencies may arise.

VOLUNTEERING IN THE GORHAM SCHOOLS

One of the things that makes the Gorham Schools such a special place is the incredible support our students receive each and every day from the dedicated people in our schools.  These aren't just employees.  This includes Volunteers too!  They are members of our community who give generously of their time and talents to support our students.  We absolutely love our staff AND we also absolutely love our volunteers!  

Volunteers make a difference! Volunteer readers, field trip volunteers, volunteers who support special events and activities, or those who come in to share a career skill and everything in between!  Every single contribution (Big or small) strengthens our schools. Just as importantly, when students see parents, grandparents, neighbors, and community members spending time in their schools, they receive a powerful message: what happens here matters, and therefore YOU matter.

Volunteering also strengthens the partnership between our schools and our community. It gives families a window into our students' daily experiences.  It builds stronger relationships with our staff and reminds all of us that educating our children is truly a shared community responsibility.

And here's the best part—you don't need to have hours and hours of free time to make a difference! There are many ways to get involved, and even a small investment of time can meaningfully impact our students and schools.

So...how do you get started? I'm glad you asked!

1.  CLICK HERE to go to our Volunteer Page on our website and review the information found there. 

2.  At the bottom of that page, click on and complete the registration form for the school or schools you would like to volunteer at.  Submit that registration form once completed.

3. Wait for an email from our volunteer coordinator, Kelli Reed, who will send you the link to required orientation materials and clear next steps.

If you have volunteered in the past, please keep in mind that this registration process is ANNUAL, so you need to do it each year.  It is pretty quick and painless though - promise! 

That's it!  Please feel free to share with others who you know might be interested!  I hope to see you in our schools soon!☺

SUBSTITUTES NEEDED - HELP US SPREAD THE WORD! 

Do you know someone who enjoys working with students and might be interested in making a difference in the Gorham Schools? Please help us spread the word!

This fall, we are offering a Substitute Teacher Training Course designed to help community members build the skills and confidence needed to step into our classrooms and support our students and staff. The course will be held October 26, 27 & 29 from 5:00–7:00 p.m. at the Gorham Central Office. Participants who successfully complete the course will also be eligible for a wage differential when working as substitutes.

Our current rates are:

- Certified teachers - $150.00/Day

-  Those who have completed the course - $140.00/day

-  All other subs (HS Diploma required) - $125.00/day

Great substitute teachers are an important part of keeping our schools running strong, and you don't have to be a teacher to make a positive impact!

Interested? See the flyer below for registration information, or contact Gorham Adult Education at adulted@gorhamschools.org or 207-222-1095.

Even if this opportunity isn't for you, please share it broadly with friends, neighbors, family members, and community groups. You may know just the person we're looking for!

SCHOOL BOND REFERENDUM ON NOVEMBER 3. LOCAL BALLOT!

Last year, the Gorham School Committee submitted three applications for state-funded school construction projects—one each for Gorham High School, Narragansett Elementary School, and Village Elementary School. A total of 95 applications were submitted statewide. None of Gorham’s projects were selected for funding, with our highest-ranked application placing 16th. Historically, available state funding has supported only a small number of the highest-ranked projects.

Knowing that significant state funding was unlikely in the immediate future, the School Committee and Town Council worked together to revisit the district’s Ten-Year Facilities Capital Plan and determine how to address our most pressing facility needs locally.

That work was informed by our two most recent comprehensive facilities studies—conducted by CHA and LaVallee Brensinger Architects—which identified and prioritized needs across our school facilities. Based on those findings, the revised Ten-Year Facilities Capital Plan identifies additional investment at Gorham High School as the next major priority, followed by other identified needs across the district.

Consistent with that plan, the School Committee presented a proposed capital bond to the Gorham Town Council this summer and requested that it be placed before voters. The Town Council voted 7–0 to send the proposal to referendum.

As a result, Gorham voters will see the following question on the November 3 ballot:

PROJECT 1: Parking, Sidewalk & ADA Improvements
Address drainage issues in the main GHS parking lot; repair deteriorated sidewalks and pavement around the building; and improve ADA accessibility, particularly in areas where aging pavement currently makes wheelchair access difficult.

PROJECT 2: Replacement of Aging Modular Classrooms
Remove the 30+ year-old modular classrooms behind GHS and replace them with six classrooms through a second phase of the newer modular expansion. This would maintain needed classroom capacity while replacing aging structures before significant failure requires a more costly emergency response.

PROJECT 3: Building Envelope & Energy Improvements
Replace aging windows and exterior doors and make other improvements to strengthen the GHS building envelope. The last major renovation occurred in 1994, and not all windows and doors were replaced then. These improvements are intended to extend the useful life of the building envelope while also improving energy efficiency.

For more detailed information on each project, you can CLICK HERE to view the memo sent to the Town Council, which provides background information on each project and as much design information as is possible to share at this point in the process.

Over the next several weeks, I will send more information to help community members better understand the need for these projects and what the work will entail.  I encourage anyone with questions to please reach out to me directly.  Otherwise, keep an eye out for some "one-pagers" that will be coming out soon to help inform your decision-making at the polls in November.  Thank you!

SEPTEMBER 11, 2001 - REMEMBERING 25 YEARS LATER

This September 11 marks 25 years since the terrorist attacks of September 11, 2001.  A day that forever changed our nation and the lives of countless families and communities.

For many of us, September 11 is not just history. We remember where we were. We remember watching the events unfold. We remember the uncertainty, the fear, and the profound sadness of the days that followed. We remember the nearly 3,000 lives that were lost and the extraordinary courage of first responders, public servants, and everyday citizens who ran toward danger to help others. As a Community, We REMEMBER.

For our students, however, September 11 is something very different. Even our oldest students today were born years after the attacks. To them, 9/11 is history.

And that is why remembering together (as families, educators, neighbors, and a community) matters.

As time passes and lived experiences become history, communities play an important role in carrying their stories and lessons forward. Together, we help younger generations understand what happened in developmentally appropriate ways, but we also help them understand why we remember. We remember those whose lives were lost. We honor those who served and sacrificed. And we reflect on the moments of courage, compassion, unity, and humanity that emerged from an extraordinarily difficult time.

As we mark this 25th anniversary, I hope we can remember together and recommit ourselves to the values we want our children to carry forward—values also reflected in our Gorham Schools Code of Conduct: Courage, Respect, Honesty, Compassion, and Responsibility, as well as a willingness to come together when it matters most.  Gorham has always demonstrated these values, and by remembering important milestones such as this, we will continue to do so. 

Twenty-five years later, perhaps that is one of the most meaningful ways we can honor September 11?  We can honor by remembering together and ensuring that history's lessons are not lost.

SOME CALENDAR REMINDERS AND CLOSING THOUGHTS...

As I close out this first blog post, I wanted to share a few calendar reminders, since I know things get really hectic as we transition back to school.  Here are a few key dates/reminders you may want to keep in mind as we build our routines and get rollin'...

- Remember, it takes a few weeks for our bus routes to get solid, so please keep being a little early for pickup and drop-off times and keep your BusRight app handy!  Things should smooth out pretty quickly from here, but it's best to be prepared just in case for a little while longer.

-  There is NO SCHOOL on Monday, Sept. 7 due to the Labor Day Holiday.

-  Our first Early Release Day will be Wednesday, Sept. 16.  Early Release schedules are:  GHS (11:00), GMS (11:10), Great Falls, Narragansett, and Village Elem. Schools (12:00 p.m.).  

-  For PK Families, it is important to know that on Early Release days there is NO SCHOOL (either a.m. or p.m. sessions).

You should be getting weekly updates from your school principals each week with lots and lots more details about what is happening at the school level.  If you ever have questions, please reach out to your school's teacher or office, and we will always do our best to help.

In closing, and as we wrap up these first few days of the new school year, I simply want to say THANK YOU. Thank you for the trust you place in us each day, for the many ways you support your children, and for being such important partners in our schools. A great school system is built through strong relationships among students, staff, families, and our broader community. We are incredibly fortunate to have that here in Gorham. We are off to a GREAT start, and I look forward to all that we will accomplish together this year as we continue to prepare and inspire our students for their future success!

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June 12 Blog Post - FINAL FOR THE SCHOOL YEAR

It is hard to believe that we have just a few days left of school next week, and then the 2025-2026 school year in Gorham will come to an end.  The year has been full of challenges and accomplishments at the individual student and staff levels, the school level, and the district and community levels.  We certainly have much to be proud of in the Gorham Schools!  Check out the pictures below from the past few weeks, and then it's on to the information!

A FINAL FY 27 SCHOOL BUDGET MESSAGE

The Gorham School Department would like to thank all residents who participated in the recent budget validation referendum. We are grateful for the time, deep thought, and civic engagement demonstrated by our community throughout this year's budget process.

The approval of the FY27 budget allows us to move forward with the plans developed over the past several months through public meetings, workshops, and discussions with community members, the School Committee, and the Town Council. This budget was designed to balance fiscal responsibility with our ongoing commitment to providing high-quality educational opportunities and support services for Gorham students.

Throughout the budget development process, community members asked thoughtful questions, shared perspectives, and helped shape the final proposal. Whether you voted for or against the budget, your participation reflects a shared commitment to the future of our schools and our community. Gorham is a stronger community for it.

As we look ahead to the 2026-2027 school year, our focus remains unchanged: preparing and inspiring every student for future success while being responsible stewards of taxpayer resources. We look forward to continuing our work in partnership with families, staff, students, and the broader Gorham community.

On behalf of the Gorham School Department, thank you for your engagement and your continued investment in the students of Gorham.

NEW STUDENT/FAMILY AI HANDBOOK APPROVED BY SCHOOL COMMITTEE

At the School Committee's regular meeting on Wednesday evening, following thoughtful discussion and many excellent questions, the Committee voted unanimously to approve Gorham Schools' first-ever Student and Family AI Handbook.

This handbook is not intended to mark the end of our conversations about artificial intelligence in education. In many ways, it represents the beginning. The handbook serves as a foundation for ongoing dialogue and learning, providing clear, practical guidance on how AI tools may be used to support student learning while protecting student safety, privacy, creativity and academic integrity.

For families who may have concerns about the role of AI in schools, it is important to understand what this handbook does—and does not—represent. Its adoption does not signal that Gorham Schools is "all in" on AI. Rather, it reflects our belief that artificial intelligence is an emerging technology that is already becoming part of the world our students live in and will eventually work in. As educators, and as a community, we have a responsibility to help students understand both the opportunities and limitations of these tools and to use them thoughtfully, ethically, and responsibly.

Just as schools teach students how to navigate the internet, evaluate information, and use digital tools responsibly, we believe students need guidance in understanding artificial intelligence. Ignoring AI will not make it disappear. Instead, our goal is to help students become informed, critical thinkers who can make good decisions when interacting with these technologies.

As we move forward, we recognize that AI will continue to evolve, and our thinking, practices, and guidance will need to evolve as well. We view this handbook as a living document that will grow alongside our learning as educators, students, and families. We encourage parents and community members to read the handbook, ask questions, share feedback, and remain active partners in these conversations. Together, we can ensure that technology remains a tool that enhances learning, strengthens human connections, and helps prepare our students for a future that will undoubtedly look different from today. By working together and maintaining an open dialogue, we can approach that future with both confidence and optimism.

(Note:  A new Staff AI Handbook is in the process of also being created and should be ready to roll out to staff by late October.  It will mirror many of the same ideas/concepts as the student/family handbook, but written with staff as the audience).

NEW PORTRAIT OF A GRADUATE APPROVED BY SCHOOL COMMITTEE

Also at its regular meeting on Wednesday evening, the Gorham School Committee unanimously approved a revised Portrait of a Graduate, the culmination of nearly a year of work by a stakeholder committee representing PK-12 educators, administrators, parents, and students.

Many people may wonder: What exactly is a Portrait of a Graduate? Simply put, a Portrait of a Graduate is a community-defined vision of student success. It answers an important question: What knowledge, skills, and dispositions do we want every student to possess when they walk across the stage to receive a Gorham High School diploma?

The Portrait identifies the durable skills and competencies that will help students thrive not only in college and careers, but also as engaged citizens, lifelong learners, and successful members of their communities. These are skills such as critical thinking, effective communication, creativity, collaboration, adaptability, and responsible citizenship.  These are qualities that remain valuable regardless of how the world, workforce, or technology may change.

When aligned with a district's mission, vision, and core beliefs, a strong Portrait of a Graduate serves as a "North Star" for the entire educational system. It helps guide curriculum development, instructional practices, student experiences, and decision-making, ensuring that we remain focused on preparing students not just for graduation, but for life beyond our school walls.

I encourage families to take a few moments to review our new Portrait of a Graduate and our other foundational district documents. While the adoption of the Portrait is an important milestone, it is only the beginning of the work. Our next step will be to develop a comprehensive Metrics for Success framework to measure how effectively students are developing these competencies across grade levels and how successfully our schools are supporting that growth. This work will begin in the fall and ultimately lead to the creation of a public-facing data dashboard on our district website, providing families and community members with greater transparency into student outcomes and district progress.

Ultimately, the Portrait of a Graduate reflects something much larger than a document. It represents a shared commitment between our schools, families, students, and community to prepare young people for an increasingly complex and rapidly changing world. The skills outlined in this Portrait are cultivated through countless experiences, relationships, challenges, and opportunities both inside and outside of school. As we move forward together, I am excited about the possibilities this work creates for our students and grateful for the many voices that helped shape this vision. By keeping our focus on what matters most, we can ensure that every Gorham graduate continues to leave our schools prepared not only to succeed but to contribute to and make a positive difference in the world around them.

1st READING OF NEW DISTRICT CELL PHONE POLICY

It was indeed a productive meeting on Wednesday night, as the School Committee also reviewed our new Cell Phone Policy for a first reading. This policy is being developed in response to a statewide statutory requirement that all Maine schools implement "bell-to-bell" cell phone restrictions effective August 1, 2026.

Before sharing a summary of the proposed policy, it may be helpful to explain the approval process. Once a draft policy is developed by the School Committee's Policy Committee, it is brought before the full School Committee for a first reading, which occurred Wednesday evening. No action is taken at that time. Instead, School Committee members are encouraged to review the draft carefully and provide any questions, feedback, or suggested revisions to Policy Committee Chair Mia DeSanctis or me.

The Policy Committee then reviews any proposed changes and brings the draft back to the full School Committee for a second reading. At that meeting, the School Committee may vote to approve the policy, amend it further, or send it back for additional review. If approved by a majority vote, the policy becomes part of the district's official handbook. State law requires districts to have an approved policy in place by August 1, 2026. Gorham's second reading is currently scheduled for June 24, 2026, well ahead of the state deadline.

For those looking for the "Cliff Notes" version, the proposed policy can be summarized as follows:

Grades PK–5

• Students should not bring cell phones to school.
• This expectation is unchanged from current practice.

Gorham Middle School

• Students may have cell phones before school and after school, including on the bus.
• Students may not access or use cell phones during the school day.
• This expectation is unchanged from current practice.

Gorham High School

• Students may have cell phones before school and after school, including on the bus.
• Students may not access or use cell phones during the school day, including during passing time, study halls, lunch periods, or other non-instructional times.
• This represents a change from current practice, as students have previously been permitted to use phones during non-instructional periods. The new state mandate no longer allows for that approach.

It is important to note that the policy itself establishes the overall expectations required by state law, but it does not include all operational details on how each school will implement and enforce those expectations. Those details will be included in updated student handbooks and school-specific communications that will be shared prior to the start of the school year.

As we move into the summer months, one of the most important things families can do is begin having conversations with their children about these changes, particularly with students who will be attending Gorham High School next fall. For many students, the most significant adjustment will not be the rule itself, but the shift in habits and expectations that comes with it. By discussing these changes now, setting clear expectations at home, and helping students understand the reasons behind the new law, we can work together to ensure a smooth transition when school begins in September. Our goal is not to spend the opening weeks of the school year debating cell phone use; it is to spend that time building relationships, establishing strong learning environments, and helping students get off to a successful start. With the support of families and students, I am confident we can do exactly that.

AN INTRODUCTION TO THE ED. TECH. TRIANGLE FRAMEWORK - MORE COMING SOON.

As more and more schools and families begin to have important conversations about screen time and appropriate technology use, I wanted to introduce you to a tool that the Gorham Schools will be using moving forward to help us best determine when to use technology in our classrooms.  It is called the "Educational Technology Triangle" and is strongly endorsed by Common Sense Media and the American Academy of Pediatrics.  

I am sharing this for two major reasons.  First, I think it is important for you to know that we are beginning to have these conversations as a school and are looking to ensure that technology use in our schools falls primarily within the "Transformative" and "Supportive" ranges. Second, I think this tool is also great to use in the home environment, and perhaps parents may wish to learn more and engage more with the framework as an important household tool.   

You can find more information about the Educational Technology Triangle framework by CLICKING HERE.  Check it out...and I look forward to our continued conversations this fall! 

EARLY CHILDHOOD SPECIAL EDUCATION PROGRAM UPDATE

The Gorham School Department is preparing for an important transition in Early Childhood Special Education (ECSE) services. Beginning August 26, 2026, the Gorham School Department will assume responsibility for the oversight and provision of special education services for children who are 4 years old on or before October 15, 2026.  This will be a transition of services away from Child Development Services (CDS) to the public school system.  In the following year, we will assume responsibility for overseeing services for children who are 3 years old on or before October 15, 2027.

We have already reached out directly to many families whose children are identified for these crucial services and fall within this age range.  If you have a child receiving these services and live in Gorham but have not yet heard from our office, please reach out using the information provided below.

In addition to the specific provision of special education services for this age, we are also responsible for providing "child find" services, which means we must reach out to identify children who may need these services but have not yet been identified.  Because of this, we will be working with local health care providers, child care providers, and others to share referral processes and to make sure that if families or those who work closely with children of this age are concerned that a child might need specialized services, there is a method for individuals to make referrals for services directly to the school.

If you are a parent of a child who meets this age designation and have concerns that your child might require specialized services, you should speak with your health care provider or your child care provider, or reach out directly to our offices.  If you have questions, referrals, or would like to discuss a child who may require support, please feel free to contact Nicole Poole directly using the information below:

Nicole Poole
Assistant Director of Special Services (Early Childhood Special Education)
Gorham School Department
Phone: (207) 222-1019
Email: nicole.poole@gorhamschools.org

We will also be sharing the flyer below more broadly in the community once we add the URL of our new website to the poster. For now, you can see a SNEAK PEAK. The QR code is operational for referrals. We are just waiting to add the website URL.

We look forward to working collaboratively with community partners to support the success of our youngest learners.

AMERICA'S 250th ANNIVERSARY IS ALMOST HERE!

Throughout the spring our schools have been talking about a very big upcoming birthday - FOR OUR COUNTRY! America's 250th birthday to be exact! Fortunately for you as families the actual birthday will be happening this summer in just under a month...so you can all celebrate together! I thought some folks might want some resources - so just sharing a few more.

- National Constitution Center

-  PBS America 250

-  Smithsonian 250 Materials

-  National Parks Service 250 Materials

- Library of Congress 

- The Story of America Video Series - From the White House

There are lots more resources online to find as well with a little more searching!  Also, check out Maine's 250th celebration website to see what might be happening right here in ME.  And I am sure things will be happening locally as well so keep your eyes peeled on the Town's social media sites!  Whatever we do - let's make sure to all wish America a big 250th Happy Birthday!

A FEW CALENDAR REMINDERS

As we enter the last partial week of school, just a few quick reminders to add to your calendar, both for the end-of-the-year activities and for the beginning-of-next-year activities!

- June 15 - 5th grade step up day across all Elem. Schools and GMS. Note: GMS 8th graders will also spend some time at GHS on this day. Also, GHS finals testing day #3.

- June 16 - K-5 Step-Up Day within each elementary school. GHS Finals Testing day #4. Also, the last day of school for 8th graders at GMS and the 8th-grade celebration in the evening, starting at 5:30 p.m.

- June 17 - Step-up day for GMS incoming 7th & 8th graders. Last student day (students released on ER schedule).

SUMMER BREAK

- August 24 & 25 School staff return.

- August 26 Grades PK, 6 and 9th grade begin school

- August 27 Grades 1-5, 7-8 and 10-12 begin school

- Sept. 1 Kindergarten begins school

CONGRATULATIONS CLASS OF 2026!

I just want to take a moment to give a huge shout-out to the GHS class of 2026! Now as recent alumni, I'm sure the class of 2026 is saying "FINALLY!"...Of course your parents are now saying..."How did that go by so fast?" Regardless of perspective, this class is most definitely worth celebrating! They are talented, passionate, creative and resilient and we are proud to have you as GHS Alumni! For those that perhaps weren't able to see some of the ways we celebrated this class, I thought I'd put a collection all in one place for your viewing pleasure...The links below certainly don't encompass all the celebrations, but it his the high points! Check it out!

* Senior Celebration Slide Show

* Singing class song with Great Falls Kindergarten Students

* GHS Senior Walk Video

* Great Falls Senior Walk Video

* Narragansett Senior Walk Video

* Village Senior Walk Video

* GMS Senior Walk Video

* Class of 2026 Graduation (6.7.26)

Once again, CONGRATULATIONS TO THE GHS CLASS OF 2026!  May your Future Stories be bright!

UPCOMING COMMUNITY EVENTS

Here are a few key community events coming right up I thought folks might want to be aware of happening right here in Gorham!

Baxter Library Spring Into Summer Reading Event:

Summer Thursdays Food Truck Program

North Gorham Summer Reading Program

Gorham Recreation Summer Concert Series:

A QUICK CLOSING MESSAGE FOR THE 2025-2026 SCHOOL YEAR

As the 2025–2026 school year comes to a close, I find myself reflecting with tremendous gratitude on all that our Gorham school community has accomplished together. A school year is never defined by a single event, activity, program, or achievement. It is the collective story of thousands of little moments. Moments of learning, growth, perseverance, kindness, creativity, and connection. From our youngest learners taking their first steps into school to our graduating seniors preparing to take their next steps into the world, this year has been filled with many reasons to celebrate.

Throughout the year, I have had the privilege of witnessing our students do remarkable things. I have seen them solve problems, support one another, serve their community, overcome challenges, discover new passions, and grow in so many ways. In classrooms, on stages, on athletic fields, through community service projects, in career exploration experiences, or simply through everyday acts of kindness, our students have continued to demonstrate the very best of what it means to be a Gorham Ram.

Their success would not be possible without the extraordinary dedication of our teachers, support staff, administrators, School Committee members, volunteers, community partners, and MOST OF ALL - OUR FAMILIES - who all work tirelessly to support them every day.

This year also reminded us of something that has always made Gorham special: we are stronger when we work together. Across our schools and community, I have seen countless examples of people coming together in support of children. I have watched families volunteer their time (1500+ volunteers), local businesses open doors for student experiences (Business Roundtable, Aspire Gorham), community organizations partner with our schools (Baxter Library, Gorham Recreation, GATY, Village Alliance, and many more), and staff members go above and beyond to ensure every child feels seen, valued, and welcomed in our schools. Public education is truly a community endeavor, and Gorham continues to demonstrate what is possible when a community rallies around its children and believes in their potential.

As we head into summer, I hope each of you takes time to celebrate all that has been accomplished this year and to enjoy a well-deserved opportunity to rest, recharge, and spend time with those who matter most. While one school year may be ending, the story of Gorham continues to unfold. The lessons learned, relationships built, and memories created this year will become the foundation for the opportunities that await us next year. Thank you for your trust, your partnership, and your unwavering support of our schools. It is an honor to serve this incredible community. Have a wonderful summer, and as always, GO RAMS!