December 19 Post

Happy Holidays!  The School Holiday Break is here!  Let's get right to the information so as not to delay! ☺ 

THOUGHT EXCHANGE PARENT/COMMUNITY TOPIC #3:  ACADEMIC STANDARDS

Earlier this fall, I shared the results of our ThoughtExchange survey, which highlighted several key questions and topics families wanted more information about. The four big questions focused on infrastructure and growth, school safety, academic standards, and staff support. The top issues included technology use, safety and security, school funding, community involvement, and celebrations of student and staff achievements. In my October 31st blog, I addressed infrastructure and growth, and in my last blog, I addressed technology use; today, I’d like to focus on Academic Standards in our schools. 

First, I wanted to ensure everyone had quick, easy access to our core learning documents outlining academic standards and expectations at Gorham Schools.  I've included several documents with direct links and a quick summary of what each document is:

* Gorham's Teaching & Learning System - this handbook outlines the core components of our system of graduation standards and performance indicators across all content areas in grades K-12.  It answers the question: What are our students learning, and how does our learning system operate?

* Gorham's Grading Guide - this handbook provides an overview of grading practices across all grade levels K-12 in the Gorham Schools.  It answers the question:  How do we know what students know?

*  K-8 Grading Scale and 9-12 Grading Scale - this provides an overview of how we grade student work.  It answers the question:  What do those scores mean?  

* Slide Presentation Overview of Gorham Learning System - this is a slide presentation shared with brand new teachers entering our system to help them see what the whole learning system looks like.  It answers the question:  How do all these pieces come together to make a whole?

* Maine's Early Learning Standards - this website shows you all of Maine's early learning standards for students ages birth to five.  It answers the question:  What do our Littlest Learners need to know to be ready for school?

*. Maine's Learning Results: This website provides Maine's K-12 standards across all content areas.  This is the document we align all of our work to; it is linked above in our learning system, graduation standards, and performance indicators.  It answers the question: What does the state of Maine require students to learn in our public schools?

These documents form the "backbone" of our academic standards for students across all grade levels.  I hope you can see from those links how extensive our work is in our public schools and the vast responsibilities we have to ensure students exit our schools "Prepared and Inspired" to be successful adults.

Families can learn even more details about our curriculum by going to our website LINKED HERE to see our more detailed curriculum guides for grades K-8 and our GHS Syllabus for each class offered at GHS.

So all this guides WHAT we do...some may ask...well HOW ARE WE DOING?  That is a question best answered by our achievement measures and our Metrics for Success.  You can view updated reporting on our Metrics for Success by reading our annual State of the Schools Report.  The State of the Schools Report can be quite large, so a more concise view would be to show you our most recent NWEA scores for students across grades 1-10.  Here is a snapshot below:

We set a benchmark of at least 75% of students meeting standards in both math and reading.  Above you can see that with the single exception of Village School Reading (at 74% vs. target of 75%) all schools are meeting achievement benchmarks as measured by the NWEA.

Similarly, you can look at the same data by grade level.  Again, the benchmark is 75% for both reading and math. Grade 3 math is slightly low at 73% meeting standards; grade 3 reading is low at 65%, as is grade 5 reading at 72%, and grade 10 math at 73%.  These are certainly areas of focus for us as we work to provide additional supports and structures to promote student success.  Clearly, a "hot spot" right now is grade 3, and we are focused on this area and will continue to monitor it as this grade level progresses through our system.  

Overall, the vast majority of students are meeting proficiency in both reading and math based on NWEA scores.

Finally, if you want to take a quick look at how our schools are rated in the state, you can visit sites like Niche (linked here) and see that our schools are ranked #11 out of all schools in the state.   Considering that we are the 2nd lowest spender in per pupil dollars in all of Cumberland County, it seems pretty clear that we are getting an excellent "bang" for our "buck" in spending on public education in the community of Gorham!  

That's a lot of information in a short little blog...so if you want to learn more or have follow-up questions - please reach out!  My email is heather.perry@gorhamschools.org!

STUDENT SAFETY ON SCHOOL BUSES:  OUR COMMITMENT IN GORHAM

Recent tragic events in our state involving school buses have shaken all of us. When something meant to safely carry children to and from school is engaged in a serious incident, it naturally raises fear, concern, and questions—especially for families who entrust us with their children every day. I want to begin by acknowledging how deeply upsetting these events are and to extend my sincere thoughts to the families and communities impacted. No statistic can ever lessen the human impact of such tragedies.

In the days following these events, several parents have reached out with essential questions: What steps are in place in Gorham to ensure students are safe while riding our buses? What can families do to support bus safety? The purpose of this blog post is to address those questions transparently and clearly.

Before outlining Gorham’s specific practices, it is important to provide some broader context. While recent incidents have understandably drawn significant attention, data from the past several years indicate that the typical number of school bus–related accidents in Maine ranges from approximately 12 to 95 annually. By comparison, Maine reports between 30,000 and 40,000 motor-vehicle accidents each year. Many school bus incidents are minor and result in no injuries. This context does not diminish the seriousness of recent events. Still, it reinforces an important truth: school buses remain among the safest vehicles on the road, particularly because of the systems, regulations, and safeguards in place.

How We Ensure Bus Safety in Gorham

In Gorham, student safety is not a single action—it is a layered system of prevention, training, monitoring, and accountability. While no list can ever be truly exhaustive, the following highlights some of the key measures we have in place:

• Daily Maintenance and Mechanical Oversight
  Our buses are maintained daily in partnership with the Gorham Public Works Department. Highly trained technicians inspect vehicles and monitor performance to ensure that any mechanical issues are addressed immediately. If a concern arises, buses are taken out of service without hesitation and replaced with spares until the issue is fully resolved.

• Rigorous State Inspections
  All buses are inspected at least annually—and often more frequently—by the Maine State Police. These inspections are comprehensive and ensure that all safety equipment and mechanical systems are fully operational. Inspection reports are public record, and we are consistently commended for the quality of our fleet maintenance and overall bus safety.

• Highly Trained and Licensed Drivers
  School bus drivers must hold a Commercial Driver’s License (CDL) with passenger endorsements, subject to state and federal regulations. This process includes extensive training, required driving hours, and both written and road-based testing. In Gorham, we are fortunate to have two professional, in-house trainers who provide ongoing instruction and support to our drivers.

• Ongoing Health and Safety Monitoring
  Once licensed, drivers must pass annual physicals to confirm they are medically fit to operate a school bus. In addition, they participate in random drug testing protocols. These safeguards exist for one reason: to ensure that every driver is fully prepared to transport our most precious cargo—your children—safely each day.

• Safety/Security Monitoring

         All of our buses are equipped with both internal and extern monitoring systems for the safety of our            students and driver.  Internal cameras allow us to monitor student behavior while external cameras              allow us to record vehicles that may not follow safety rules and report those directly to the                          appropriate authorities.  These systems are just one part of our wholistic system to ensure children's            safety while on our buses.

A Shared Responsibility - What Can You Do To Help?

School bus safety is a shared responsibility between the school district, our transportation team, students, families, and the broader community. Families play a critical role in reinforcing safe behaviors in children—such as waiting safely at bus stops, following driver instructions, remaining seated, and staying alert around traffic. Below are key bus safety reminders we share with students.  One thing families can do is to review these safety procedures with their children and emphasize their importance:

Before the Bus Arrives

• Arrive early to the bus stop — at least 5 minutes before the scheduled pick-up time.
  
  

• Wait in a safe place, away from traffic, road edges, and driveways.
  
  

• Stand back from the road and remain alert—no distractions, phones, or horseplay.
  

When the Bus Approaches

• Never run toward the bus.
  
  

• Do not approach the bus until it has come to a complete stop, the red lights are flashing, and the driver signals it is safe.
  
  

• Always walk—never run—toward the bus.
  

Around the Bus

• Never approach a moving bus.
  
  

• Stay out of the “danger zone” the area 10 feet around the bus where the driver may not be able to see you.
  
  

• If you drop something, tell the driver. Do not bend down to pick it up near the bus.
  

Crossing the Road

• Only cross in front of the bus and only when directed by the driver.
  
  

• Look left, right, and left again before crossing.

• Never cross behind the bus.

While on the bus

- Stay seated, facing forward and keep the aisles clear.

- Follow the drivers directions at all times.

- Use quiet voices and follow the Code of Conduct at all times.

- Keep hands, feet and objects to yourself.

A Final Word to Families

Please know that we take your trust seriously. Every bus ride represents a promise—to do everything within our control to keep children safe. While no system can ever eliminate all risk, our commitment in Gorham is unwavering: to maintain high standards, invest in training and prevention, and continuously reflect on how we can do better. We remain grateful to our exceptional transportation staff, our partnership with Public Works, and to families who share this responsibility with care and vigilance. If you ever have questions or concerns, please reach out to our transportation director, Mitzii Smith at 222-4927 or via email at:  mitzii.smith@gorhamschools.org.  Thank you!

GORHAM SCHOOLS WILL BE TAKING ON SPECIAL EDUCATION SERVICES (FAPE) FOR FOUR-YEAR-OLDS BEGINNING JULY 1, 2026.

Over the coming months, you may hear the term FAPE referenced more frequently as we plan for a significant transition in early childhood services in Gorham. I want to clearly explain what FAPE is and what it means for children and families.

FAPE stands for Free and Appropriate Public Education. It is a foundational right under federal law—including the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act—and it ensures that children with disabilities receive a public education that is tailored to their individual needs, at no cost to families. FAPE is designed to help children access learning, build essential skills, and prepare for future independence and success.

For children who qualify, FAPE is delivered through an Individualized Education Program (IEP) or 504 Plan and may include specialized instruction, therapies, accommodations, and supports. These services are provided in the Least Restrictive Environment (LRE), meaning children learn alongside their non-disabled peers whenever appropriate.

What Is Changing—and Why

Historically, FAPE services for children ages 3 and 4 in Maine have been provided through Child Development Services (CDS). However, two years ago, the Maine Legislature passed a law requiring that responsibility for providing FAPE to this age group shift from CDS to local public school districts. Districts across the state are required to fully implement this change by the 2027–2028 school year.

This transition is not optional—it is a statutory requirement—and since the law was passed, the Gorham School Department has been thoughtfully preparing to assume this responsibility in a way that is intentional, compliant, and most importantly, centered on children and families.

Earlier this fall, the Gorham Schools agreed to adopt a phased-in approach:

• Beginning July 1, 2026, Gorham Schools will assume responsibility for providing FAPE to 4-year-olds.

• In the following year, we will expand services to include 3-year-olds, fully meeting the state’s timeline while allowing us to build strong systems and supports along the way.

This gradual approach ensures we can do this work well—without disrupting services and with careful attention to quality, staffing, partnerships, and the family experience.

Planning, Funding, and Communication

There is no question that this is a significant undertaking. The good news is that, at least for now, the Maine Department of Education (MDOE) will cover most of the costs of providing these services. This support allows districts like Gorham to focus our energy on program design, collaboration, and ensuring high-quality outcomes for children.

Clear and consistent communication will be critical throughout this transition. Below is an overview of key communication benchmarks families and community partners can expect:

• December: Outreach to families of currently eligible 3-year-olds to begin making connections and building relationships.

• January: A district-wide letter to families outlining the purpose of the change, what it means for Gorham, and our overall vision for early childhood services.

• February: Information shared with child care providers and families regarding referral and application processes.

• May: Distribution of informational materials to local doctors’ offices, churches, child care programs, and other community partners outlining our Child Find practices to help identify children who may benefit from services.

As we move into the second half of the school year, families, child care providers, and community members should expect to hear more about how these services will be implemented and what they will look like in practice.

Looking Ahead

Our ultimate goal is simple and deeply rooted in our values: to ensure that every child in Gorham—starting at the earliest ages—has access to the supports they need to thrive. Bringing FAPE services for 3- and 4-year-olds under the umbrella of our public schools creates an opportunity to strengthen continuity, deepen partnerships, and build an early learning system that is inclusive, responsive, and grounded in care.

We are excited about the work ahead and grateful for the collaboration of families, early childhood providers, medical professionals, and community partners as we move forward together. By working hand in hand, we can ensure that our youngest learners are seen, supported, and set on a path toward lifelong learning—because in Gorham, we work hard to create Bright Futures for Our Little Rams!

RECENT JOINT BUDGET WORKSHOP MEETING BTW. SCHOOL COMMITTEE & TOWN COUNCIL

On Tuesday this week, the Gorham Town Council and the Gorham School Committee met together in our first joint budget workshop of the year to begin discussions regarding FY 26 budget development.  At the meeting, the first 15 minutes or so were spent discussing information from the Bright Futures for Little Rams Report that was shared with both groups in April of 2022.  The emphasis for this discussion was to just bring the important goals and action steps back to the forefront and to ensure that both groups were aware that there are specific action steps recommended in the report that both groups can be working on.

After that quick report was delivered, the focus shifted to a discussion of "What we see on the Horizon" for both the Town and School regarding FY 27 & future budget needs.  The school presented some of the big-ticket items we are aware of at this time, and then the Town shared some of its anticipated needs.  The overall purpose was to ensure both groups had a "big picture" understanding of the other group's key priorities going forward.  

There was great information shared, great questions asked, and the goal was most definitely accomplished.  I would encourage anyone interested to watch the meeting recording (link below) and reach out with any questions.  My email is above.

Joint Workshop Meeting Recording Link:  https://play.champds.com/gorhamme/event/204

HOW TO VOLUNTEER IN THE GORHAM SCHOOLS

As we head into the holiday season and approach the halfway point of the school year, many parents have reached out asking how they can get involved and volunteer in our schools. I’m so glad they did—because the short answer is: we definitely want you to volunteer if you are able.

We truly love having volunteers in our buildings, and our students love seeing familiar, caring adults supporting their learning. Whether you have been thinking about volunteering for a while or are just starting to consider it, I encourage you to take that next step. Below is an overview of how volunteering works in Gorham Schools, along with the process to get started.

First, it’s important to know that volunteer opportunities—and time commitments—vary widely. Some volunteers chaperone a single field experience, while others read with students several times a week or help regularly in classrooms or at school events. All of these contributions matter. A volunteer is a volunteer, regardless of the number of hours given. We never want time constraints to be a barrier, and we are grateful for every moment our families can share with our schools.

That said, all volunteers are required to register and complete a brief online orientation each year. This process, coordinated by our Volunteer Coordinator, Kelly Reed, is designed to ensure a safe, positive experience for students, staff, and volunteers.

Here’s how to get started:

1. Register annually
Volunteers must register each school year by visiting our website and following the volunteer registration directions. If you are volunteering in your child’s classroom and have more than one child, you will need to complete a registration for each classroom. If you are interested in volunteering at a school more generally, you can complete the same form and select “other” rather than a specific teacher’s name.

2. Complete the online orientation
Once registered, you will receive information on how to complete the required volunteer orientation. This orientation is conducted online, takes approximately 10 minutes, and must be completed each year. Kelly is always available to help if you have questions or run into any issues.

For the safety of our students, background checks are conducted for all volunteers. If there is a concern regarding a background check, it will be reviewed by the Central Office and may be denied. In such cases, volunteers may appeal the decision to the Superintendent, whose decision is final.

If you have any questions at all about volunteering or the registration process, please don’t hesitate to reach out to Kelly Reed at kelly.reed@gorhamschools.org. She is a wonderful resource and happy to help.

As we look ahead to the second half of the school year, I hope you will consider volunteering in our schools. Volunteers strengthen the connection between home and school, enrich learning experiences, and show our students—through action—that they are supported by a caring community. Your presence matters more than you may realize, and we are deeply grateful for the time, energy, and heart you share with Gorham Schools. Thank you for being such an important part of our school community.

POLLINATING POSITIVITY AT GHS!

Members of the GHS Bee Club have been working to "pollinate positivity" at GHS the past few weeks.  As part of this project Bee Club members set up a camera in the hallway and asked students and staff to stop by and just share something positive that happened recently for them.  This was done over 3 days and with the help of our very own and extremely talented Adam Parvanta, three videos were created.  Check them out below!

Day #1 Video Link

Day #2 Video Link

Day #3 Video Link

...and remember - "BEE" POSITIVE! 

NEW YEARS GORHAM REMINDER

Just a reminder that Gorham has an incredible New Year's celebration each year with lots of family fun games, activities, and performances!  Check out the link below to learn more and be sure to come celebrate the New Year with your Gorham neighbors!

https://newyeargorham.com/Home

REFLECTIONS FOR THE NEW YEAR

As we prepare to enter our two-week holiday break, I want to take a moment to reflect on the first half of our school year. This time of year naturally encourages us to pause, look back at what we have accomplished, and look ahead to the work still before us. When we do, it becomes clear that we have much to celebrate—and much to be proud of.

Celebrating What We’ve Built Together

From the very first day of school, the energy across Gorham has been outstanding. We successfully welcomed back more than 700 staff members and 2,800 students, and we reopened our doors to families, creating the strong, student-centered start that defines our district.

This year, we also expanded our early learning opportunities by welcoming House of Parker, Imagination Station, and Creative Explorations into our public Pre-K family—joining our existing high-quality partners at Gorham Arts Alliance and Seedlings to Sunflowers. Even more exciting, we have secured two additional partners—Cradle Inn and Watch Us Grow—for the 2026–2027 school year. These partnerships reflect Gorham’s commitment to early learning, access, and readiness for all children.

Our district also demonstrated strength and resilience this fall. We navigated emergency responses at Village, GMS, and GHS, as well as two unplanned evacuations at Narragansett Elementary School. These events are never easy, but the calm, professional responses by students, staff, and families remind us that Gorham knows how to work together in moments that matter. The community’s support—paired with strong training and communication—made all the difference.

On the facilities front, we completed critical HVAC upgrades at Narragansett, renovated the GHS tennis courts, advanced the Gorham High School cafeteria and modular expansion project, and secured approval to replace the track and field. These infrastructure investments directly enhance student safety, participation, and pride.

We also celebrated significant growth in student engagement and opportunity. Enrollment in Career & Technical Education courses continues to climb; we expanded Extended Learning Opportunities; and more local businesses are partnering with us to create real-world learning pathways. This fall also included near-100% parent-teacher conference attendance, powerful musical performances, a fantastic student production of Our Town, and a state volleyball championship—just to name a few highlights. And of course, strong NWEA scores across grades 1–10 demonstrate that our instructional improvement efforts are making a significant difference in student learning.

The list goes on, and each of our schools has its own collection of victories and milestones. Taken together, these accomplishments underscore the excellence, dedication, and heart that define Gorham Public Schools.

Knowing Where We Must Continue To Grow

Reflection also means acknowledging the challenges ahead. We are committed to:

• Strengthening emergency response planning based on lessons learned this fall

• Addressing significant long-term facility needs

• Enhancing professional learning in areas such as differentiation, multilingual learner support, and responsible AI integration

• Continuing to close academic achievement gaps that trace back to the pandemic

• Improving recruitment and retention, especially in hard-to-fill roles like special education

• Preparing to assume responsibility for 3- and 4-year-old special education services in 2026

• And doing all this while ensuring that every taxpayer dollar is used responsibly and transparently

These are not small undertakings. But they are achievable, and we are already moving—strategically and collaboratively—in the right direction.

A Community That Makes All the Difference

Gorham is an extraordinary community. We are fortunate to live and work in a place where people care deeply about public education, believe in the power of opportunity, and show up for children and schools every day. While we may disagree at times on how to approach certain issues, we share an unwavering commitment to what matters most: the success, safety, and well-being of our students.

Looking Ahead With Hope

As we close out this year, I want to express my deep gratitude for our students, staff, families, and community partners. You bring energy, compassion, expertise, and kindness into our buildings each day—and our schools are stronger because of you.

The work ahead will require creativity, communication, and collaboration. But I am incredibly optimistic, because I know who we are: a district that rises to challenges, supports one another, and never stops believing in our children.

As we welcome a new year, may we carry forward the momentum we have built—the pride in what we’ve accomplished, the clarity of our shared purpose, and the joy that comes from knowing our work matters. Our future is bright, our students are capable, and together, Gorham will continue to prepare and inspire each learner to reach new heights. 

Wishing every student, family, and staff member a safe, peaceful, and joyful holiday break. I look forward to seeing what we build together in 2026. GO RAMS

That is it for this blog post.  My next blog post will be Jan. 16 due to the two-week holiday break!  See you in the new year!