Wow—January is already in the rearview mirror, the second semester is underway, and we’re fully immersed in all that a Maine winter has to offer! Through snow days and cold mornings, our schools remain places of warmth, energy, and purpose—filled with the laughter, curiosity, and joy of students learning alongside their peers each day. Take a moment to enjoy a few photos from the past few weeks to get a glimpse of the wonderful things happening across our schools, and then we’ll dive into the updates ahead.
Earlier today, approximately 120–150 students at Gorham High School and approximately 30 students at Gorham Middle School participated in a student-led walkout. Many students chose not to participate and continued with their regularly scheduled classes. Students who participated exited the buildings at approximately 12:40 p.m. and returned by approximately 1:00 p.m.
The gathering was peaceful and respectful, with students sharing a range of viewpoints through speeches and conversation. We were encouraged to see students demonstrating our core values of respect and responsibility—along with a healthy measure of courage—as they expressed differing perspectives safely and respectfully. Throughout the event, students truly modeled our Code of Conduct.
Several families have reached out with questions about the school’s role in today’s walkout, and I want to be clear to avoid any misunderstanding. This walkout was a student-led activity and was not organized, sponsored, or endorsed by the Gorham School Department or its staff.
Our role was limited to the safe and orderly operation of our schools. As always, our primary responsibility is to ensure the safety and well-being of all students and staff while minimizing disruption to the instructional day.
Throughout the event, our focus remained on:
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Institutional Neutrality: Staff remained neutral and did not participate in the event.
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Instructional Continuity: Classes continued as scheduled for students who remained in their classrooms.
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Safety: School staff supervised the gathering to ensure it remained peaceful, respectful, and secure.
We remain firmly committed to providing a safe, inclusive learning environment for all students—one where every student is supported, cared for, and able to learn, regardless of their personal beliefs or viewpoints.
Days like today underscore that schools serve not only as places of academic instruction, but also as environments where students learn to engage responsibly with one another. We acknowledge the way students conducted themselves and appreciate our families’ continued partnership and trust. As always, our focus remains on maintaining a safe, supportive learning environment and on the academic and personal growth of every student, every day.
MTSS - This means "multi-tiered" systems of support. This is the "umbrella term" under which all of our student support services fall. We have a guidebook that helps folks to understand our overall system and how each component works together. If you want to dig more deeply, you can review it by CLICKING HERE.
RTI stands for "Response To Intervention". RTI is a school-wide approach used to ensure every child receives the right level of support at the right time. It begins with high-quality classroom instruction for all students and includes regular check-ins to monitor progress. When a child needs extra help, schools provide additional, targeted supports—often in small groups or one-on-one—while closely monitoring growth. The goal of RTI is to identify learning needs early, respond with appropriate supports, and help students build the skills they need to succeed, while keeping families informed and involved throughout. RTI is not special Education.
PLP stands for Personal Learning Plan. A PLP is a written plan that outlines specific learning goals, supports, and strategies for a student who may need additional help beyond regular classroom instruction. The PLP identifies the student’s strengths and areas of need, outlines the targeted interventions to be provided, and explains how progress will be monitored over time. It serves as a clear roadmap for teachers, specialists, and families to work together to support the student’s growth, adjust supports as needed, and ensure learning remains responsive to the child’s individual needs.
FAPE - This means Free and Appropriate Education. FAPE isn't a thing; it is a specific right outlined in law. It means every child has the right to an education provided at no cost to families, tailored to their individual needs, and that allows them to make meaningful progress in school. Under federal law, schools are responsible for ensuring that students—especially those with disabilities—have access to appropriate instruction, supports, and services so they can participate in and benefit from their education alongside their peers.
IEP stands for Individualized Education Plan. An IEP is a formal, legally required plan developed for a student who qualifies for special education services under federal law. The IEP outlines the student’s unique learning needs, strengths, and goals, as well as the specialized instruction, supports, and accommodations the school will provide to help the student access and make progress in the curriculum. Created by a team that includes educators, specialists, and the family, the IEP is reviewed regularly to ensure services are effective and that the student continues to grow academically, socially, and emotionally.
504 - This is a Section 504 plan. A 504 is a formal plan designed to support students who have a physical or mental impairment that substantially limits one or more major life activities, but who do not require specialized instruction through an IEP. The purpose of a 504 Plan is to ensure a student has equal access to learning by outlining specific accommodations or supports—such as extended time, preferential seating, or health-related adjustments—that help remove barriers in the school environment. The plan is developed by a school team in collaboration with the family and is reviewed periodically to make sure the supports continue to meet the student’s needs.
While these terms can feel overwhelming at first, they are all part of a single, connected system designed to support students in different ways and at different points in time. Some supports are short-term and flexible, others are more formal and legally defined, but all are grounded in the same commitment: ensuring that every child has access to a meaningful, supportive, and responsive education. These systems are not labels—they are tools that help schools partner with families to meet students where they are and support their growth. If you ever have questions about what a term means or how a support applies to your child, please don’t hesitate to reach out. Clear communication and strong family-school partnerships are at the heart of effective implementation of these systems for our Gorham students.
UPDATE ON CELL PHONE POLICY CONVERSATIONS WITH GORHAM SCHOOL COMMITTEE.
Earlier this fall, I shared an initial draft of a proposed cell phone policy for Gorham Schools and invited staff, parents, and students to review it and provide feedback. I want to sincerely thank everyone who took the time to share their thoughts. Your input has been critical in helping guide the School Committee’s work as we continue to shape a policy that reflects our community’s values and keeps student learning at the center.
While the policy is still a work in progress, I wanted to provide an update on where we stand and what families can expect as we move forward.
At the School Committee’s regular meeting earlier in January, a revised draft of the policy (Draft 2) was presented for a first reading. This allowed Committee members to review the updated language, ask questions, and begin a deeper discussion on the policy's direction. You can review that first reading by CLICKING HERE.
Earlier this week, the School Committee held a workshop meeting focused specifically on this draft. The purpose of the workshop was to determine whether the district is on the right track or whether a significantly different approach should be considered. At the heart of the discussion was an important question: Do we continue to strengthen and clarify our current practices, or move toward a “bell-to-bell” policy that would prohibit cell phone use throughout the school day across all schools?
If you are interested in hearing this discussion firsthand, you can CLICK HERE to view the meeting recording. I’ll apologize in advance for the audio quality, as the meeting took place in the Gorham High School library, which is not equipped with the same technology as our usual meeting spaces. That said, the recording does capture the substance of the conversation and provides helpful insight into the Committee’s thinking.
During the workshop, the Committee reviewed collected data, heard student perspectives, and engaged in thoughtful dialogue on the benefits, challenges, and long-term implications of different approaches. Committee members openly shared their beliefs and rationale, keeping student learning, development, and well-being at the forefront.
Ultimately, the School Committee recommended that the Policy Committee continue refining and strengthening the current draft policy rather than pursuing a bell-to-bell approach at this time. In addition, the Committee emphasized the importance of strengthening digital citizenship instruction across grades 6–12 to ensure students receive more explicit, developmentally appropriate guidance as they mature in their use of technology and cell phones.
Next Steps and What Families Can Expect
The Policy Committee will now take this feedback, revisit the current draft, and make revisions accordingly. The revised policy will then return to the School Committee for a second and final reading later this winter or early spring. There is still important work ahead, and we remain committed to approaching it thoughtfully, transparently, and in partnership with our community. Families can expect continued communication as the policy is refined, along with clear guidance once a final version is adopted. Thank you for staying engaged in this process and for working alongside us to support healthy, focused learning environments for our students.
SHARING A RECENT BLOG POST IN THE AASA SCHOOLS OF THOUGHT BLOG
As if my blog posts here in Gorham every two weeks weren't enough, I also publish on the National Superintendent's Association (AASA) Blog, titled "Schools of Thought". Recently, I have been thinking about the current paradoxes public schools face regarding technology use. I thought this might be a timely piece that Gorham families might be interested in exploring further, so I am sharing this blog. Please note it was written for an audience of educators, so you may need to translate a bit, but I hope it gives you a peek into my overall thoughts on these very big and important topics. I'd love feedback - so feel free to email me with any thoughts you want to share!
"Raising Thinkers in a World of Algorithms: AI Education with a Human Touch"
- Heather Perry, Ph.D., Superintendent of Schools, Gorham, ME.
Navigating a Polarized Conversation
Public schools once again find themselves at the center of a deeply polarized conversation. At the very moment when artificial intelligence and digital tools are rapidly reshaping the workforce and higher education, schools are being asked both to accelerate instruction in these areas and, paradoxically, to significantly restrict or even eliminate student access to the very tools required to do so. Debates around 1:1 devices, screen time, and AI are often framed as all-or-nothing propositions.
How should schools respond to these seemingly opposite demands? As we always have: by doing what is in the best interest of students. When issues become politicized, solutions drift toward extremes. One side calls for removing laptops from classrooms; another calls for mandating AI instruction at every grade level. Educators know that best practices lie in a more thoughtful, balanced approach—one that clearly distinguishes between technology used without purpose and technology used intentionally to deepen learning.
Digital Access as an Equity Imperative
Access to digital tools is, at its core, an equity issue. In today’s world, denying students access to devices is the modern equivalent of denying them access to textbooks a generation ago. Laptops, software, and connectivity are no longer optional; they are foundational learning tools and gateways to opportunity. Students who lack access are immediately disadvantaged—not only academically, but also in their preparation for college, careers, and life. Ensuring equitable access is not about convenience; it is about fairness and about fulfilling our responsibility to prepare every learner for their future success.
Purpose Over Presence
At the same time, access alone is not the goal. Just as a textbook has little value if it is never meaningfully used, devices must serve a clear instructional purpose. Technology should never be a digital babysitter or a distraction, but a powerful tool for creation, collaboration, problem-solving, and personalization. When used well, digital tools expand what is possible in the classroom—allowing students to explore complex ideas, receive timely feedback, engage in authentic research, and demonstrate learning in ways that honor their individual strengths.
Keeping Humanity at the Center
In an increasingly algorithm-driven world, our greatest task is not to compete with machines, but to cultivate what machines can never replace: human thinking, empathy, creativity, and judgment. This means explicitly teaching digital literacy—how to ask good questions, recognize bias, evaluate sources, understand the limitations of AI, and most importantly, discern truth from misinformation. It means guiding students to become ethical, responsible, and kind digital citizens who use technology in ways that reflect our shared values. We don’t give up our values in a digital world; they become even more important to teach and use.
What This Looks Like in Practice
When you walk into a classroom, technology should not look like students passively scrolling or simply watching videos in silence. Instead, you should see students actively using digital tools to design, write, model, collaborate, code, analyze, and connect their learning to real-world applications. Purposeful technology use supports differentiation, provides timely and targeted interventions, and frees teachers to spend more time building relationships and strengthening classroom community. At its best, technology amplifies great teaching—it never replaces it.
A Message to Educators
And to the public educators doing this work every day: the future is bright because of you. You are the bridge between innovation and humanity, between emerging tools and enduring values. Your thoughtful integration of technology—grounded in purpose, equity, and care—ensures that our students will not simply be users of AI, but critical thinkers, ethical leaders, and compassionate problem solvers—exactly the skills our world needs now more than ever.
REMOTE LEARNING DAYS COULD BE A REALITY LATER THIS WINTER - LET'S BE PREPARED!
As of today, Gorham Schools have used three (3) of the five (5) snow days scheduled in our school calendar. This means we currently have two (2) traditional snow days remaining. If additional weather-related closures are needed beyond those two days, the district would shift to remote learning rather than extend the school year into the spring.
With winter still with us, I wanted to take a moment to remind families what a remote learning day would look like in Gorham should we need to use them later this season.
School Meals on Remote Learning Days
If you would like a school lunch sent home for your child on a remote learning day, please complete the survey linked below. If you have already filled it out earlier in the year, there is no need to do so again. However, if you have not yet completed the form and would like meals provided, please do so.
2025-26 Remote Snow Day - Lunch Request Form
When we anticipate a storm that may result in a remote learning day, lunches for students whose families have signed up will be sent home the day before the storm.
What Learning Will Look Like
For students in PK–5, learning packets will be sent home ahead of the anticipated storm. These packets are designed to help students maintain and practice previously taught skills. Remote snow days are not intended to introduce new content or replicate the instructional approach used during the pandemic. Instead, they are short, one-day learning opportunities focused on reinforcement and continuity.
Students in grades 6–12 will use their school-issued devices and access assignments through Google Classroom. Teachers will provide directions and expectations for the day, with most work designed to be completed independently. Similar to the elementary level, the focus will be on practice and reinforcement rather than new instruction. In most cases, students should not expect to log in at a specific time for live, synchronous classes.
Bringing It All Together
Our goal with remote learning days is to provide a thoughtful, age-appropriate approach that maintains learning while recognizing the unique nature of weather-related closures. We are committed to keeping expectations reasonable, ensuring students have what they need in advance, and communicating clearly with families as storms approach. As always, we appreciate your flexibility and partnership as we navigate Maine winters together, and we will continue to share updates as needed should remote learning days become necessary later this season. Please contact your child's school/teacher if you have any questions. Thank you!
READ ACROSS AMERICA DAY IS COMING!
Read Across America Day is a nationwide celebration of reading held each year in February/March to highlight the importance of literacy and to inspire a love of reading in children of all ages. In our schools, this day is being celebrated over the next few weeks. It is about celebrating stories, building joyful reading habits, and reminding students that reading opens doors to imagination, learning, and connection. You may see classrooms engaging in special read-alouds, buddy reading across grade levels, theme days, or visits from guest readers who help bring books to life.
Families are an important part of this celebration, and there are several ways to participate if you’re interested. Parents and caregivers may submit a favorite book for their child to read and share, or simply make time at home to read together and discuss books your child enjoys. Even small moments—like asking your child what they’re reading or visiting the library together—help reinforce the message that reading matters. Read Across America Day is ultimately about nurturing a lifelong love of reading, and we’re grateful for the many ways families partner with us to support that goal. To assist families in finding ways to participate, I've listed a couple of online resources that might help. Please READ ALONG and help us celebrate reading as a community!
National Education Association — Read Across America: Official celebration page with book calendars, recommended titles, and ideas to keep reading fun all year long.
2025–26 Read Across America Calendar: Recommended monthly book lists for readers of all ages.
I look forward to reading with students next week. Enjoy!
SOMETHING ROTTEN THIS WEEKEND!
Just a reminder, our GHS theater is presenting "Something Rotten" starting this weekend! See the flyer below for details on show times and tickets.
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