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!