[{"_1":2,"_112":-5,"_113":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6285117,"mediaKeyId","2575387-87681dfcde9b096777bd854568d644cd","parentId",2575387,"title","Next Step, Rooted and branches programs report participation gains and higher credit attainment for reengaged students","audioSeconds",481,"startMs",3227000,"endMs",3708000,"viewUrl","/Search/View?dp=1&key=2575387-87681dfcde9b096777bd854568d644cd&start=3227&end=3708","thumbnailUrl","https://assets.pipeline.soar.com/2575387-87681dfcde9b096777bd854568d644cd/thumbnail_3227000.jpg","articleUrl","/articles/6285117/Maine/Next-Step-Rooted-and-branches-programs-report-participation-gains-and-higher-credit-attainment-for-reengaged-students","mediaUrl","https://secure.pipeline.soar.com/6285117-27bf1a9718a939706c55e5d575dec21e/orig.mp4?Expires=1775214460&Signature=Vy9coFgaqbeVMVwY5d2GPpYiruGINBUdRYtZJFFlk1RfWlzkTUU869NzuzsZlQlr9mb1aENrH5LWzIi3CC4bxRkxARtDuWyONZZkPqVtaRXKG6oOQRI7k6xpBCS-Vb95OKNNQZYJTy8kKEIiMKSa6Mj0fds~ZhaqW8wG9PflF4PhGa-al4~LizDf1~InVr2dnTq1knbmc4-BwZYabBwu6f~eO6mmqWmTMTQq36bGgTbRcphllAIs2kUc4E3nvU3WBk-UOUbGN6oYKaQBXEOczUVikdWnXBh2T6O61Ztg6umZ6jx4Fqdxmzqy1A3Mf-bSBQR6NJaYb3Zv9Zu7SndR9A__&Key-Pair-Id=KUT5TJCACFTXG","author","Lewiston Public Schools","date","2025-03-11T12:33:18Z","article","Philip Johnson, Longley School director, briefed the school committee on three district programs that serve students who need alternative pathways or reengagement: Next Step High, Rooted, and the branches/Owl efforts at the middle school.

Johnson said Next Step High served roughly 76 upper‑grade students and reported a six‑class average graduation rate of 83 percent for that program. \"If you compare their average number of credits they're earning per year to the number that they're earning per year after a year of, or more of Next Step, it's a growth of 4,\" Johnson said, describing a rise from about two credits per year to more than six credits per year for students after participation.

Rooted (Restoring Our Opportunities Through Education) and the branches/Owl work at the middle school focus on reengagement and social‑emotional supports to return students to school and recover credits. Johnson said Rooted has served 29 active students this year and has returned 22 students back to school since the program began; branches and Owl have expanded scale at the middle school with dozens of daily visits for mentoring, SEL and academic skill‑building.

Why it matters: The programs aim to reduce dropout risk and provide credit recovery, academic support and mentoring for students with complex needs. Johnson said summer partnerships and credit‑recovery offerings produced tangible results: 63 youth participated in summer programming and earned 83 credits across Next Step, Lewiston High School and Rooted, with six seniors reaching August graduation because of summer work.

Challenges: Johnson and committee members said attendance remains the major constraint; many reengaged students face housing, transportation and health barriers. Johnson told the committee that more in‑school time and sustained instructional exposure would be necessary to achieve larger gains and that staff capacity limits how much additional time the district can provide.

Committee follow‑up: Administrators said they will continue to track program outcomes (credit attainment and graduation) and will present further data on scale, attendance and cost as part of follow‑up budget and program updates.","mediaType","Video","parentTitle","Lewiston Public Schools School Committee Budget Workshop 3/10/2025","oneSentenceSummary","Philip Johnson, Longley School director, briefed the school committee on the district’s Next Step High, Rooted and branches/Owl reengagement programs, reporting increased participation and higher credit attainment for students after enrollment.","taxTitle","Lewiston Public Schools, School Districts, Maine","taxId",38543,"location","Maine","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6285121,"Multilingual enrollment reaches nearly 2,000; district warns staffing, space and interpretation capacity strained",466,6019000,6485000,"/Search/View?dp=1&key=2575387-87681dfcde9b096777bd854568d644cd&start=6019&end=6485","https://assets.pipeline.soar.com/2575387-87681dfcde9b096777bd854568d644cd/thumbnail_6019000.jpg","/articles/6285121/Maine/Multilingual-enrollment-reaches-nearly-2000-district-warns-staffing-space-and-interpretation-capacity-strained","https://secure.pipeline.soar.com/6285121-cd89c641c500cd1dbba73d89e50e6c60/orig.mp4?Expires=1775214460&Signature=kQ30Zqn-leS1vuejDoSUJXgVLzMEV0F7NxS0-jyAJUxHU65~i~MgExb9cZOg0Nbad4m-M38ALTQx7GA-Ell8-tI6iW85skz1qqoFiuDlESm5vBJxW0F-pWH2dVx0z7vg8FVIeRfsNfyc4sxn3lYfpJOk1PjZasoPl3kSMxsQO2hodkcYi5CqXxtTI32ze6S2OlHGZzciOn9GtDCsxKdYyN6T8DIHSN8Py3qZ40XhmY1Lt6uL3KMZPJHI3bDtUWyHpIzrA18Rl4sR4yX3VyDn5p1XkDGkhysa3XKqVZCPFHO1dVy9CP3XiBs5BhjTAnI-cm5bIIp7Ez24o-e5W1J-rg__&Key-Pair-Id=KUT5TJCACFTXG","Liza McMorris, director of the district’s Multilingual Center, told the Lewiston Public Schools committee that multilingual student enrollment has increased markedly and that staffing and space are under pressure.

McMorris said the district has screened more than 335 potential multilingual students since September and has enrolled over 500 students since July. \"We are now up to, and this number has changed since I put it on there, 1,964 multilingual learners district wide,\" she said, adding that the students represent more than 42 languages other than English.

Why it matters: The district is legally required to provide language access and services to multilingual learners. McMorris said translations and interpretation work has also grown; since July the Multilingual Center has processed more than 275 translated documents and fulfilled over 300 interpreter requests for family meetings and school communications.

Staffing and space pressures: McMorris told the committee that, if enrollment continues, the district will not meet recommended ratios for multilingual instruction at many schools. She said group sizes that start the year at five or six students often grow to 10–13, which diminishes the effectiveness of language acquisition instruction. Transiency — families frequently moving within or out of the district — complicates staffing stability and classroom assignments.

Program outcomes: McMorris noted positive exits from the program: 106 multilingual learners exited the program last year (about 7% of the multilingual caseload), and the district’s exit rate is just under the state average. She also said bilingual students continue to earn credentials: last year 22 students received the Maine Seal of Biliteracy, and the district tested more than 50 students for the credential this year.

What district is doing: McMorris said the Multilingual Center offers family orientation sessions, language‑access support and outreach funded in part by grants such as the Refugee School Impact Grant. The center coordinates multilingual staffing and provides tours and enrollment orientation for newcomers.

Committee follow‑up: Committee members asked for ongoing updates on staffing needs, classroom space and how the district will balance interpretation obligations with in‑class instruction. Administrators said they will present staffing reconciliations and continue to use grants and LCIP funds where appropriate.","Liza McMorris, director of the district’s Multilingual Center, told the school committee that multilingual student enrollment has increased markedly and that staffing and space are under pressure.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6285127,"School committee reviews FY26 adjustments for Articles 1, 4, 5 and 7; substitutes, transportation and paid‑leave cited as drivers",1463,7055000,8518000,"/Search/View?dp=1&key=2575387-87681dfcde9b096777bd854568d644cd&start=7055&end=8518","https://assets.pipeline.soar.com/2575387-87681dfcde9b096777bd854568d644cd/thumbnail_7055000.jpg","/articles/6285127/Maine/School-committee-reviews-FY26-adjustments-for-Articles-1-4-5-and-7-substitutes-transportation-and-paidleave-cited-as-drivers","https://secure.pipeline.soar.com/6285127-e43b3ff98fc03a257b23064f78edc0d4/orig.mp4?Expires=1775214460&Signature=WeuTsLcfOFtp1GdGto-DZo1mbLqngMtWz1qtEQ1i91cfPJXg3-m-V0yyOpRqvHcS8PgndqFaZjg7hnr0wehPUujibtMZqOY0qliGuBSE40LOMwhcIQNeoWhFb5OpWtO6wDFauCukI3-wqdwhwsv2Bja5bCf~GVvUjW3UmIh924tTI2TK20O2cqnsN3ddraLRSqhU21Oqk~UXzteABRs985Gw9No990esa72P~--xMs78cIiVxbhckf83UYzGfD~rWu3JSg474SplcgbUEmNt9Phu95OBM7szAG6A~ySCfUbiVsLj2Lzg1cEt7YUgHctqmJJ~rOGFOKwQRwSTAz4bVQ__&Key-Pair-Id=KUT5TJCACFTXG","Lewiston Public Schools officials presented proposed adjustments to the district’s FY26 operating budget covering Articles 1, 4, 5 and 7 and described personnel and nonpersonnel drivers that raise costs in the next fiscal year.

The committee reviewed tables showing year‑over‑year increases concentrated in staff compensation, substitute coverage and extended‑day transportation, and staff said a state paid family medical‑leave contribution also increases the district’s employer side of payroll costs. There were no final votes on the budget at the meeting; committee members directed staff to return with more detail at later workshops.

Why it matters: Article 1 covers regular instruction — classroom teachers, instructional staff and other school‑based personnel — and accounts for the largest share of the requested increase because steps, contract adjustments and benefits rise with staff costs. Article 4 pays for extended‑day and summer programs (for example, after‑school 21st‑Century programs and summer school) and includes transportation to those programs. Article 5 covers student and staff support services such as guidance, nurses, instructional technology and professional development. Article 7 funds school administration functions.

School officials told the committee they are trying to limit nonessential purchases and to rely on actuals (the current year’s spending data) to refine requests. However, multiple budget lines require more funding even in a tight overall plan because of contractual obligations and new or elevated costs:
- Substitutes: Projected substitute spending rose districtwide to reflect extended leave use, an ongoing hiring shortage in some roles, and expected overlap when staff use accrued leave that still requires coverage.
- Transportation for extended programs: Officials said they shifted some transportation costs into Article 4 so federal and grant restrictions on after‑school funding would not force staff cuts. That raises the district’s local transportation line for extended‑day routes.
- Paid family medical leave (PFML): District staff explained the state PFML program creates an employer contribution; the district budget includes its expected share as required under current rules.

Officials emphasized that many of the dollar changes are concentrated in a few lines. For example, after accounting for grant support and program reallocations, the remaining local increases are driven most heavily by personnel‑related lines (teacher and support staff pay, substitute coverage) and by transportation tied to after‑school and summer offerings.

What comes next: Administrators said the committee will receive additional detail at upcoming workshops: special education (Article 2) will be discussed at the next meeting, with a later joint session covering broader transportation questions and the city council joint meeting scheduled thereafter. Committee members asked for line‑by‑line follow‑up on such items as stipends, contracted services (including pre‑K provider agreements) and the district’s strategy for covering PFML costs.

In the meeting the committee moved into executive session on a personnel matter (no public budget votes were taken).","Lewiston Public Schools officials presented proposed adjustments to the district’s FY26 operating budget covering Articles 1, 4, 5 and 7 and described personnel and nonpersonnel drivers that raise costs in the next fiscal year.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6285112,"Principals report enrollment rises, behavior and staffing pressures alongside new programs and community engagement",5960,258000,6218000,"/Search/View?dp=1&key=2575387-87681dfcde9b096777bd854568d644cd&start=258&end=6218","https://assets.pipeline.soar.com/2575387-87681dfcde9b096777bd854568d644cd/thumbnail_258000.jpg","/articles/6285112/Maine/Principals-report-enrollment-rises-behavior-and-staffing-pressures-alongside-new-programs-and-community-engagement","https://secure.pipeline.soar.com/6285112-98fa0ee2a585f3830e968d4689c81892/orig.mp4?Expires=1775214460&Signature=nwJzx2o~~nLTaf7GvB34GEqJ5pCEpNpHzFMfSQ8Kxo8q5E5y07N1xD96NfxwwpmFLZv3aYA-yGUZRqquMfszBTQxrqSJeVW4cpzfDsZhGEXFXeIJilUYtZzaMXnoDBIsEAXO-FIGDncVgGIv~2k4iykrJFv2VZyKSJZAe6mVhahLtQj~nizRickBXVgz9EcbYbvmQ6XgWAvvHrP41EvY63OxFBqhH2XHkMDmtJPkv7WkpioGb9o35wHi92jkXaC-N5cV3VGbSNzeOhXLExtb36WFgnAJnJFpx7mSQTKqNu3QuH2qMtu26I0mzpG~rFHHGkZAPNv4IQDCLGRESpR-Lg__&Key-Pair-Id=KUT5TJCACFTXG","Several Lewiston principals gave brief updates on school enrollment, programs and challenges during the committee’s presentations.

Farwell Elementary: Andrew Bard, principal at Farwell Elementary School, said the school serves about 411 students and 103 staff, including 97 special‑education students and 44 multilingual learners. Bard highlighted a refreshed school vision — “Farwell Bobcats pounce into the future” — and said the school’s reading recovery program and third year of social‑emotional‑learning (SEL) work are bright spots. He said chronic absenteeism and behavior remain concerns and that specialized staffing shortages limit growth in special‑purpose programs.

Geiger Elementary: Cindy Gish, principal at Geiger Elementary School, reported enrollment of 574 students (an increase of about 40) with 78 multilingual learners and 23 special‑education students. Gish described community partnerships (FoodCorps, LA Arts), a 30‑tree orchard, and co‑teaching and learning‑lab initiatives. She said challenges include filling special‑purpose positions (BCBA, special‑ed clinicians on leave) and maintaining interventionist capacity under uncertain Title I funding.

Connors Elementary: Christopher Rodriguez, principal at Connors Elementary School, described a large and rapidly changing enrollment (744 students) with substantial multilingual caseloads (396 ML students, 132 newcomers). He stressed community‑building efforts, MTSS/RTI supports, and progress on attendance (improving from 84% in 2021 to about 93% year‑to‑date). Rodriguez said staffing continuity and scheduling for multilingual and special‑education students remain difficult.

McMahon: Charlotte Johnson, principal at McMahon, reported 488 students with an increase in multilingual and special‑purpose populations; the school recently added a RISE room to support transitions for students out of CLIMB programming. Johnson described a reworked behavior system centered on restorative accountability projects and reported a reduction in in‑school suspension rates due to that approach.

Montello: Montello principal reported about 663 students, roughly half multilingual; school leaders have implemented “houses” for cross‑grade community building, expanded after‑school and summer options for roughly 400 students, and added music participation via grants. Montello’s challenges include long‑term unfilled positions, space constraints, and frequent midyear enrollment change that requires continual reteaching of procedures.

Lewiston Middle School: Amanda Bryant, LMS principal, said the middle school enrollment rose to about 738 students with roughly 32% multilingual learners and 26% receiving special‑education services. LMS has implemented a new literacy curriculum and restorative accountability practices. Bryant highlighted teams that loop two years with students and a student support team that meets weekly; chronic absenteeism (about 40% chronically absent or truant) and defiant/disruptive behavior were still concerns.

Lewiston High School: LHS principal reported 1,480 students, noted college application activity (724 four‑year applications filed to date) and programs including AP, dual enrollment and Lewiston Academy. The principal said major discipline referrals have dropped from 79 incidents per week in early fall to about 44 per week since January (a 45% reduction), but chronic absenteeism (44% with 10 or more absences) and a 68% four‑year graduation rate remain challenges. He also highlighted use of an electronic pass system to reduce roaming in hallways.

Across schools, common themes emerged: growing multilingual and newcomer populations, special‑purpose staffing vacancies, space constraints for shared classrooms, behavior and attendance pressures, and notable successes in SEL, music participation, community partnerships and restorative practices. Committee members asked for academic progress data and attendance analyses at future sessions.","Several Lewiston principals gave brief updates on school enrollment, programs and challenges during the committee’s presentations.","actionData","errors"]

Article not found

Next Step, Rooted and branches programs report participation gains and higher credit attainment for reengaged students

Multilingual enrollment reaches nearly 2,000; district warns staffing, space and interpretation capacity strained

School committee reviews FY26 adjustments for Articles 1, 4, 5 and 7; substitutes, transportation and paid‑leave cited as drivers

Principals report enrollment rises, behavior and staffing pressures alongside new programs and community engagement