BARR Spotlight: Dirigo Middle School Builds Stronger Connections and School Culture Through the BARR Model

At T.W. Kelly Dirigo Middle School in Dixfield, relationships have always been a strength. As part of a small, rural school serving about 170 students in grades 6-8 from Canton, Carthage, Dixfield, and Peru, staff have long prided themselves on knowing their students well. As student needs have become increasingly complex in recent years, however, school leaders have recognized the need for a more intentional and structured approach to ensure that every student feels supported and that no one falls through the cracks.

The effort to address that challenge led Dirigo Middle School to Building Assets, Reducing Risks (BARR), a research-backed approach focused on strengthening relationships, improving academic outcomes, and reducing high-risk student behaviors. The Maine Department of Education (DOE) began funding BARR implementation for all interested public schools in 2023, investing $18 million in federal funds to support schools recovering from the pandemic’s impacts on academics, student well-being, student engagement, and school climate. During the 2023-2024 school year, 71 schools across Maine launched their first year of BARR implementation (which follows a three-year schedule), with an additional 30 schools signing up in 2024 and an additional seven schools signing up in 2025.

Dirigo Middle School opted to receive BARR services in May 2024 during the Maine DOE’s second round of funding for BARR and began training staff that summer in advance of the 2024-2025 school year. The school is currently in its second year of BARR implementation, and staff say the results have been transformative—particularly for school culture.

“BARR provided a formal structure to ensure that the conversations we’ve always valued are happening consistently and intentionally,” Jason Long, principal of Dirigo Middle School and Curriculum Coordinator for RSU 56, said. “In a small, rural school, we sometimes assume that because we know everyone, we’re meeting every need. BARR helps us make sure that’s actually true.”

BARR is built around four core components: cohort-based scheduling, regular structured team meetings, data-informed conversations, and coordinated interventions. Together, these elements create a system where educators share responsibility for all students and respond early when challenges arise.

For Dirigo Middle School, BARR has reinforced the school’s inclusive values.

“Inclusion only works when everybody is concerned with every student,” Long explained. “BARR breaks down silos. There’s no, ‘This is a special education issue,’ or ‘This is someone else’s problem.’ All 173 of our students belong to all of us.”

Regular “Block” meetings through BARR bring together teachers, special educators, ed techs, administrators, and support staff to review students’ attendance, grades, engagement, strengths, and challenges. At Dirigo Middle School, every adult who has contact with students attends the “Small Block” and “Big Block” meetings, which happen weekly before students arrive during the school’s Wednesday late-arrival schedule. These meetings are intentionally structured, time-limited, and strengths-based, allowing teams to collaborate efficiently and focus on solutions.

Sarah Bragdon, Dirigo Middle School’s BARR coordinator, facilitates a room full of staff members during a Block meeting at Dirigo Middle School.

Dirigo Middle School’s Block meetings are well-organized and fast-paced, with specific roles assigned to ensure productivity and time well spent. A facilitator leads the conversation by coming prepared with student data and goals for the meeting. A timekeeper keeps track of the clock as each student is discussed. A task-tracker sends an email reminder to each person who has committed to taking on a specific task raised during the meeting.

Typically, Big Block meetings serve as a follow-up to Small Block meetings and include building administrators and counseling staff for students who require additional support. For the most complex issues, staff bring in specialists, community partners, and family members from outside of the school for “Community Connect” meetings.

Sarah Bragdon, Dirigo Middle School’s BARR coordinator and a science teacher, facilitates the Block meetings and much of the school’s BARR implementation. She said she sees the impact daily.

“Our Block meetings have changed how we work,” Bragdon said. “They initiate collaboration and help us brainstorm strategies we wouldn’t come up with on our own. What doesn’t work for me might work for another teacher—and suddenly, we have a new way to support a student.”

Beyond structured meetings, BARR has reshaped how Dirigo Middle School builds community on a daily basis. Schoolwide incentives, intentional check-ins, and regular community-building activities help students feel connected, supported, and motivated. Importantly, these supports are universally designed for all students—not just those who are struggling.

In classrooms, students participate weekly in Community Builders (also known as “I-Time”), a dedicated period for intentional relationship-building and connection among students and teachers. These activities are one of the most visible ways that BARR comes to life in students’ everyday experiences. Led by classroom teachers and adapted for different age groups, Community Builders sessions vary in format and focus.

For example, 7th- and 8th-grade students might explore how relationships are shaped through technology compared to in-person interactions, while 6th graders might build empathy and social awareness through a playful game of charades that challenges them to interpret expressions and real-life scenarios. Designed by BARR experts, these activities create an environment where students learn about themselves and one another, strengthening their social and communications skills and empathy and challenging them to think critically about real-world situations.

7th- and 8th-grade students participate in an activity to explore how relationships are shaped through technology during a Community Builder.

6th-grade students participate in a game of charades during a Community Builder.

“BARR makes sure every student is accounted for,” Long said. “It pushed us to rethink how we approach PBIS [Positive Behavioral Interventions and Supports] and recognition. Now our incentives and celebrations truly apply to everyone.”

Since implementing BARR, Dirigo Middle School has seen clear improvements. Attendance has increased, particularly among students who were previously chronically absent, with the school’s chronic absenteeism rate dropping below the state average. The number of students requiring summer school has also declined, despite the school’s increased academic expectations.

In addition to these academic successes, Long says behavioral outcomes have also improved. Prior to implementing BARR, the school experienced more than 1,400 office referrals during the school year due to classroom behavioral issues.

“All of my time was spent being reactive,” Long shared. “It was not efficient.”

After completing the first year of BARR, Long said Dirigo Middle School recorded fewer than 300 referrals for the entire year. He explained that the resulting culture shift—along with increased communication and more efficient systems designed to account for all students—has enabled the entire team to work together more effectively.

“We are a unified staff,” Bragdon added. “The students see it. The intentionality with every student—and with each other—has changed the energy in the building.”

That sense of unity is felt beyond classrooms. Staff community-building activities mirror those used with students, reinforcing the idea that everyone in the building is part of the same learning community.

For Lisa Sanborn, Dirigo Middle School’s administrative assistant of 21 years, BARR has strengthened communication and shared understanding across the school.

“It has given us a framework to really know our students better,” Sanborn said. “We’re a small school, but now everyone knows what’s going on with our kids. That’s a huge asset.”

For Long, BARR has also been a powerful leadership tool—particularly in a small, rural district where coaching opportunities are often limited.

“BARR gave us a tangible system,” Long said. “It helped me learn how to organize people and empower staff to work together more effectively. That kind of structure wasn’t something I learned in graduate school, but it has made all the difference.”

At Dirigo, BARR has not replaced the school’s close-knit culture; it has strengthened it. By providing structure, shared language, and intentional collaboration, BARR has helped the school build on its strengths while responding to growing student needs.

“We’ve always worked hard for kids,” Sanborn said. “BARR just adds to the greatness of what we already do.”

This story is part of a series highlighting positive outcomes from Maine schools implementing the Building Assets, Reducing Risks (BARR) model—a research-backed school improvement framework that strengthens relationships, uses real-time student data, and builds intentional systems to support academic achievement, engagement, and student well-being for all learners. BARR aligns with the Maine Department of Education’s (DOE) whole-student approach, which emphasizes that all students should be healthy, safe, engaged, supported, challenged, and prepared.

Through $18 million in federal emergency relief funds, 120 schools across 50 school districts in Maine have implemented—or are in the process of implementing—BARR strategies. These efforts have strengthened educator collaboration, reduced student behavioral issues, and improved student attendance and academic outcomes.

To submit a good news story to the Maine DOE, please fill out the good news submission form.

Maine DOE Seeking Educators to Pilot MOOSE Modules and Wabanaki Studies Educator Guides

The Maine Department of Education (DOE) is currently seeking educators to pilot Maine’s Online Open-Source Education (MOOSE) modules, as well as new Wabanaki Studies Educator Guides, with their classrooms this spring.

The MOOSE platform provides free, interdisciplinary, project-based learning materials, created by Maine teachers for Maine pre-K—12 students. Feedback from educators on these modules and their usability is vitally important, as the Maine DOE continuously works to improve existing modules and apply lessons learned when creating new ones. Additionally, the Maine DOE recently developed extensive Wabanaki Studies Educator Guides that are now ready to be piloted for feedback.

Educators interested in participating may apply here to use these materials in their classroom with five or more students and provide feedback about their experience. Educators must choose a module(s)/guide(s) to pilot and justify that decision in their application. Stipends will be provided for feedback on up to two modules and/or guides ($500 per module/guide) that have been piloted, with additional funds provided for de-identified student work and/or reflections ($50 per module/guide). All required elements must be completed by June 26, 2026.

Applications for the spring 2026 session are due by Sunday, April 5, 2026. Applicants will be notified of their acceptance for the program on Monday, April 6, 2026.

For further information or with questions, please contact Maine DOE MOOSE Project Manager Jennifer Page at jennifer.page@maine.gov and/or Maine DOE Wabanaki Studies Specialist Brianne Lolar at brianne.lolar@maine.gov.

Bonny Eagle Builds Community Through Shared Reading Experience

This February, schools across MSAD 6 (Bonny Eagle School District) took a creative, community-centered approach to the Maine Department of Education’s (DOE) Read to ME Challenge through a districtwide initiative called “BE Reads Together.”

Designed as a shared reading celebration, BE Reads Together connected students and staff across all schools and departments through one common story: The Invisible Boy by Trudy Ludwig. Each school and department received a copy of the book and found unique ways to experience it—whether through classroom read-alouds, small-group discussions, buddy reading, or other creative formats tailored to their communities.

“We had an amazing month of a shared read to create a sense of community and connection grounded in a common book,” Randee Cassidy, an instructional coach at Buxton Center Elementary School and a member of the Maine DOE State Literacy Team, said. Principal Craig Pendleton added, “It was inspiring to see so many people genuinely connect with the book. It’s a powerful reminder that no matter your age or grade level, a picture book with a meaningful message has a way of speaking to everyone.”

As the book traveled from building to building, students and staff tracked its journey by signing their names with dates, capturing pictures along the way, and sharing their reading moments. Pictures taken were displayed on TV boards across the district, creating a visible and collective celebration of reading that connected the entire school community. The structure of the challenge encouraged participation at every level.

“It was great to see students and staff alike get excited and share in a common experience centered around a book that shows the importance of connection, belonging, and empathy,” Cassidy said.

Grounded in those themes of The Invisible Boy, this initiative reinforced the idea that reading is not only an academic skill but also a joyful, shared experience that brings people together.

Through BE Reads Together, Bonny Eagle demonstrated how a simple concept—one book, many readers—can create a powerful sense of unity across an entire school community.

This story was written in collaboration with MSAD 6. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Maine ELOs in Action: Sunshine Mini Grant Program Supports Career-Connected Learning through Innovation and Collaboration

In 2023, the Sunshine Mini Grant program was launched with funding from a private trust group, resulting in $88,000 in grants to 18 schools across Maine to expand career exploration for students—including through extended learning opportunities (ELOs). This initiative has positively impacted approximately 300 students from various Maine counties and school administrative units (SAUs), including in programs at Windham, South Portland, and Mountain Valley High Schools.

The Sunshine Mini Grant program is designed to support schools—particularly those with limited resources—in piloting innovative, career-connected learning experiences. In addition to funding, participating schools benefit from professional networking, mentoring, and shared best practices that promote collaboration and long-term sustainability. Collectively, the grants have supported partnerships across a wide range of industries while addressing barriers such as poverty, transportation challenges, language access, and limited exposure to professional role models.

These examples of Sunshine Mini Grant-supported initiatives highlight the power of innovation and collaboration in action:

Windham High School’s Student Exploratory Adventures (SEA) program was created to give students access to industries, workplaces, and sites they might not otherwise experience. Through hands-on learning and site visits, participating students explored careers in aquaculture, hospitality, law, agriculture, manufacturing, and forestry, while learning how these industries contribute to Maine’s economy and communities.
South Portland High School’s Youth Doula Initiative engaged 15 students in a three-day, hands-on training experience focused on maternal health, pediatrics, and public health. Through strong community partnerships, students gained early exposure to meaningful healthcare careers, while addressing real community needs.
Mountain Valley High School’s expanded ELO programming now includes semester-long internships in healthcare, education, construction, engineering, finance, counseling, and skilled trades; work studies focused on building essential workplace skills; job shadowing with organizations such as the National Weather Service and the Rumford Police Department; and extensive college and employer tours across Maine and New England.

A defining strength of the Sunshine Mini Grant program is its ability to help SAUs “start small,” collect meaningful data, and demonstrate the need for sustainable career exploration programming. This approach has allowed schools to innovate, adapt, and scale programs based on student interests and community needs, resulting in measurable gains in student engagement, career awareness, and equitable access to extended learning beyond the traditional classroom.

The management of the grant funds and oversight of project reporting is handled by the Maine Business Education Partnership, a 501(c)(3) nonprofit organization dedicated to promoting workforce initiatives that enhance Maine’s retail and broader business sectors. This vision focuses on building strategic alliances to develop a well-trained, dynamic workforce. Through its support for the Sunshine Mini Grant program, the Maine Business Education Partnership is helping equip schools and communities to foster lifelong learning and assist businesses in recruiting, developing, and retaining future talent.

Central to this work, the Sunshine Mini Grant program also advances the mission of the Maine Community Coordinators Collaborative (Maine C3) by helping schools expand ELO programming and strengthen partnerships between education, industry, and community organizations.

Together, these initiatives reflect the Maine Department of Education’s (DOE) commitment to supporting and elevating innovative, collaborative approaches to education that connect learning to life beyond school. Through continued recognition of programs like the Sunshine Mini Grant and strong partnerships with Maine C3 and the Maine Business Education Partnership, the Maine DOE remains focused on telling the story of high-quality ELOs that prepare students for success in college, careers, and their communities by linking them with real-world experiences, local employers, and emerging career pathways.

For further information about ELOs and Maine’s efforts to expand career exploration for Maine students, please visit the Maine DOE ELO webpage or contact Maine DOE Extended Learning Coordinator Lana Sawyer at Lana.Sawyer@maine.gov.

PRIORITY NOTICE: Opportunities for Public Comment on Maine’s IDEA Part B and Part C Applications

The Maine Department of Education (DOE) is seeking public comment on its annual applications for federal funding under the Individuals with Disabilities Education Act (IDEA), including both Part B and Part C. These applications support services for children and youth with disabilities across Maine, from infancy through age 22.

Public Notice – IDEA Part B

IDEA Part B covers services for children and youth with disabilities ages 3 through 22. The Federal fiscal year 2026 Part B application, effective July 1, 2026, will be posted from March 20, 2026, through May 20, 2026. (Please refer to the Federal fiscal year 2025 award amount spreadsheet for additional reference.) Written comments will be accepted from Wednesday, April 1, 2026, through 4 p.m. on Thursday, April 30, 2026. Comments on Part B should be sent to Erin Frazier at erin.frazier@maine.gov or 23 State House Station, Augusta, ME 04333.

Public Notice – IDEA Part C

IDEA Part C covers early intervention services for infants and toddlers with developmental delays and/or suspected disabilities from birth to age 3. The Federal fiscal year 2026 Part C application, effective July 1, 2026, will be posted from March 20, 2026, through May 20, 2026. Written comments will be accepted from Wednesday, April 1, 2026, through 4 p.m. on Thursday, April 30, 2026. Comments on Part C should be sent to Ariana Whiting at ariana.whiting@maine.gov or 23 State House Station, Augusta, ME 04333.

Public comment is also being sought on the following updated policies:

A public hearing will be held on April 7, 2026, at 4 p.m. to provide an overview of these policies. Please use this Zoom link to join that meeting. Comments on these policies should be sent by April 30, 2026, to Ariana Whiting at ariana.whiting@maine.gov or 23 State House Station, Augusta, ME 04333.

Maine DOE Update – March 20, 2026

From the Maine Department of Education

News & Updates

Celebrating ‘Arts in Our Schools’ Month in March

Each March, Maine schools fill with music, color, and stories. Families gather for concerts. Hallways become galleries. Stages come alive with student performances. Arts in Our Schools Month, alongside other statewide and national observances—including Maine Youth Art Month, Music in Our Schools Month, and Theatre in Our Schools Month—gives us a chance to celebrate that work. | More

School Interest Form for Third Annual ‘I Belong’ Youth Summit Due by April 1

The Maine Department of Education (DOE) Office of Special Services and Inclusive Education, in collaboration with the Transition Maine Regional Transition Collaborative Fellows, invites you to save the date for the third annual “I Belong” Youth Summit, to be held at Central Maine Community College in Auburn on May 21, 2026, from 8 a.m. to 2 p.m. A school interest form is available for those planning to bring students to the event. | More

Maine DOE Seeking Outdoor Learning Stories for National Environmental Education Week, April 20-24, 2026

The Maine Department of Education (DOE) is seeking outdoor learning stories from educators, administrators, and school staff to share during National Environmental Education Week from April 20-24, 2026. | More

School Safety and Transportation Professionals Convene in Rockport for 2026 Maine School Safety and Transportation Conference

From March 9-11, 2026, school safety and transportation professionals from across Maine gathered at the Samoset Resort in Rockport for the annual Maine School Safety and Transportation Conference, hosted by the Maine Department of Education’s (DOE) Maine School Safety Center (MSSC). | More

Maine DOE Launches ‘Building Strong Foundations: Early Numeracy’ Professional Learning Series with Focus on Play and Outdoor Learning

On February 27, 2026, approximately 20 educators gathered at the University of Maine at Machias for part of a new professional learning series, “Building Strong Foundations: Early Numeracy.” This initiative, presented by the Maine Department of Education (DOE) Office of Teaching and Learning, in partnership with the Maine Mathematics and Science Alliance (MMSA), is designed for pre-K–grade 2 educators to transform how early mathematics is taught and experienced. It aligns with Maine’s statewide Action Plan to strengthen early and foundational numeracy learning. | More

STEAM PowerED Maine Ignites Creative Collaboration at Augusta Kickoff

What happens when creativity becomes the driving force of professional learning? That question sparked the inspiration behind STEAM PowerED Maine, a dynamic partnership between the Maine Department of Education (DOE) Office of Teaching and Learning and Creative Generation. | More

Reminder: Later Secondary School Start Time Planning Grant Applications Due March 30

Pursuant to S.P. 182, L.D. 396, Resolve 2025, Chapter 110, the Maine Department of Education (DOE) is now accepting applications for a competitive, one-time funding opportunity for Maine school administrative units (SAUs) that are interested in collaborating to change school start times so that secondary schools begin at 8:30 a.m. or later. | More

Maine Schools Sharing Success Stories

Piscataquis Valley Adult Education Cooperative Expands Workforce Training to Strengthen Rural Maine Communities

Since its establishment in 2005, the Piscataquis Valley Adult Education Cooperative (PVAEC) has been dedicated to expanding educational opportunities for residents across central and northern Maine. Serving RSU 68, AOS 94, MSAD 4, and MSAD 41 — a region encompassing 29 towns and more than 800 square miles across Piscataquis and northern Penobscot Counties — PVAEC continues to play a vital role in strengthening Maine’s rural workforce. | More

Redesigning the Path, Not the Standards: Innovation in Kennebunk High School’s Alternative Education Program

At first glance, the Alternative Education Program at Kennebunk High School (KHS) might look different from the traditional high school classroom. Students may be weatherizing a historic barn, building the foundation for their future business, or collaborating with local organizations—but they are still meeting the academic standards required to receive the same high school diploma as their peers. The difference is how they get there. | More

High School Junior Brings Real-World Leadership to Agriculture Program at Sanford Regional Technical Center

When Sanford Regional Technical Center (SRTC) agriculture instructor Jennifer Coverdale wants to contact AHN Landscaping, the response usually comes from her own student, Noelle Dennis. Dennis is a junior in SRTC’s agriculture program and, by most measures, a full business partner in her family’s landscaping company. | More

Submit good news to the Maine Department of Education here.

Professional Learning/Training Opportunities

Reminder: Register Now for the Maine DOE 2026 ‘For ME’ Instructional Programs Summer Training Opportunities

During the summer of 2026, the Maine Department of Education (DOE) will once again offer comprehensive training on the use of its For ME instructional programs. The Maine DOE has adapted and piloted these programs for early elementary grades (pre-K through grade 2), based on the Boston Public Schools’ evidence-based Focus Curriculum. These open-source, developmentally appropriate programs are interdisciplinary and align with Maine’s learning standards. | More

View the Maine Department of Education’s Events Calendar here.

Career/Project Opportunities:

Find education-related jobs in Maine.

Maine DOE Seeking Outdoor Learning Stories for National Environmental Education Week, April 20-24, 2026

The Maine Department of Education (DOE) is seeking outdoor learning stories from educators, administrators, and school staff to share during National Environmental Education Week from April 20-24, 2026.

Have you used the great outdoors as a classroom for your students recently? Have your students engaged with nature as part of their learning? Whether you and your students have explored local trails or waterways, cultivated school gardens, participated in farming or aquaculture projects, collected climate data, engaged in hands-on environmental explorations, and more—we want to hear from you!

The Maine DOE plans to share selected submissions on our social media platforms and in the Maine DOE Newsroom throughout National Environmental Education Week. Your story could inspire fellow educators by showcasing the many outdoor learning opportunities across our state and spotlighting your students’ curiosity, stewardship, and connection to the natural world.

Please consider sharing an outdoor learning highlight from your school by submitting a story here!

Throughout the last several years, the Maine DOE has worked to advance outdoor and environmental education through a wide range of programs, including the Maine Outdoor Learning Initiative (MOLI), Rethinking Responsive Education Ventures (RREV), and the Climate Education Professional Development Grant Program. The Maine DOE continues to champion outdoor and environmental education and the powerful impact it can have on students’ social, emotional, behavioral, and academic learning.

With questions and to share pictures/videos to accompany your story, please contact Teddy Lyman, Maine DOE Climate Education Specialist, at theodore.lyman@maine.gov. Please ensure that any media submitted has appropriate media-release permissions.

STEAM PowerED Maine Ignites Creative Collaboration at Augusta Kickoff

What happens when creativity becomes the driving force of professional learning? That question sparked the inspiration behind STEAM PowerED Maine, a dynamic partnership between the Maine Department of Education (DOE) Office of Teaching and Learning and Creative Generation.

STEAM PowerED Maine reimagines interdisciplinary teaching and learning by inviting educators to see themselves first as creative thinkers. On February 12, 2026, the kickoff to the initiative brought together educators from every county in Maine in Augusta to explore their own creativity and consider how it can shape teaching and learning in their classrooms.

In advance of the kickoff, participants completed the Creativity Codex (Cx) assessment, which generates individualized creativity profiles grounded in four core ideas: creativity, culture, connection, and community. Guided throughout the day by Jeff M. Poulin, managing director of Creative Generation, educators used their Cx results to examine how applied creativity influences problem-solving, expression of ideas, collaboration, and perspectives on their impact in the world.

The morning began with participants organizing themselves by their Cx profile similarities. Poulin first challenged educators to work with peers who share similar creative strengths to create a new ice cream flavor, encouraging them to notice patterns in how ideas emerged. He then invited groups to intentionally collaborate with individuals who have different creative strengths to design a flag, craft a motto, and compose a 12-second anthem. The contrast highlighted how diverse perspectives can expand problem-solving and innovation. A brief reflection allowed participants to process the differences between the two experiences before breaking for lunch.

After lunch, educators considered their position within their teaching and learning environments. Together, they explored strategies to unlearn, bridge, navigate, and hold tensions within the social and institutional structures that shape integrated instruction.

To conclude their training, participants synthesized their learning through an interdisciplinary activity titled “Mobilizing the Mascot.” In teams of 10, educators created a large puppet from blue butcher paper, designing a head, torso, arms, legs, and joints to allow movement and expression through body language. Each team then developed and presented a 30- to 60-second storyline centered on their mascot discovering something meaningful, integrating elements of theatre, visual art, numeracy, biology, and English language arts.

The day closed with a final reflection facilitated by Poulin. Participants expressed enthusiasm for the opportunity to collaborate and stretch their thinking. One educator described the kickoff as “the best professional development in their 40 years of teaching,” while another called it “nonstop fun and thinking.”

“This group of educators was both empowered and enthusiastic about evolving their own teaching practice to meet the changing needs of students in their classrooms today,” Poulin said. “We at Creative Generation provide professional development on creativity and interdisciplinary instruction for educators across the country and around the world; the educational innovations being crafted by this cohort of educators in Maine are sure to cultivate creativity in students to prepare them for a future which can only be imagined today.”

Over the next 15 weeks, participants will continue exploring their own creativity while developing instructional strategies that cultivate students’ creativity through interdisciplinary learning. The cohort’s work will culminate in the creation of a shared artifact to be made available to educators through the STEAM PowerED Maine webpage.

STEAM PowerED Maine launched on February 12 with energy, imagination, and a strong commitment to interdisciplinary collaboration. This cohort will continue its learning throughout the spring, building momentum toward practical tools and resources that support creative, integrated instruction across Maine schools.

For more information, please contact Erik Wade, Maine DOE Interdisciplinary Instruction Specialist, at Erik.Wade@maine.gov.

Creative Generation is a Maine-based, values-forward collective of creatives, educators, and researchers that accelerates people and projects operating at the intersection of creativity and learning. The collective utilizes the Creativity Codex, a tool for individuals, teams, and organizations to understand and expand their creative capabilities for use in school work and life.

Title IV-A funds received from the U.S. Department of Education (ED) support the implementation of this project. The project has an award totaling $68,788.40 of which 65% is federally funded and directly attributed to project implementation. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement by, ED or the U.S. government.

High School Junior Brings Real-World Leadership to Agriculture Program at Sanford Regional Technical Center

“She’s basically her dad’s business partner,” Coverdale said. “I send an email to him, and she’s the one who checks the email. She is involved in all of the work that he’s doing.”

That level of involvement is something Dennis has built steadily over the past three years, learning the business from the ground up. From talking to clients and planning job sites to managing equipment and running crews, she has taken on responsibility at an age when most of her peers are still figuring out what they want to do after graduation.

For Dennis, the appeal of the work has always been clear.

“I certainly like the career and being outside,” Dennis said. “It suits me.”

Running a landscaping business means no two days look the same, and that’s exactly how Dennis likes it. At AHN Landscaping, she isn’t just showing up to mow lawns; she’s learning how to build and run a business, one job at a time.

“We’ve done many jobs,” Dennis said. “It’s something I really want to continue to pursue.”

This winter marked Dennis’ first season handling snow removal on her own, and it tested her early. During her very first storm, her plow broke down twice in the same spot before losing power entirely. It was the kind of night that reminds you how unpredictable this work can be. But Dennis took it in stride, and she kept going.

“I had been on the sidelines of storms before, and this was my first time being on the frontlines,” Dennis said. “That plow didn’t want to work at all.”

Coverdale says in the classroom, Dennis’ real-world experience makes her a natural leader among her peers. She’s not the loudest voice in the room, but she’s the one others look to.

“She leads by example,” Coverdale said. “If there’s a heavy pile that needs to be moved, she’s the first person on it. She’s not doing it to look cool or to be the person who’s right. She just cares about the end product, and the other students respect her for that.”

The agriculture program at SRTC has given Dennis additional tools to bring to her work at AHN Landscaping. Plant identification, horticultural science, and a deeper understanding of what she’s installing and why have all sharpened the way she communicates with clients.

“It gives me more background knowledge and makes me more professional,” Dennis said. “Clients want someone who knows what they’re doing.”

Dennis’ story is part of something bigger happening at SRTC, where Extended Learning Opportunities (ELOs) allow students across programs to earn school credit while working in their chosen fields. Dennis is one of many students bridging the classroom and the real world, building skills and experience that will carry them well beyond graduation.

This story was submitted by the Sanford School Department. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Maine DOE Launches ‘Building Strong Foundations: Early Numeracy’ Professional Learning Series with Focus on Play and Outdoor Learning

This series focuses on three interconnected goals: building educators’ early numeracy content knowledge, developing a practical toolkit of instructional routines and engaging math games, and designing extended numeracy opportunities that connect classrooms with families and the broader community.

At the February 27 launch of this initiative, facilitators Cheryl Tobey and Kate Greeley led with a guiding question: What if the path to long-term academic success begins not with worksheets but with the joy of discovering math in puddles, pinecones, patterns, and play? They emphasized moving beyond research into practice, centering the initiative on strengthening educators’ instructional confidence and day-to-day approaches to early math.

“Math is already everywhere in children’s lives,” Tobey and Greeley said. “The opportunity is to make it visible, joyful, and connected to their lived experiences.”

Throughout the year, educators participating in this series will focus on deepening progressions in early mathematics, strengthening effective “math talk” strategies, and exploring culturally responsive approaches to family engagement. Rather than treating math as a scripted subject, this initiative centers on helping teachers recognize and nurture the mathematical thinking already present in children’s play and daily routines.

For many participants, the purpose behind this series is deeply personal.

“My ‘why’ of being here is wanting to discover successful ways to teach math and make it more fun,” Teeya Harmon, a second-grade teacher at Jonesport Elementary School, said, echoing the initiative’s commitment to joyful, meaningful math experiences.

“Early numeracy is such a critical area in math education,” Diana Mahar, math intervention specialist at Sipayik Elementary School, said. “I am here learning ways to make it accessible to the teachers in my school.”

By strengthening educators’ content knowledge and equipping them with practical strategies, this series aims to ensure that high-quality numeracy instruction is not isolated but sustained across classrooms. Instructional coaching will support teachers in embedding mathematical inquiry into classroom routines, outdoor exploration, and seasonal investigations. Children might notice patterns in nature, measure real-world objects, compare quantities during snack time, or explore geometry through movement and play.

Linda Dunn, math specialist in Trenton, underscored the collaborative spirit of the initiative: “I am here for the team building and new strategies for math instruction.” The professional learning series encourages educators to model, test, and refine facilitation strategies together, building both confidence and collective capacity.

As part of their training throughout this series, educators will use hands-on Early Numeracy Toolkits that include laminated activity cards with step-by-step guidance for numeracy experiences, along with simple materials such as string, duct tape, and chalk to support measuring, geometry exploration, and outdoor math games. Family engagement is central to the initiative’s vision, too. “Math in Nature” family events will invite caregivers to participate in hands-on numeracy activities alongside their children, reinforcing the understanding that math learning extends beyond the classroom. Community members will also be invited to share how math plays a role in their everyday lives, helping children see numeracy as relevant and real.

“I love math!” Christie Cook, a second-grade teacher at Woodland Elementary School, said. “I want my students to love math and see themselves as math people; no more, ‘I’m not a math person,’ from my students.”

For Marni Crowley, a pre-K teacher at Jonesport Elementary School, the series represents an investment in long-term success. By strengthening early numeracy through practical instructional routines, deeper content knowledge, and meaningful community connections, the initiative aims to support improved outcomes in later years.

“Our school has struggled with math scores, and my hope is this will help lay a good foundation for our older grades,” Crowley said.

As the February 27 launch concluded, participating educators left with a shared commitment: to reimagine early math not as isolated lessons but as something woven into children’s curiosity, creativity, and connection to the natural world. In this vision, numeracy is not simply foundational; it is joyful, visible, and alive in the everyday experiences of Maine’s youngest learners.

For more information, please contact Maine DOE Interdisciplinary Instruction Coordinator Kathy Bertini at Kathy.Bertini@maine.gov.

Title IIA funds received from the U.S. Department of Education (ED) support the implementation of this project. The project has an award totaling $119,422.62 of which 100% is federally funded and directly attributed to project implementation. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement by, ED or the U.S. government.