Get Ready for the 11th Annual Read to ME Challenge in February!

For the 11th consecutive year, the Maine Department of Education (DOE) is partnering with schools and community organizations across the state to promote the Read to ME Challenge, a month-long public awareness campaign held in February.

The Read to ME Challenge is designed to foster joy in reading and support children’s literacy development by challenging adults to read to and/or with children during the month of February. Participants are invited to capture these moments through photos or short videos and share them on social media using the hashtag #ReadtoME. Readers are also encouraged to challenge their social media connections to participate, helping the impact of this initiative to ripple across Maine.

The 2026 Read to ME Challenge will kick off the first week of February 2026 and will continue through Read Across America Day on March 2, 2026. While anyone may participate, the Challenge offers a particularly meaningful opportunity for schools, childcare programs, libraries, and community organizations to plan engaging activities that highlight a shared commitment to reading with children.

In support of the Maine State Literacy Action Plan, the Maine DOE is strongly encouraging community organizations to collaborate with schools and families during the 2026 Read to Me Challenge. In past years, a wide range of partners have hosted impactful reading events, including college and high school athletic teams, civic organizations, libraries, recreation departments, and education-focused organizations. A list of suggested ideas to spark planning is included at the end of this article.

Learn more about the Read to ME Challenge on the Maine DOE website. Additional details about the kickoff session will be shared soon.

To share photos of your Read to ME Challenge participation with the Maine DOE, please contact Rachel Paling, Maine DOE Communications Outreach Manager, at Rachel.Paling@maine.gov. You may also use the following social media handles to connect with the Maine DOE, and we will share your #ReadtoME social media posts online:

Facebook: @MaineDepartmentofEducation1!
Instagram: @mainedepted

Read to ME Challenge Ideas for Community Involvement

Invite community members into schools as guest or “mystery” readers and consider asking them to share about their professions.
Partner with local fire departments, police departments, hospitals, health care providers, and businesses.
Collaborate with public libraries to host special events during the Challenge.
Engage civic organizations such as Rotary Clubs, Lions Clubs, Elks Clubs, and Freemasons as guest readers or event sponsors.
Include afterschool and youth programs such as Boys & Girls Clubs, YMCAs, 21st Century Learning Programs, and teen centers.
Work with community partners to host family literacy or reading nights.
Encourage participation from local school board members.
Create opportunities for middle and high school students to read to younger learners.
Foster friendly competitions among middle and high school teams or clubs to read to children.
Use Pine Project books to promote culturally sustaining reading experiences.
Explore options to expand access for multilingual families, such as QR codes to texts written in a variety of languages.
Incorporate the Challenge into pre-service teacher preparation courses, such as children’s literature or reading methods.
Partner with Foster Grandparent Programs and Aging in Place committees.
Seek support from literacy volunteer organizations and dyslexia centers.
Plan a Community Reads event in which one book is selected for shared reading and discussion across the community.

For further information and questions about the Read to ME Challenge, please contact Lee Anne Larsen, Maine DOE Director of Early Learning, at Leeann.Larsen@maine.gov.

Maine DOE Offers Variety of Literacy Learning Opportunities Aligned to Maine’s Statewide Action Plans

The Maine Department of Education (DOE) Office of Teaching and Learning invites educators from across the state to engage in literacy learning opportunities that are thoughtfully aligned to Maine’s statewide Action Plans.

The quieter winter season often offers a natural moment for reflection and growth. These literacy professional learning opportunities are designed to be supportive, practical, and inspiring—an invitation for educators to use the winter months to strengthen their practice, build shared understanding, and invest in the essential work of literacy.

Together, the below offerings form a menu of literacy learning opportunities available throughout the winter and spring of 2026. Educators are encouraged to engage in the experiences that best meet their interests, roles, and local contexts, whether that means participating in a cohort, attending a single workshop, joining virtual support hours, exploring modular professional learning, or taking part in statewide literacy initiatives.

Winter/Spring 2026 Literacy Professional Learning Opportunities:

Maine Solutionaries Project Literacy Cohort

This professional learning opportunity equips middle and high school teachers with training in four high-impact, interdisciplinary literacy practices that foster lifelong literacy and support successful Solutionary Inquiry-to-Action projects. Through engagement with complex texts, text-based discussion and writing, word study, and collaborative performance tasks, this cohort strengthens students’ reading, writing, speaking, listening, and language skills across content areas.

Audience: Grades 4-12 educators
Format:
- In-person kickoff session on January 27, 2026, from 8:30-3:30 p.m. at Maple Hill Farm in Hallowell
- Weekly virtual learning sessions on Tuesdays from 4-5:30 p.m. from February 3 through March 31 (four weeks focused on Solutionary Learning and four weeks focused on literacy integration)

Participants may earn up to 45 contact hours. Educators are encouraged to attend these sessions in pairs. Please use this link to register.

Spring Integrated Literacy Workshops

Please use this link to register for any of the following integrated literacy workshops:

Integrating Literacy with Mapmaking: Renee Keul will explore the connection between literacy and mapmaking by engaging educators in analyzing and creating maps. This workshop models how spatial reasoning, data visualization, and critical thinking support reading, writing, and communication across content areas, reinforcing literacy as a shared responsibility. This workshop strengthens foundational literacy skills such as decoding symbols, building vocabulary, sequencing ideas, and making meaning across texts through hands-on, interdisciplinary learning.

Audience: Pk-12 Educators
Date: March 6, 2026, from 9 a.m.-4 p.m.
Location: Osher Map Library in Portland (or virtually via Zoom)
Contact Hours: seven hours available

Integrating Literacy with Objects and Writing: Deb Johnson and Ronni Blaisdell will share strategies for using real-world artifacts and natural materials to support foundational reading and writing skills. By modeling object-based learning grounded in authentic texts and materials, this workshop demonstrates how interdisciplinary, hands-on instruction strengthens literacy development across grade levels and content areas. This workshop builds vocabulary, comprehension, and writing stamina through close observation and inquiry.

Audience: pre-K-12 educators
Date: April 10, 2026, from 9 a.m.-4 p.m.
Location: Maine Mineral and Gem Museum in Bethel (or virtually via Zoom)
Contact Hours: seven hours available

Reaching Reluctant Readers: Cris Tovani will explore why students disengage from reading and how educators can remove barriers to learning. Grounded in research-based strategies for knowledge building and comprehension, the session equips educators with practical tools to support confident, independent readers across content areas. This workshop addresses engagement, motivation, and access as essential components of effective literacy instruction, particularly for students who are reluctant or struggling readers.

Audience: pre-K-12 educators
Date: May 15, 2026, from 9 a.m.-4 p.m.
Location: Camp Chamberlain in Augusta (or virtually via Zoom)
Contact Hours: seven hours available

Virtual Support Hours: Virtual support will be available on Thursdays following each workshop. These sessions are open to all educators, regardless of whether they attended the corresponding workshops, and are designed to support the application of learning through collaboration, reflection, and shared problem-solving.

Graphic Novels for Literacy (workshop already occurred)
January 8 through February 19, 2026, from 3:30-4:30 p.m. – Zoom registration link
This is an open, collaborative space to explore how graphic novels support comprehension, vocabulary development, and visual literacy across grade levels and content areas. Participants are encouraged to bring questions, classroom experiences, and ideas aligned with the statewide Action Plans’ interdisciplinary vision.
Integrating Literacy with Mapmaking
February 26 through April 9, 2026, from 3:30-4:30 p.m. – Zoom registration link
This is an informal space to explore how map analysis and creation can strengthen vocabulary, comprehension, and meaning making across content areas, reinforcing literacy as a shared responsibility.
Integrating Literacy with Objects and Writing
April 16 through May 7, 2026, from 3:30-4:30 p.m. –Zoom registration link
This is a supportive forum to reflect on and apply hands-on strategies that build engagement, motivation, and access to literacy through object-based learning and writing.
Reaching Reluctant Readers
May 14 through June 4, 2026, from 3:30-4:30 p.m. – Zoom registration link
This is an open forum to extend learning from Cris Tovani’s strategies for engagement and comprehension. Educators can share challenges and explore ways to remove barriers to reading and support confident, independent literacy development.

Additional Literacy Learning Opportunities

Literacy Modules for Professional Learning: School administrative units (SAUs) may purchase licenses for AIM Steps to Literacy modules or Keys to Literacy modules at reduced costs and then seek reimbursement once educators have successfully completed the modules. Find additional details here.

For ME Instructional Programs: An informational session will be held on January 26, 2026, from 3:30-4:30 p.m. for schools interested in adopting the For ME Instructional Programs (Pre-K for ME, K for ME, 1st Grade for ME, and/or 2nd Grade for ME). These programs are grounded in evidence-based literacy practices, are interdisciplinary and play-based, and are aligned with Maine’s learning standards. Additional details and the Zoom link will be shared in January 2026.

Read to ME Challenge 2026: Get ready for this year’s Read to ME Challenge, running throughout the month of February! Details will be shared in January 2026.

For more information about these professional learning opportunities, please contact Maine DOE Interdisciplinary Instruction Team Coordinator Kathy Bertini at Kathy.Bertini@maine.gov.

Titles II-A and IV-A funds received from the U.S. Department of Education (ED) support the implementation of these projects. These projects have an award totaling $99,569.00 of which 38% 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.

Maine DOE Offers Variety of Numeracy Learning Opportunities Aligned to Maine’s Statewide Action Plans

The Maine Department of Education (DOE) Office of Teaching and Learning invites educators from across the state to engage in numeracy learning opportunities that are thoughtfully aligned to Maine’s statewide Action Plans.

The quieter winter season often offers a natural moment for reflection and growth. These numeracy professional learning opportunities are designed to be supportive, practical, and inspiring—an invitation for educators to use the winter months to strengthen their practice, build shared understanding, and invest in the essential work of numeracy.

Together, the below offerings form a menu of numeracy learning opportunities available throughout the winter and spring of 2026. Educators are encouraged to engage in the experiences that best meet their interests, roles, and local contexts, whether that means joining a professional learning community, participating in a book-based conversation series, applying as a school or school administrative unit (SAU) team, or engaging in interdisciplinary and STEAM (Science, Technology, Engineering, Arts, and Mathematics)-focused learning.

Winter/Spring 2026 Numeracy Professional Learning Opportunities:

Maine’s Statewide Mathematics Specialist Professional Learning Community

The Numeracy and Leadership Initiative, hosted by the Association of Teachers of Mathematics in Maine (ATOMIM), in collaboration with the Maine DOE, University of Southern Maine, and University of Maine at Farmington, offers multiple opportunities for educators to build capacity in both numeracy and leadership. One of these is Maine’s Statewide Mathematics Specialist Professional Learning Community (PLC).

Audience: Math coaches, lead teachers, interventionists, and department chairs
Dates: Participants may choose to attend all sessions or select those that best meet their needs. The Mathematics Specialist PLC will meet on the following dates:
- January 28, 2026, from 3:30-4:45 p.m. (virtually via Zoom)
- February 25, 2026, from 6:30-7:30 p.m. (virtually via Zoom)
- March 23, 2026, from 1-5 p.m. (in-person at the University of Maine at Augusta—limited to 50 participants)
- April 30, 2026, from 2-5 p.m. (in-person at the University of Southern Maine in Lewiston/Auburn)
- May 21, 2026, from 6:30-7:30 p.m. (virtually via Zoom)

Please use this link to register.

Math Trauma to Math Triumph: Math Therapy Conversations and Supports

Educators are invited to participate in informal, supportive conversations centered on Math Therapy by Vanessa Vakharia. Participants will discuss the book and explore the implementation of the 5 “Ms” (Mythbust, Moderate, Motivate, Makeover, and Measure) in their classrooms. This series continues learning from the December 5, 2025, in-person event with Vakharia.

Audience: pre-K-12 educators
Dates: Participants may choose to attend one or multiple sessions. One-hour virtual meetings will take place on the following Wednesdays:
- January 14, 21, and 28, 2026
- February 4, 11, and 25, 2026
Time: 6:30-7:30 p.m.

To participate fully in this opportunity, educators should have attended the in-person workshop and have read—or be in the process of reading— Math Therapy. Please use this link to register.

2026 ATOMIM Spring Conference – Developing Mathematical Reasoning for ALL: Ensuring Everyone Is Counted In!

Join math educators for a full day of learning at the Association of Teachers of Mathematics in Maine (ATOMIM) Spring Conference. The conference will feature keynote speaker Vanessa Vakharia, “The Math Guru,” and a range of engaging sessions aligned to the strands of mathematical reasoning, math leadership, and differentiation, equity, and inclusion.

Audience: pre-K-12 educators
Date: March 24, 2026
Location: Augusta Civic Center (in-person)

Contact hours will be made available to attendees. Please use this link to register.

Unlocking Numeracy

School and SAU teams serving grades 3-5 are invited to apply for a series of five virtual workshops hosted by Dan Finkel, founder of Math for Love , in collaboration with the Maine DOE. This opportunity supports schoolwide efforts to unlock students’ numeracy potential.

Audience: Numeracy teams consisting of the principal, two math teachers, and one or two community numeracy/math liaisons. A community liaison is someone from the school community—such as a teacher, staff member, or PTA/PTO member—who helps connect numeracy learning at school with numeracy in the home and the wider community.
Dates:
- February 3, 2026, from 3:30 to 5:30 p.m. – Foundation of Numeracy
- March 3, 2026, from 3:30 to 5:30 p.m. – Classroom Openers for Numeracy
- April 7, 2026, from 3:30 to 5:30 p.m. – Building Numeracy with Games
- May 5, 2026, from 3:30 to 5:30 p.m. – Communicating Numeracy to Families and Teachers
- May 26, 2026, from 3:30 to 5:30 p.m. – Rich Tasks and Purposeful Fluency

Each team will receive a numeracy toolkit, exemplar lessons, and supplies to support a family math night. Participants may earn up to 15 contact hours.

Please use this link to register. Applications are due January 23, 2026.

Deepening Early Numeracy Through Rich Math Talk, Purposeful Games, and Outdoor Place-Based Learning

Teams of pre-K-2 educators will participate in a comprehensive early numeracy initiative hosted by the Maine Math and Science Alliance (MMSA) in collaboration with the Maine DOE. This initiative integrates research-based professional learning, instructional coaching, play- and nature-based approaches, and family engagement to support joyful, meaningful, and developmentally responsive mathematics learning.

Audience: pre-K-2 educators
Dates: In-person workshops will be taking place on the following dates. (Cohorts are determined by closest location.)
- Cohort 1 – Portland area: February 9, March 9, and April 6, 2026
- Cohort 2 – Bangor area: February 6, March 2, and April 3, 2026
- Cohort 3 – Machias area: February 27, March 27, and April 13, 2026

Virtual coaching sessions will be available to support implementation. Participants may earn 20 contact hours, as well as a $250 honorarium.

Pairs of educators from the same school must apply together through a single joint application, which is due January 16, 2026. Please use this link to register.

STEAM PowerED Maine Professional Learning Cohort

Maine educators are invited to join a four-month STEAM professional learning cohort designed to support interdisciplinary teaching and learning across content areas. In partnership with Creative Generation and the Maine DOE, this cohort will focus on creativity, numeracy, instructional design, technology, and student-centered learning.

Audience: pre-K-12 educators
Format:
- In-person kickoff on February 2, 2026, in Augusta
- Virtual workshops to follow (in February, March, April, and May)
- Asynchronous learning in EnGiNE, the Maine DOE’s learning management system

Participants may earn 26 contact hours or a $500 stipend. Mileage reimbursement is available to all participants, and lodging is available upon request for anyone traveling more than 50 miles from Augusta.

Please use this link to register. Registration closes on January 26, 2026.

For more information about any of these professional learning opportunities, please contact Maine DOE Interdisciplinary Instruction Team Coordinator Kathy Bertini at Kathy.Bertini@maine.gov.

Titles II-A and IV-A funds received from the U.S. Department of Education (ED) support the implementation of these projects. These projects have an award totaling $213,8333.62 of which 77% 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.

Maine Association for Health, Physical Education, Recreation, and Dance Announces 2025 Awardees

The Maine Association for Health, Physical Education, Recreation, and Dance (Maine AHPERD) has announced the recipients of its 2025 Teacher of the Year awards, as well as recognition awards for Individual and Community Partner Organizations and Outstanding Future Professionals in the areas of Health Education and Physical Education.

These awards recognize exemplary health education, physical education, and adapted physical education teachers, professionals, and students who have demonstrated outstanding dedication to their students and/or the profession. Find more information about the awards here.

The 2025 Maine AHPERD award recipients are as follows:

Adapted Physical Education
Teacher of the Year
Rose Prest-Morrison
Sacopee Valley Elementary School

Elementary Physical Education
Teacher of the Year
Bryan Shaw
Easton Elementary School

Middle School Physical Education
Teacher of the Year
Matthew Downs
Ellsworth Elementary/Middle School

Middle School Health Education
Teacher of the Year
Karyn Bussell
Skowhegan Area Middle School

High School Health Education
Teacher of the Year
Sarah Rose
Poland Regional High School

In addition to providing Teacher of the Year awards, Maine AHPERD also recognizes individuals and community partner organizations who serve as strong supporters of the Maine AHPERD mission.

The 2025 honorees include:

Recreation Professional Award
Aimee Vlachos
University of New England

Dance Professional Award
Emma Campbell
Thornton Academy

Community Award
Lee Anne Dodge
Drug-Free Community Coalition: SoPo Unite

This year, Maine AHPERD also honored twelve distinguished students hailing from five Maine institutions of higher learning as 2025 Outstanding Future Professionals in health education and physical education:

Jacob Chovinard, Saint Joseph’s College of Maine
Brandon Sadowski, Saint Joseph’s College of Maine
Logan Welch, Saint Joseph’s College of Maine
Joelle Daigneault, University of Maine at Farmington
Brynn Dzengelewski, University of Maine Orono
Brianna Harriman, University of Maine Orono
Allie Hull, University of Maine Orono
Jeremy Miller, University of Maine Orono
Kennen Bean, University of Maine at Presque Isle
Jackman Daigle, University of Maine at Presque Isle
Aidan Curran, University of New England
Fritz Van Winkle, University of New England

Photo Caption: Left to right in the front row: Brandon Sadowski, Allie Hull, Joelle Daigneault, and Kennan Bean. Left to right in the back row: Logan Welch, Jackman Daigle, Jacob Chovinard, Jeremy Miller, Brianna Harriman, and Aidan Curran.

Please note that Brynn Dzengelewski and Fritz Van Winkle are not present in this photo.

Visit the Maine AHPERD website for highlights and resources from the Maine AHPERD 80th Annual Conference that was held from November 2-4, 2025.

Youth Leaders from Maine and New Hampshire Gather for ‘Can We? Connect’ at Augusta Civic Center

Maranacook High School student leaders lead a “Teen Issues” event at their school following The “Can We? Connect” event.

An early December snowstorm didn’t stop nearly 300 students and educators from 17 high schools across Maine and New Hampshire from coming together on December 11, 2025, at the Augusta Civic Center for Can We? Connect, a day of youth-led dialogue and educator professional learning produced by The Can We? Project.

Can We? Connect is the second of three full-day retreats held throughout the school year for cohorts of student leaders from partner schools. While the first and third retreats take place locally, Can We? Connect offers a unique opportunity for students to gather regionally for a shared experience centered on constructive dialogue across real and perceived differences. One student participant described the experience as “the anti-debate league,” highlighting its focus on understanding rather than argument.

*This photograph, taken at Gorham High School, is courtesy of The Can We? Project.*

Throughout the day, students practiced inquiry and active listening skills as they explored their own identities, learned about the communities their peers come from, and shared hopes for the future. Students also engaged in structured conversations where they shared personal beliefs and responded to thoughtful questions from peers about the values and moral foundations behind those beliefs.

While students participated in youth-led dialogue sessions, accompanying teachers and educators took part in a concurrent professional learning experience led by Julia Enriquez, a Can We? Project Liaison and history teacher at Yarmouth High School. The session focused on tools to foster constructive dialogue in classrooms, including a deck of conversation cards that Enriquez is developing to support meaningful discussion across any topic or theme.

Maranacook Community High School has been an active participant in The Can We? Project, with approximately 18 student leaders taking part in two retreats this school year. About a week after Can We? Connect, these students put their learning into action by hosting a “Teen Issues” event for the Maranacook school community. Student leaders organized a series of sessions that allowed participants to choose topics related to mental health awareness, personal interests and hobbies, or other issues important to them—many of which are not typically addressed within the regular curriculum.

This student-led event introduced The Can We? Project to the broader school community and engaged approximately 70 students across four sessions. Along with facilitating a “Picture Paddles” activity designed to build empathy and active listening skills, student leaders guided thoughtful, civil dialogue around issues that each participant identified as important.

“These were completely student led, with The Can We? Project student leaders facilitating,” Shane Gower, Maranacook Community High School Social Studies Teacher, said. “It was truly amazing to see, and we received so much positive feedback from participating students. It was very clear that our students really need opportunities like this for meaningful discourse.”

Other students continue to share their positive experiences with The Can We? Project, too. During the Can We? Connect event, facilitators gathered student feedback reflecting on the powerful impact of this experience:

“I am more hopeful towards the future, and I am honestly surprised that so many people I met are so similarly motivated. I think it was truly amazing to have this experience where I got to go out and communicate effectively about opinion and belief without stereotype or judgment.”
“Just like belonging in the greater world, I was really moved by everyone’s sense of kindness and support. There was no aggressive language or hate speech, and it was really nice to have that experience.”
“I am thinking that this will shape my ability to debate in the future. I often have a hard time thinking about other people’s perspectives, and this helped a lot.”
“I hope that this form of civil conversation can be something that becomes pursued by the general public. If things are discussed, sides become less polar.”
“Everyone believes in a future where they’re given a fair chance to be who they are. I felt much more seen than I ever have in my entire life.”

Educators at the December 11 event also echoed the positive impact on students:

“Can We? Connect is an amazing opportunity for all of our students to connect with peers from across the state.”
“They were interested in doing more and learning more about the others they had just met. They want to do something to replicate the experience at our school.”
“They were all full of happy and excited chatter on the ride home. I hope you all know just how much this type of experience means to teenagers.”

The Can We? Project continues to seek new partner schools and welcomes interest from students and educators who want to bring youth-led dialogue to their communities.

This story was submitted by The Can We? Project. For more information or to begin a conversation about participation, please contact John Holdridge, Can We? Project Director, at jholdridge@waynflete.org. To submit a good news story to the Maine DOE, please fill out the good news submission form.

A map of this year’s participating schools is included below.

Jordan-Small Middle School Pilots Innovative Outdoor Education Program Through Science Curriculum

Students in Jordan-Small Middle School’s outdoor education pilot program bird-watch as one of their recent activities.

At Jordan-Small Middle School (JSMS) in RSU 14, teacher Jed Bloom’s science classes no longer stop at the classroom door. This past fall, sixth-, seventh-, and eighth-grade students stepped into the woods on district property as part of a pilot outdoor education program that blends science instruction with nature-based exploration, hands-on projects, and plenty of fresh air.

Bloom said this new outdoor education approach reflects a growing body of research showing that outdoor learning increases academic achievement, strengthens critical thinking, and supports students’ personal development. According to the North American Association for Environmental Education, outdoor, hands-on learning allows “personal growth and life-building skills, including confidence, autonomy, and leadership,” to become essential parts of students’ lives. Additionally, outdoor education naturally encourages the core practices of science: asking questions, making observations, forming hypotheses, and testing ideas.

Bloom said these findings inspired him to bring his science classes outdoors in a meaningful way.

“You can certainly do that inside a lab, in a classroom surrounded by four brick walls,” Bloom said. “But outside, there’s so much more to observe. You see it; you hear it; you smell it. It activates all the senses. That sensory experience leads to more questions, deeper thinking, and better science.”

Sixth-grader Jack Sawyer’s curiosity was sparked during a routine visit to the Frog Pond across the street on Raymond Elementary School’s campus. What began as a simple observation quickly evolved into a more profound question about the natural world.

“The first day when we went to the Frog Pond, all the grass and cattails were standing up, but throughout the year, they started to fall down,” Sawyer said. “I wondered why they did that.”

Part of the pilot’s design, Bloom emphasized, is that both he and his students are learning together and working to determine what does and doesn’t work for the program.

“The students get to see that learning is a collaborative process,” Bloom said. “We’re exploring, experimenting, and improving the program for next year.”

In addition to meeting science standards, the JSMS outdoor education program meets the Maine Learning Results standards—skills that Maine students are expected to have gained upon graduating high school. These include the Maine Learning Results guiding principles of becoming:

A Self-Directed and Lifelong Learner
A Creative and Practical Problem Solver
A Responsible and Involved Citizen
An Integrative and Informed Thinker
A Clear and Effective Communicator

For many students, this program goes beyond the state’s standards and the school’s curriculum. As they observe the natural world—birds, trees, wind, frogs hopping and singing at the Frog Pond, etc—Being outdoors, and the lessons it teaches, are beginning to take hold for these sudents.

Seventh-grader Carly Herman said she finds that the hands-on, outdoor activities make learning more engaging.

“The best part is going out and having fun,” Herman said. “Right now, we’re making a fire pit and building forts. When it gets really cold, the fire pit will help keep us warm, and the forts will keep us dry during rain and snow while we do our observations and journaling.”

Classmate Jamar Banton agreed, adding that the outdoor journals the students keep while on their exploratory adventures have helped him to notice things he never paid attention to before.

“When we sit and listen, we take notes on everything happening around us,” Banton said. “One time, I heard a buzzing noise, and it turned out to be a bee nearby. I even heard cars in the distance—sounds you don’t think about being in nature, but they’re there.”

While JSMS academics are the heart of this pilot program, Bloom said there is another component that is just as essential to the lives of JSMS students, and that is the art of playing.

“12- and 13-year-olds need to move their bodies and play together,” Bloom said. “They’re learning social skills as much as science skills. Many kids today have packed schedules filled with school, sports, and evening activities. Add in the pull of cellphones, and there’s not much unstructured time outdoors.”

Outdoor education, Bloom said, gives students space to breathe, move, collaborate, and reset.

As the pilot program continues, Bloom said he hopes this new initiative will become a model for future outdoor learning at JSMS and hopefully the entire district. For now, though, his students seem more than happy trading fluorescent lights for sunshine, textbooks for field journals, and worksheets for the rustle of leaves and snow beneath their feet.

This article was submitted by RSU 14. To submit a good news story to the Maine DOE, please fill out the good news submission form.

A Look Back: Maine FFA Celebrates the Year of Youth in Agriculture

From left to right: Sierra Hemond; Julia Deitrick; Jillian McLaughlin; Lane Carmichael; Hannah Shaw; Maine Commissioner of Agriculture, Conservation, and Forestry Amanda Beal; Julia Pierce; Hayley Mane; and Mia Arcott.

This article was written by Jillian McLaughlin, Maine FFA State Reporter.

Nearly a year ago, on January 14, 2025, Governor Janet Mills signed a proclamation officially designating 2025 as the Maine Year of Youth in Agriculture. This action launched a series of statewide initiatives designed to engage and support young agriculturalists through enhanced access to resources, mentorship opportunities, and networking experiences.

The first initiative took place that month during the 2025 State of Maine Agricultural Tradeshow with a student-led panel held at the Commissioner’s Luncheon. Hosted by Governor Mills and Maine Department of Agriculture, Conservation, and Forestry Commissioner Amanda Beal, this panel elevated the voices of young leaders in agriculture as attendees heard firsthand accounts of their experiences and aspirations. Panelists included Maine FFA State President Lane Carmichael and representatives from the Maine 4-H Foundation.

In March 2025, Governor Mills invited youth leaders to attend Maine Agriculture Day at the Maine Legislature. A select group of students met with state senators and representatives to discuss the current state of agriculture in Maine. Throughout the day, participants were formally recognized by both the Maine House of Representatives and Senate for their dedication to the future of agriculture. Students also had the opportunity to meet personally with Governor Mills to discuss her continued commitment to engaging Maine’s agricultural youth.

The Maine Association of Agricultural Fairs declared the 2025 fair season the Year of Youth in Agriculture, which presented students with the opportunity to actively engage in events across the state. This included animal clinics, showing events, youth agriculture auctions, youth in agriculture displays, and much more.

In September 2025, the Eastern States Exposition took place in West Springfield, Massachusetts. Known as “The Big E,” this exposition is the largest fair on the East Coast, bringing together hundreds of FFA members for competitions, American Star Awards, and livestock shows. 2025 marked the 100th anniversary of the Maine Building on the fairgrounds. To commemorate the occasion, Commissioner Beal invited Maine FFA state officers and 4-H leaders to participate in a ribbon-cutting ceremony. Prior to the event, state officers Jillian McLaughlin and Hannah Shaw conducted a one-on-one interview with Commissioner Beal, reflecting on key takeaways from the Maine Year of Youth in Agriculture. This celebration concluded with remarks from 4-H leaders, government officials, and Maine FFA State President Carmichael.

Maine FFA members also did their part to continue the momentum of the Maine Year of Youth in Agriculture throughout 2025. In the summer, the Maine FFA State Officer Team inspired and engaged young members statewide, as they facilitated youth outreach events at agricultural fairs across the state following training with the National FFA. These events provided FFA and 4-H members with opportunities to network, build connections, and strengthen their leadership skills through workshops.

2025 provided young members of Maine’s agricultural community with a once-in-a-lifetime opportunity to connect directly with state leaders and have their voices heard. As Maine looks to the future, its youth are now better equipped with the knowledge, skills, and relationships needed to lead and advance the state’s agricultural industry. Although the Maine Year of Youth in Agriculture has officially come to a close, its impact will extend far beyond 2025.

To learn more about the Year of Youth in Agriculture, please visit: Maine Department of Agriculture, Conservation, and Forestry | Maine’s Year of Youth in Agriculture.

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

Maine Students Invited to Participate in National Civics Bee® Competition

The Maine State Chamber of Commerce, in partnership with the Mid-Maine Chamber of Commerce and the U.S. Chamber of Commerce Foundation, is bringing the National Civics Bee® to Maine—offering middle school students a new opportunity to strengthen their civic knowledge and engage in meaningful learning about democracy, community, and citizenship.

The National Civics Bee® is designed to encourage students to explore real-world civic issues while building skills that support informed citizenship, resilient communities, and a strong future workforce. Maine students in grades 6-8 are invited to participate by submitting a civic-focused essay by February 3, 2026.

From the essay submissions, the top 20 students will advance to a live state competition in Waterville, scheduled for June 2026. The state champion will go on to represent Maine at the National Civics Bee® Championship in Washington, D.C., in the fall of 2026, when students from across the country will compete for major prizes, including a $100,000 grand prize.

The student application portal is now open, and additional details, resources, and submission information can be found on the National Civics Bee® website. All competition dates are set by the U.S. Chamber of Commerce Foundation and may be adjusted as the pilot program evolves.

For more information about the National Civics Bee®, or to learn how to help share this opportunity with Maine students and educators, please contact Angela Ouellette at angelao@mainechamber.org.

Grants for After-School and Summer-Learning Programs Now Available; Applications Due April 7, 2026

The Maine Department of Education (DOE) is pleased to announce the release of a request for proposals (RFP), seeking bids from organizations interested in implementing comprehensive after-school and summer-learning programs during the 2026-2027 academic year. It is anticipated that approximately $1.75 million will be available in grant awards this spring as part of the 21st Century Community Learning Centers (21st CCLC) program.

Authorized under Title IV, Part B of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act of 2015 (ESSA), the 21st CCLC program provides competitive grant funding to support before-school, after-school, and summer-learning programs that focus on improving the academic performance of students in pre-K through grade 12. The primary purpose of the 21st CCLC program is to provide funding for school and community partnerships that establish or expand community learning center programs. These programs provide students in high-need, economically disadvantaged communities with academic tutoring and enrichment opportunities designed to complement their school-day academic program. In addition, these programs can provide a broad array of additional support services related to overall student health and well-being.

Local 21st CCLC programs—which can be established in elementary schools, secondary schools, or similarly accessible community facilities—provide high-quality support services to students during non-school hours. As such, these programs also support working parents and families by providing safe, supportive learning environments for students at times when school is not normally in session.

This RFP, which includes information regarding eligibility, program requirements, and more, is available here. An informational webinar for this RFP will be posted to the Maine DOE’s application website on January 21, 2026. It is strongly recommended that interested organizations view this presentation, in its entirety, prior to submitting a proposal for 21st CCLC program funding.

Below is the anticipated timeline for the RFP:

January 6, 2026—RFP released to the public
January 21, 2026—Informational webinar posted online
February 4, 2026—Deadline for submission of questions in response to RFP
February 25, 2026—Deadline for interested organizations to submit Intent to Apply form
April 7, 2026—Proposal submission deadline
April and May 2026—Formal peer review of proposals
May 2026—Grant Award Notifications
July 1, 2026—Grant Award start date

Please be advised that these dates are subject to change. Interested organizations must consult the RFP document for the most accurate dates and deadlines regarding this opportunity.

For more information about the 21st CCLC program, please contact Title IV State Coordinator Travis Doughty at travis.w.doughty@maine.gov.

Maine DOE Recruiting Educators for High-Quality Instructional Material Capacity-Building Cohort

The Maine Department of Education (DOE) is recruiting 30 certified educators to participate in a statewide capacity-building cohort, a key component of Maine’s coordinated Literacy and Numeracy Action Plans. These plans outline a comprehensive system of supports designed to develop lifelong learners who can engage confidently and competently with the world through strong reading and math skills.

This cohort is intended to build educator capacity to evaluate, select, and implement high-quality instructional materials (HQIM), helping to ensure that all students in Maine have access to rigorous, standards-aligned, and culturally responsive instruction. Educators from all nine superintendent regions of Maine will deepen their own expertise, while also preparing to serve as regional leaders and facilitators of HQIM-focused professional learning.

Participants will engage in a sequenced professional learning experience that includes:

A virtual orientation and kickoff meeting (one hour).
Two days of in-person training focused on understanding nationally recognized HQIM evaluation criteria and rubrics, applying these tools to analyze instructional material with an emphasis on equity and standards alignment.
Three virtual sessions (two hours each) to develop guidance documents, resources, and professional learning to support school administrative unit (SAU)-level HQIM adoption.
Individualized coaching and peer collaboration.
A virtual reflection session (one hour).

Participants will be expected to complete the following deliverables:

Pre- and post-cohort surveys.
One or more resources or tools to support educators in evaluating, selecting, and implementing HQIM.
A professional learning session delivered within their region to build capacity for HQIM evaluation, selection, and implementation.
Documentation of the regional session, including materials used and a brief reflection.

Application Process and Timeline

Educators may apply for this opportunity here. Applications are due on January 16, 2026, with notification of selection planned for January 23. The Maine DOE will review applications with the goal of ensuring representation across grade levels, regions, professional roles, and school contexts.

Cohort Schedule:

Thursday, February 5, 2026, 3:30-4:30 p.m. – Virtual orientation and kickoff
Friday, February 27, 2026, 8 a.m.-4 p.m. – In-person, full-day training in the Bangor area
Monday, March 16, 2026, 8 a.m.-4 p.m. – In-person, full-day training in the Bangor area
Thursday, April 2, 2026, 3:30-5:30 p.m. – Virtual training
Thursday, April 16, 2026, 3:30-5:30 p.m. – Virtual training
Thursday, May 7, 2026, 3:30-5:30 p.m. – Virtual training
Thursday, June 4, 2026, 3:30-4:30 p.m. – Virtual reflection session
Monday, August 31, 2026 – Final day to deliver training and provide documentation

Participating educators will be eligible for a $400 stipend upon submission of the completed deliverable package. Trainings attendance will be eligible for contact hours.

For more information, please contact Jennifer Page, Maine DOE MOOSE Project Supervisor, at jennifer.page@maine.gov.

This project is supported by funds received from the U.S. Department of Education through the Governor’s Initiative: Integrating Literacy & Numeracy for Statewide Impact, Activity #4: Building Capacity to Identify and Select High-Quality Instructional Materials. The total award is $41,788.40, of which 40.3% is federally funded and directly attributed to project implementation. The contents of this program do not necessarily represent the official views of, nor an endorsement by, the U.S. Department of Education or the U.S. government.