Camden Rockport Middle School Student Wins 2026 MLTI Maine Winter Classic T-Shirt Design Contest

Congratulations to Camden Rockport Middle School sixth-grade student Hannah Smith, who was selected as the winner of this year’s t-shirt design contest for the 2026 Maine Learning Technology Initiative (MLTI) Maine Winter Classic! Smith’s design will appear on the official t-shirt for the event, which will take place virtually in schools across Maine from March 2-6, 2026.

This annual, game-based learning experience allows students to “travel” virtually around Maine while completing challenges, earning tokens, and exploring topics such as computer science, digital citizenship, digital design, and gamification. Through these engaging and collaborative activities, students develop digital skills, connect with peers across the state, and discover how technology can serve as a tool for creativity, problem-solving, and innovation in everyday life.

Smith’s unique t-shirt design, created with Canva, features a pair of headphones with a version of the MLTI gear-shaped logo at the center and “Maine Winter Classic” displayed beneath it..

“I used headphones in my design because I like music and just got new headphones,” Smith shared. “I picked red and white for my design because I was thinking of candy canes. I also thought the red and white would be different from other people’s work and make my work stand out.”

*This year’s t-shirt will be a cardinal red with the design in white.*

The MLTI Winter Classic t-shirt design contest is held annually and is open to all pre-K-grade 12 students in MLTI school districts across Maine. Guidelines for future contests can be found here. A similar t-shirt design opportunity is also available for the in-person Maine Department of Education (DOE) annual MLTI Student Conference, scheduled for May 21, 2026, at the University of Maine. Information about that ongoing contest can be found here.

T-shirt design winners in these contests have represented schools from across the state, including Southern Aroostook Community School, Auburn Middle School, Waterville Junior High School, Gray-New Gloucester High School, Samuel L. Wagner Middle School, Maranacook Community High School, Reeds Brook Middle School, and Brunswick High School.

While t-shirts and supplies for the virtual 2026 Maine Winter Classic event may be limited, schools can still register to participate through February. To date, more than 6,000 participants from 70 schools across every county in Maine are registered.

For more information about the MLTI Maine Winter Classic, please visit this link. With questions about MLTI student events, please contact Maine DOE MLTI Project Manager Bethany Billinger at bethany.billinger@maine.gov.

Reimagining Recess at Noble Intermediate School: Building Skills Through Play

At Noble Intermediate School in MSAD 60, recess is no longer just a break in the day; it’s an opportunity to build skills, strengthen relationships, and support student wellness. This school year, more than 400 fifth- and sixth-grade students and 40 staff members are reimagining what wellness looks like through a new approach to play and engagement.

Thanks to a partnership with MaineHealth’s “Let’s Go!” program and funding from Hannaford’s “Eat Well, Be Well” initiative, Noble Intermediate School worked with Playworks to enhance its wellness block—commonly referred to as recess. Through hands-on training and school-wide support, staff gained new tools to create an inclusive, active, and positive environment that extends well beyond the playground.

This fall, Coach Mo from Playworks spent four days at the school training administrators, classroom teachers, specialists, and educational technicians, while also launching a Junior Coach program with students. The training focused on fostering safe, structured, and engaging games that encourage teamwork, leadership, and problem-solving—skills that support students’ social, emotional, and academic growth.

In December, Coach Mo returned to Noble Intermediate School for a final site visit to observe progress and celebrate the impact of the work. The results were clear: Recess games ran smoothly; students confidently stepped into leadership roles; and staff reported feeling more comfortable and confident facilitating wellness time.

One of the most notable outcomes has been the launch of the Junior Coach program, in which selected sixth-grade students lead games and activities during wellness blocks. These students serve as role models for fifth graders, while strengthening their own leadership and communication skills.

“We are excited to see the changes occurring in our recess time,” said Assistant Principal Melinda Luders. “Engagement has increased and so have the smiles. We are very proud of our sixth-grade Junior Coaches, who are role models for the fifth graders and assist in creating a safe and fun wellness time for a variety of student interests.”

Supporting safe, healthy, and inclusive recess experiences at Noble Intermediate School reinforces the shared goal of providing professional learning opportunities, such as Playworks training, to schools and communities across Maine. By investing in wellness through play, Noble Intermediate School is helping students to build lifelong skills, while fostering a joyful, supportive school culture.

This story was submitted by Noble Intermediate School. To submit a good news story to the Maine Department of Education (DOE), please fill out the good news submission form.

Community Regional Charter School Spreads Holiday Cheer Through First-Ever ‘Giving Room’

The holiday season is often filled with joy and celebration, but it can also bring added worry for some families, as they work to maintain cherished traditions during the darker, colder days of winter. Recognizing the financial pressures that many families face during this time of year, Community Regional Charter School (CRCS) came up with a new initiative, designed to uplift its community through support, connection, and generosity.

Through thoughtful conversations among CRCS staff about how best to support families, the idea for “The Giving Room” was born. On Friday, December 5, 2025, CRCS staff organized and hosted the school’s first annual Giving Room event, led by Casie Guillow, CRCS Outdoor Learning Facilitator. The event transformed CRCS Overman Academy in downtown Skowhegan into a joyful holiday market where families could “shop” for gifts at no cost.

In the weeks leading up to the event, donated items were collected across CRCS’ three campuses. Families, staff, and community members generously contributed new or gently used clothing, accessories, home décor, holiday decorations, books for children and adults, toiletries, bikes, craft supplies, and toys—ensuring there were gift options for every member of the family.

While children enjoyed festive crafts, games, and cookie decorating upstairs, guardians were invited to fill reusable bags with as many items as they wished. A gift-wrapping station allowed families to wrap presents on site or take supplies home, making the experience both practical and celebratory.

The Giving Room event was held from 4:30 to 6:30 p.m. and was intentionally scheduled to coincide with the SKOW-Whoville Parade, giving families the opportunity to continue the evening by participating in the town’s broader holiday celebration.

In addition to The Giving Room event, CRCS Facilitator Kareen Sparrow organized a companion initiative focused on generosity and connection called “Gift of Giving,” a virtual angel tree. CRCS families were invited to anonymously submit holiday wishes and needs, which were then shared with staff, families, and community members who volunteered to fulfill them.

“I encouraged CRCS to start the Gift of Giving because I want families to know that we provide more than an education; we care,” Sparrow shared. “We offer opportunities, support, and meaningful connections within our community.”

Together, The Giving Room and the Gift of Giving fostered a strong sense of togetherness and highlighted the compassion and generosity that define the CRCS community. As an uncompromisingly learner-focused school, CRCS is proud to create opportunities that support families and reflect the true spirit of the holiday season.

This story was submitted by Community Regional Charter School, a comprehensive, free, public charter school serving learners from pre-K through grade 12 across three campuses in central Maine. To submit a good news story to the Maine DOE, please fill out the good news submission form.

PBIS in Action: How Portland Public Schools Is Transforming School Culture

At Portland Public Schools, the journey to creating joyful, supportive, and safe learning environments took a major step forward when Positive Behavior Interventions and Supports (PBIS) moved from scattered, school-level efforts to a central part of the district’s Strategic Plan. Schools in Portland had been using elements of PBIS for some time, but two years ago, the district officially named PBIS under its “Whole Student, Connected Community” goal, providing clarity, purpose, and district-wide momentum.

The impact of this development within the district is already visible. Schools with strong PBIS systems are seeing reductions in office discipline referrals and increases in positive climate indicators. One middle school has experienced a significant decline in behavioral incidents following the shift to focus on culture building. In several other schools, targeted supports are reaching more students, thanks to stronger systems and use of data.

At the elementary level, one school’s focused work in the cafeteria—teaching and reinforcing routines, adding student voice, and carving out time for quiet reading—has transformed the space, while also increasing students’ time with books.

“At our school, PBIS has helped us strengthen student leadership and build connections across grade levels. Recently, some of our fifth graders—being the senior students in our building who have spent years practicing our schoolwide PBIS expectations—began reteaching those expectations to the younger grades,” Jeremy Lynch, Culture and Climate Coordinator of Amanda C. Rowe Elementary School, said. “I expected some groans when I told them they’d have the opportunity to do this after every single school break. Instead, I was met with a room full of exuberant cheers! They love taking on this leadership role, and the younger students clearly look up to them. The power of PBIS to transform a school community truly is incredible.”

PBIS has also strengthened collaboration. Staff from a range of roles are leading building-based teams, creating shared ownership, and ensuring that their work reflects the whole school community. This includes efforts to translate visuals and materials and ensure that expectations are culturally relevant.

“PBIS has helped us build a cohesive, schoolwide framework that allows us to intentionally weave together the practices most essential to supporting the students and families we serve, while keeping equity at the center. Within this structure, we are able to align restorative practices, culturally responsive teaching, trauma-informed approaches, and more,” Bobbie Thibodeau, Culture and Climate Coordinator of Lincoln Middle School, said. “The PBIS framework has supported more consistent implementation across classrooms and strengthened collaboration among teachers, families, and students. This shared approach has improved communication, created more predictable and supportive learning environments, and—most significantly from my perspective—allowed us to develop authentic, positive relationships throughout our learning community.”

This year, Portland Public Schools has adopted into use the new Tiered Fidelity Inventory (TFI 3.0) with most schools meeting the measure of fidelity to a PBIS framework. The district also has seven schools participating in the Maine Department of Education’s (DOE) Advanced Tiers Cohorts, an opportunity for networking, skill building, and technical assistance for schools who meet fidelity in Tier 1.

For those districts just getting started, Portland Public Schools offers this advice: Don’t stop at the surface. PBIS isn’t just about rewards; it’s about building systems that help every student to thrive.

PBIS is a nationally recognized, evidence-based framework designed to create positive school climates by teaching and reinforcing clear behavioral expectations. It helps schools to improve student behavior, promote academic success, and build supportive environments where all students feel safe, respected, and empowered to thrive. To learn more about PBIS in Maine, visit the Maine DOE website.

This article was developed in collaboration with Portland Public Schools and the Maine PBIS program, a partnership between the Maine DOE Office of Special Services and Inclusive Education and the University of Maine System. This article is part of a series highlighting the successes of Maine schools that are in the process of implementing, or that have implemented, PBIS in their schools. To submit a good news story to the Maine DOE, please fill out the good news submission form.

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.

Princeton Elementary Showcases Hands-On STEAM Learning Through Maine DOE Learning Tour

On December 9, 2025, Princeton Elementary School teacher Donna Netzer opened her classroom to educators from across Maine, as she demonstrated ways to incorporate numerous Science, Technology, Engineering, the Arts, and Mathematics (STEAM) technologies into the typical educational environment. This presentation was part of the Maine Department of Education (DOE) Office of Innovation’s latest Learning Tour, an opportunity for educators to participate in peer-to-peer learning.

During the Learning Tour, Netzer and her tech-savvy students demonstrated how each STEAM technology in her classroom (e.g., indi robots, Bee-Bots, Cubelets, 3D pens, etc.) is easily connected to the required grade-level Maine Learning Results. Netzer prepared demonstrations with students from pre-K through grade 8, illustrating how her students are “tech-sperts” for their peers and teachers at their small, rural school.

Experiential learning opportunities can be extremely powerful for many students, as they bring contextual meaning to the concepts being taught in the classroom, turning cerebral ideas into authentic life experiences. For some students, experiences in an outdoor environment may resonate, while for others, STEAM experiences may help to establish those learning connections.

The evening before Princeton’s Learning Tour, Netzer also arranged a STEAM night, where students, families, and community members could visit the school and explore some of these STEAM technologies for themselves.

It was a well-attended event, and many community members expressed excitement about trying things out for themselves. One of the unique applications was a Makey-Makey project that showcased conduction principles and programmable circuit boards in the form of a banana piano!

Check out this video highlighting the Princeton Elementary School Learning Tour:

The Maine DOE Office of Innovation is committed to providing Learning Tours that showcase these innovative learning experiences across the state. If you are interested in learning more, please contact Elaine Bartley, Maine DOE Rethinking Responsive Education Ventures (RREV) Research and Design Director, at elaine.bartley@maine.gov.

Maine Adult Education Educator Julie Berube Honored with National Barbara Bush Fund for Family Literacy Grant

The Maine Department of Education (DOE) is proud to recognize Julie Berube, Coordinator of the First Teachers Family Literacy Program at Biddeford Adult Education, as a recipient of a $10,000 national grant from the newly established Barbara Bush Fund for Family Literacy, an initiative of the George and Barbara Bush Foundation.

Berube’s program was selected as one of only three grant recipients nationwide in the Fund’s inaugural year, alongside organizations in Washington, D.C., and Florida. Announced in November 2025, the Barbara Bush Fund for Family Literacy builds on First Lady Barbara Bush’s decades-long commitment to literacy by supporting proven, community-based family literacy programs and elevating effective practices across the country.

For Berube, the recognition was both unexpected and deeply meaningful.

“When I initially found out my program was selected for the $10,000 grant, I was shocked,” Berube shared. “Pam Cote, Senior Director for the Barbara Bush Fund for Family Literacy, called me one evening in October. I was working late and happened to be the one answering the phone. I truly thought she had been gathering information for a national directory.”

Berube noted that after nearly six months of conversations with the Foundation, she never imagined her program would be among the first funded.

“I am profoundly grateful and humbled to be among the first recipients recognized by the newly launched George and Barbara Bush Foundation. After 26 years coordinating the First Teachers Family Literacy Program, this recognition serves as a powerful affirmation of my enduring commitment to family literacy.”

Berube’s connection to Barbara Bush’s literacy legacy runs deep. Berube joined Biddeford Adult Education in 1999 as a Child Care Coordinator and was soon encouraged by then-Director Anita Kramer to step into the role of Family Literacy Coordinator.

“I was hesitant at first—it was a big endeavor,” Berube recalled. “But Anita believed in me, and that made all the difference.”

With Kramer’s support, Biddeford Adult Education applied for and received a Maine Family Literacy Initiative (MEFLI) grant—funded through the original Barbara Bush Foundation. The program was named First Teachers, reflecting Barbara Bush’s belief that parents are a child’s first and best teachers.

Biddeford became the only program in Maine at the time to receive two consecutive MEFLI grants, and Berube noted that Barbara Bush herself had a strong personal connection to the region, spending summers in nearby Kennebunkport.

When MEFLI funding ended, Berube was determined to keep the program alive.

“I ran a penny auction fundraiser for four years to keep First Teachers going,” she said. “I wrote letters to local businesses six months in advance, and we were fortunate to have interns from the University of New England. It took a lot of time and energy, but I wasn’t willing to let the program end.”

In 2009, family literacy funding was formalized and became a permanent part of the local school budget—a testament to the program’s impact, longevity, and strong outcomes.

“Receiving funding now from the George and Barbara Bush Foundation feels like a full-circle moment,” Berube shared. “I started this program with a Barbara Bush Foundation grant, and more than two decades later, I’ve received a grant from the newly launched Barbara Bush Fund for Family Literacy.”

The First Teachers Family Literacy Program empowers parents and caregivers to build their own literacy skills while learning alongside their children. By engaging families together, the program strengthens early literacy, builds confidence, and helps break cycles of low literacy across generations.

Families in Berube’s Creative Play Class are participating in an Intergenerational Literacy Activity (ILA).

David Durkee, Program Director at Biddeford Adult Education, emphasized the program’s importance within the broader adult education mission.

“Julie has strengthened our adult education program by engaging parents and children together, building foundational reading and language skills, and fostering lifelong learning,” Durkee said. “Her work benefits individual families and the broader community.”

Durkee described Biddeford Adult Education as a leader in accessible, high-quality adult education, offering flexible programming, workforce development, and strong community partnerships.

“Julie has expanded family literacy significantly through partnerships with organizations like Head Start and continually offers new learning opportunities for students and families,” Durkee added.

The new grant will allow Biddeford Adult Education to further its family literacy efforts.

“This funding will enable us to expand parent-child literacy events, increase early childhood reading activities, offer more parent education workshops, and strengthen partnerships,” Durkee said. “These funds will broaden the program’s reach and provide more families with the resources they need to build strong literacy foundations.”

The Barbara Bush Fund for Family Literacy aims not only to provide funding but also to serve as a national thought leader, amplifying effective programs that address one of the country’s most pressing educational challenges. By awarding this grant, the George and Barbara Bush Foundation is honoring Berube’s decades of dedication, while investing in a vision that spans generations.

The Maine DOE congratulates Julie Berube and Biddeford Adult Education on this well-deserved national recognition and applauds their leadership in adult education and family literacy in Maine.

This story was a collaboration between the Maine DOE and Biddeford Adult Education Program. To submit a good news story to the Maine DOE, please fill out the good news submission form.