Laughter and music rang out in the gymnasium at East Belfast Elementary School on August 7 and 8, 2025, as early childhood educators from RSU 71 and Waldo County Community Action Partners Head Start participated in Playmaker University, designed to help early childhood professionals strengthen their relationships with children.
RSU 71 is one of six school administrative units (SAUs) across Maine that have been awarded grants through the First 10 Community School pilot, a project funded by Maine’s Preschool Development Grant. The First 10 model is a specialized community school approach that unites elementary schools, early childhood programs, businesses, community organizations, and social service agencies to support the wellbeing and academic success of children from birth through age 10.
This two-day event in early August was hosted by the RSU 71 First 10 Team as part of their work as a First 10 Community School. Educators who participated learned about the Life Is Good Playmaker Project, which teaches early childhood professionals how to help children who have experienced trauma to heal through play.
Through Playmaker University, facilitators provide a trauma-informed framework that can be used with children anywhere at any time. This training supports the social-emotional wellbeing of children and adults by improving relationships. The approach provides hopeful and uplifting strategies that can help to prevent burnout. Educators who participated said they found the opportunity to be informative, inspirational, and fun.
“It isn’t just children who experience trauma,” one educator said. “We needed this to heal ourselves after all of the challenges we have been through”.
“The best part was doing this with the people we work with: sharing the joy and building the relationships,” another educator said.
After the event, many words of thanks were shared with the facilitators and the RSU 71 First 10 Team for their work sponsoring this opportunity. Additional thanks went to local Principal Liz Ridgeway for championing this project and First 10 co-coordinators Kristie Hamlin and Crystal Box for their support. One participant shared: “We are so lucky for this positive start to the school year”.
The two days of in-person learning will continue with ten online modules, which participants will complete asynchronously to become certified Life Is Good Playmakers. A graduation celebration is slated for December, and the RSU 71 First 10 Team is already considering ways to share their learning with local families.
To learn more about the Life Is Good Playmaker Project, click here. For more information about the First 10 Community School pilot that provided this event as joint professional learning for early childhood educators in the RSU 71 community, visit the First 10 Community School webpage of the Maine DOE website or contact Sue Gallant, Maine DOE First 10 Community School Specialist, at Sue.Gallant@maine.gov.
This summer, the Intercultural Community Center (ICC) of Westbrook—proud recipient of a 21st Century Community Learning Centers (21st CCLC) grant—hosted an extraordinarily impactful seven‑week “Wonders of Water” program, welcoming 60 middle schoolers from the Westbrook School Department to a free and transformative aquatic adventure.
Thanks to crucial support from the 21st CCLC grant and generous partners, including the Casco Bay Estuary Partnership, Goldfish Swim School, cPort Credit Union, and Maine Community Swimming, each of these students received brand-new bathing suits, swim caps, goggles, and water bottles, empowering them to jump into learning with confidence and flair.
This program wasn’t just about fun; its core mission was instilling lifesaving water safety and swimming skills. Under the “Wonders of Water” theme, participants learned how to swim, to stay safe in and around the water, and to value aquatic environments. Every single student mastered swimming by the end of the program.
Over the course of 35 days of programming, students and staff embarked on 23 field trips, exploring 11 different bodies of water across the scenic Casco Bay watershed. From beaches and estuaries to ponds and coastal inlets, students gained both confidence in the water and a deepened appreciation for their local marine ecosystems.
ICC’s powerful summer achievement is based on the 21st CCLC grant, which ensures that academic enrichment, language support, and aquatic education remain free to learners regardless of their background.
Thanks to this funding, ICC has grown stronger through expanded staffing and enhanced coordination with the local school department. Meaningful outreach efforts have also made ICC a vital, dependable presence in the community.
This season’s aquatic triumph underscores ICC’s evolving impact: Beyond academic support, ICC is now fostering lasting lifesaving skills, environmental awareness, and inclusive summer fun. As ICC continues to weave together enrichment, safety, and community partnerships, it is clear that the ripple effects of this summer will persist far beyond the final swim cap being dried.
To the ICC team, students, families, and all community allies: Your dedication is making waves in the best possible way.
This story was written in collaboration with the Westbrook School Department’s Intercultural Community Center (ICC). To submit a good news story to the Maine DOE, please fill out the good news submission form.
Pictured from left to right: Maine FFA State Officers Callie Cullins, Hannah Shaw, Lane Carmichael, Jillian McLaughlin, and Mia Arcott
The National FFA Organization is recognized for inspiring members to take action and advocate—not only for their own beliefs but for the future of agriculture. Recently, Maine FFA State Officers took the next step in their advocacy journeys by attending the 2025 National FFA State Officer Summit, located in the heart of Washington, D.C.
The National FFA State Officer Summit is a five-day conference open only to state officers. During the conference, Maine FFA state officers had the opportunity to grow their advocacy skills by attending workshops with National FFA staff, listening to guest speakers such as U.S. Secretary of Agriculture Brooke Rollins. They networked with other state officers from all regions of the country and its surrounding territories and also had a once-in-a-lifetime experience connecting with their respective congressional delegation.
Throughout the week, Maine FFA state officers worked together to discuss their advocacy plans. Team members worked carefully to create plans of action for their legislative meetings, focusing primarily on delivering the “legislative ask.” The legislative ask, brought forward by Maine FFA, sought to increase membership in the National FFA Caucus, bipartisan group of senators and representatives that focuses on the prosperity and protection of the National FFA Organization.
Members of the caucus give FFA members a direct voice within our nation’s government, allowing them to freely express ideas, comments, and concerns regarding the organization. Additionally, the caucus provides a level of protection to the organization by fighting for secure funding to enhance agricultural education initiatives. This funding allows the organization to continue to support members in a variety of ways, including by providing monetary scholarships to support students pursuing secondary education, establishing grants for chapters to grow and establish strong agriculture education programs, and allowing for the continuation and improvement of all national leadership workshops.
With such a large ask at hand, the state officers did not take their job lightly. Team members worked countless hours, both leading up to and during the conference to ensure smooth delivery of the legislative ask. They met with Senator Angus King, Congresswoman Chellie Pingree, and Senator Susan Collins, establishing connections with Maine’s congressional delegation by sharing personal stories, hopes, and aspirations for Maine’s agricultural future.
“My highlight of the State Officer Summit was definitely getting the opportunity to speak with Maine’s legislators at the Capitol,” Hannah Shaw, 2025-2026 FFA Maine State Treasurer, shared. “Getting to advocate for our FFA members while touring the Capitol is something I will never forget.”
Though the team travelled to the Capitol for work, team members scheduled time to bond with one another, as they explored the various sites throughout Washington, D.C. During this time, the officers traveled to Arlington National Cemetery to pay tribute to the thousands of men and women who have served in the armed forces. Jillian McLaughlin, Maine FFA State Reporter noted, “It is because of these brave people that we have the opportunity to freely participate in our organization.”
Additionally, the team attended a guided night tour of the monuments throughout Washington, D.C., allowing them to get up close to monuments, such as the Thomas Jefferson Memorial, the Martin Luther King Jr. Memorial, and the Washington Monument.
Though their week in Washington, D.C. may have come to an end upon their departure on July 18, 2025, the Maine FFA state officer team continues to advocate for Maine agriculture and FFA members.
“One of my highlights from the summit was getting to use my voice to advocate for agriculture, while building meaningful, life-long connections with others who share the same passion,” Callie Cullins, Maine FFA State Vice President, said.
As the team’s year of service progresses, team members will continue to work to ensure that the voices of all Maine FFA members and agriculturalists are valued and heard.
This story was written by student Jillian McLaughlin, the Maine FFA State Reporter. To submit a good news story to the Maine DOE, please fill out the good news submission form.
(MSAD 54 educator Dorothy Small shares her passion for tagging Monarch butterflies, teaching students how to find Monarch eggs, raise them, tag the insects, and release them.)
At Mill Stream Elementary School, pre-K through second grade classrooms are embracing the “For ME” curriculum, an innovative, whole child-focused instructional approach, adapted from Boston Public Schools and available through the Maine Department of Education. Designed to integrate research-based practices aligned with Maine’s Learning Results, this program encourages children to grow as learners and also as active, responsible citizens.
Second grade teacher Tiffany Frost has seen firsthand how the “For ME” curriculum inspires her students. Having taught both the kindergarten and second grade modules, Frost is a strong advocate for giving students ownership of their learning.
“The curriculum is so well designed that everything we are doing connects,” Frost said. “My students aren’t just reading about their world; they’re inspired to become problem-solvers and collaborate with their peers to find solutions.”
When fellow teachers Tracy LaPlante and Ciera Lambert explored the upcoming second grade “For ME” module, they approached it with genuine curiosity. Working alongside academic coach Barbara Welch and supported by ASPIRE, a local partnership dedicated to student career aspirations, the team developed a community-based focus for the unit, which included presentations by community members, as well as other educators like Dorothy Small, who taught students about Monarch butterflies. Special Education teacher Patty Moody also joined the effort, helping to expand learning opportunities through reading and writing in all settings.Special Education teacher Patty Moody also joined the effort, helping to expand learning opportunities through reading and writing in all settings.
Throughout this unit, students became researchers, creating informational brochures about flowers to be shared with local businesses. They also took on the role of Pollinator Ambassadors, designing tri-fold displays to explain the vital relationship between pollinators and flowers. To deepen students’ understanding, community partners visited the classroom to share their expertise and skills, offering students hands-on opportunities to explore pollination.
This project culminated in the Pollinator Exhibit, where second graders proudly shared their work with parents, fellow students, and staff. Visitors toured the displays and participated in interactive activities led by students from Somerset Career and Technical Center’s Early Education program.
Through the “For ME” curriculum, Mill Stream Elementary’s second graders didn’t just study pollinators; they became advocates for them, proving that even the youngest learners can make a big impact in their community.
This story was written in collaboration with Mill Stream Elementary Schooland the Maine DOE Early Learning Team.To submit a good news story to the Maine DOE, please fill out the good news submission form.
Pictured: Zachary, a former student of Two Rivers CDS, waits with excitement before the event begins.
Laughter, applause, and proud smiles filled the room at the Two Rivers Child Development Services (CDS) site in Brewer on Thursday, August 21, as families, educators, and local officials gathered to celebrate the Stepping Stones Preschool Graduation. This event marked an important milestone for the class of 2025—a group of preschool-aged children transitioning from CDS services into their local public schools, including many who will begin kindergarten in the Brewer School Department this fall.
More than just a graduation, this ceremony celebrated the hard work of students, families, and educators, as these children move confidently into the next chapter of their educational journeys. It also reflected Maine’s broader transition effort, led by the Maine Department of Education (DOE) and CDS, to move Early Childhood Special Education services for children ages three to five from CDS programs into public school systems statewide—a process that aims to be fully implemented by 2028.
The Stepping Stones Preschool Graduation, organized by CDS staff, including Site Director Amy Bragg and Assistant Preschool Manager Sarah Taylor, was full of energy and emotion, as families watched their children sing, laugh, and accept certificates, gifts, and sorbet to celebrate their progress.
“I’m most excited for them and their families,” Taylor said. “We are so lucky to have had these kids. Just being able to celebrate them and all the progress they’ve made is the most exciting part.”
For Marie Brown, the day was especially meaningful, as she watched her grandson, Bryson, graduate.
“This is his second year here, and he was actually the first child enrolled in the program in Brewer,” Brown said. “I’ve seen leaps and bounds in his work. The people here—I can’t say enough; they’re wonderful.”
Brown shared that she is hopeful, as Bryson prepares to enter kindergarten in the public school system: “I’m nervous because this has been our comfort zone, but I’m excited to see the next chapter in his growth.”
This joyful moment was made possible by the collaborative work between CDS and local public schools, including those in the Brewer School Department, which is part of the second cohort of school administrative units (SAUs) participating in the transition. Starting this fall, Brewer and 33 other SAUs will take on the responsibility of providing Free Appropriate Public Education (FAPE) and Child Find services under the Individuals with Disabilities Education Act (IDEA), following a strong foundation laid by Cohort 1 in the 2024-2025 school year. Every child with a disability in the initial SAUs was fully supported within their local school communities—demonstrating the power of collaboration between CDS and SAUs.
According to Angela Moore, Director of Special Education for Brewer Schools, the transition has been a positive and collaborative process, as schools prepare to welcome children and provide seamless supports from day one.
“CDS has been so incredibly helpful,” Moore said. “Bragg and her team have been exceptional in making us aware of the students coming in, what their needs look like, and how we can plan for them.”
Moore highlighted how valuable it was to sit down with CDS staff in the spring and review the needs of each child in detail.
“That hour and a half saved me a lot of reading time; it was like a passing of the torch,” she explained. “They helped us to build trust and truly understand each student before they even step into our classrooms.”
While the shift from CDS to public schools is a significant structural change, families are already seeing the benefits: access to services within their communities, fewer transitions, and coordinated support from both agencies.
Heather Imferrera, whose son, Zachary, is moving from Two Rivers CDS to pre-K in Orrington (AOS 47), shared her enthusiasm about the services Zachary has received so far at Two Rivers and what he’ll receive in Orrington.
Zachary and his mom, Heather Imferrera.
“It has been amazing,” Imferrera said of her family’s experience.
Imferrera said she is excited that in his new setting this fall, Zachary will be able to receive speech and occupational therapy services, as well as specially designed instruction, while going to school with other kids in his community.
Taylor emphasized the importance of communication in helping families to feel confident: “We’re working to show that pre-K is going to be treated just like kindergarten or first grade. It’s their public school; it helps people to understand and feel more at ease.”
Both CDS and SAUs are learning from the first cohort of schools that began this transition in 2024, and those lessons are making a difference.
“We definitely learned from the first year,” Bragg said. “Now that we’re going into the second year, everybody’s on a better timeline and has more information.”
Bragg also mentioned that a few larger SAUs that CDS has been working with have given them “rave reviews” in the process of this transition.
Bragg described the Stepping Stones Preschool Graduation as a confirmation of what CDS and its partners have been able to achieve: “It’s a huge milestone—for the kiddos and their families. It’s good to know we were able to meet their needs.”
The Maine DOE, through the Office of Special Services and Inclusive Education (OSSIE) and its CDS teams, continues to support this statewide effort with policies, resources, and guidance. Local SAUs, in turn, are building the capacity to serve children close to home, creating a more inclusive and supportive early education system.
Moore summed it up: “We’ve been ‘linking arms’ with CDS to make sure no child goes unserved or unidentified. That partnership has helped us to prepare classrooms, train staff, and really know the students before the first day. This transition is about doing what’s right for kids—and that’s what we’re focused on.”
As the ceremony concluded with high-fives, hugs, and photos, the mood was hopeful and celebratory. These young graduates may be small in size, but they’re stepping into big new opportunities—well-prepared, well-supported, and ready to thrive.
Looking ahead, Cohorts 3 and 4 of the CDS transition will follow over the next two years, guided by the lessons learned and best practices developed through this collaborative approach. This phased, deliberate transition reflects Maine’s commitment to providing high-quality, inclusive services for children and families—meeting them where they are.
Two Rivers CDS, the Brewer School Department, and the Maine DOE Office of Special Services and Inclusive Education contributed to this article, written as part of a series highlighting the ongoing efforts of CDS and public schools in providing comprehensive educational services to Maine’s children with special needs. To submit a good news story to the Maine DOE, please fill out the good news submission form.
(Pictured: Alfred Elementary School Counselor Jackie Chaplin)
Alfred Elementary School is celebrating a major achievement after being recognized at the American School Counselor Association’s (ASCA) annual conference in July. The school has earned the RAMP (Recognized ASCA Model Program) designation—an honor awarded to schools with outstanding, comprehensive, and data-driven counseling programs.
Through the leadership of school counselor Jackie Chaplin, Alfred Elementary has established a strong, supportive counseling framework that aligns both district goals and student needs. Jackie, who began at Alfred in 2005 and is now entering her 21st year, has played a critical role in shaping the school’s counseling efforts. Her leadership helped create a Multi-Tiered System of Support for Behavior (MTSS-B), integrating clear Tier I, II, and III behavioral supports that focus on promoting a kind, respectful, responsible, and safe school community.
This recognition, awarded to 1,300 schools nationwide and only five in Maine over the past 21 years, acknowledges Alfred Elementary’s success in delivering a school counseling program that uses data-based decision-making, provides both direct and indirect services to students, and leads to improved academic performance, attendance, and behavior.
Key components that contributed to the school’s RAMP designation include structured systems for analyzing behavioral data, like the Office Disciplinary Referral (ODR) and Request for Assistance (RFA) forms. These tools help staff track trends and make informed decisions about schoolwide and individual student needs. Positive Behavioral Supports at the Tier I level—such as Model Mustangs, Golden Tickets, Student of the Month recognitions, and a new incentive involving a book vending machine—are carefully tracked to celebrate student success and promote positive behavior. Universal screeners like the Student Risk Screening Scale (SRSS), completed by teachers three times a year, help identify students who may need additional support and lead to targeted Tier II or Tier III intervention plans based on measurable goals.
Students also benefit from weekly classroom lessons based on the 2nd Step Curriculum. These lessons are often adapted to reflect current schoolwide trends, such as addressing physical aggression if data shows an uptick in related referrals. Small group sessions, peer helper leadership opportunities for fifth graders, and consistent attendance tracking round out a comprehensive system that’s fully embedded into the school’s culture.
This was Alfred Elementary’s first time applying for RAMP recognition. The application followed Chaplin’s earlier achievement of being named Maine’s School Counselor of the Year, representing a meaningful professional goal that closely aligned with the school’s mission. With the designation now secured, Alfred Elementary will hold the RAMP title for the next five years before needing to reapply.
Other Maine schools recognized at this year’s ASCA conference included George B. Weatherbee School, which received the award for the second time, and Hall-Dale Elementary School, which earned the designation in 2023.
Alfred Elementary’s RAMP recognition stands as a powerful testament to the school’s commitment to fostering academic growth, social-emotional development, and a positive, inclusive school climate—one data point at a time.
This story was written in collaboration with Alfred Elementary School.To submit a good news story to the Maine DOE, please fill out the good news submission form.
Throughout the 2024-2025 school year, South Portland Middle School transformed how it connects with families, moving beyond the traditional open house model and limited parent-teacher conferences. By hosting a series of nine monthly events, the school created engaging opportunities for families to connect with staff members, celebrate student success, and build a stronger sense of community.
This new approach was shaped by a community needs and assets assessment that, in part, highlighted local families’ desire for more meaningful involvement. The assessment also contained three other key findings: Families are often busy; celebrating students motivates participation; and building connections is essential.
Using these insights, events were thoughtfully scheduled and designed to welcome all families. Supported by district and union leadership, the school partnered with organizations such as the Locker Project, Wayside Food Programs, and Greater Portland Health to provide meals, fresh food, and resources at events, making them accessible and welcoming.
One standout event of the series was the second annual Family Dinner in January, which drew nearly 300 attendees. Families enjoyed diverse foods from local vendors, while students took part in crafts, dancing, and open gym activities. Teachers enthusiastically staffed the event, contributing to its warm and inviting atmosphere.
“There wasn’t a single one of the staff who was acting like they ‘had’ to be there,” one parent reflected. “They were engaged, and the kids loved seeing them…What has been built here is special.”
This year-long effort culminated with the Student Showcase and Dinner, which 620 people attended. Students proudly shared their work, as families toured classrooms and hallways, celebrated achievements, and enjoyed a shared meal.
Other highlights included a staff talent show fundraiser that brought the school community together with joy and support. Attendance at all events ranged from around 100 to 775 participants, reflecting growing family engagement.
Moving forward, South Portland Middle School plans to maintain this successful programming with some adjustments and aims to involve more students and parents in planning. Special focus will be placed on increasing engagement among 7th and 8th graders, informed by recent student and upcoming parent focus groups.
By prioritizing joy, relationships, and student celebration, South Portland Middle School has built more than just a series of enjoyable events; it has established a true community, ready to grow in the years to come.
At Upper Kennebec Valley Junior/Senior High School, learning doesn’t stop at the classroom door; it grows, quite literally, from the ground up. What began as a student-built project in 2021 blossomed into a fully functioning greenhouse by the spring of 2022. Now, it serves as a living classroom rooted in responsibility, sustainability, and community engagement.
The Upper Kennebec Valley’s agriculture elective, led by nature-based educator Isaac Davis, immerses students in real-world learning experiences. Since launching his program in 2021, Davis has guided students through every stage of greenhouse and garden care—from soil testing and transplanting to pest control and harvesting. With class sizes averaging ten to twelve students, the program fosters a strong sense of teamwork and independence, all while exploring the science and systems behind sustainable agriculture.
Inside the greenhouse, students grow a wide variety of plants from seeds and cuttings. Colorful flowers like geraniums, marigolds, and snapdragons fill the space, alongside hearty vegetables, including tomatoes, brassicas, tubers, and even corn. The lessons, however, go far beyond plant care. Students learn how to identify and treat nutrient deficiencies and plant diseases, manage inventory, and apply best practices for integrated pest management. It is a full-circle approach that connects students to both science and the purpose behind what they grow.
In 2025, the program reached an exciting milestone: its first soft opening to the public. Students took the reins with everything—from pricing and marketing to customer service and sales—putting their learning into action and gaining invaluable entrepreneurial experience. While formal leadership roles exist, the course places greater emphasis on developing self-reliance. Students are expected to manage time-sensitive tasks and to see them through with care, pride, and ownership—skills that often carry over into their personal lives, with some students returning each fall to share how they’ve started their garden at home.
The greenhouse now operates year-round, with sections dedicated to both potted plant sales and in-ground cultivation. Support from the local community has been strong and steady. A recently introduced honor-system donation box at the entrance gives visitors a chance to contribute on their own time. All donations go toward essential operating costs, such as heating, helping the program to become increasingly self-sustaining.
That goal—true sustainability—is central to the greenhouse’s future. Davis is currently researching funding opportunities to support the addition of solar or wind power and a rainwater collection system. These upgrades are part of a larger five-year vision to make the greenhouse energy- and water-independent. In the short term, the program aims to broaden its plant selection and form partnerships with local growers, particularly for species that are difficult to start from seed.
One of the most heartening developments has come directly from the community. After several residents began donating extra plants and greenery, Davis was inspired to create a dedicated space within the greenhouse called, “The Good Will Greenhouse.” This is a place where generosity meets growth, and students take charge of managing a diverse and ever-changing inventory.
While still early in its public operations, the greenhouse is steadily gaining momentum. Social media has been the primary tool for spreading the word, and Davis anticipates more open houses and community events in the coming years. Each new class brings fresh ideas and energy to the table.
“My goal with this course is to teach patience, determination, and faith in the eventual payoff of one’s hard work,” Davis said. “It was Audrey Hepburn who once said, ‘To be a gardener is to hope in tomorrow,’ and I want my students to walk away understanding the importance of planning and investing in the future.”
At Upper Kennebec Valley, that future is already taking root—and it’s growing stronger every season.
This story was written in collaboration with Upper Kennebec Valley Junior/Senior High School.To submit a good news story to the Maine DOE, please fill out the good news submission form.
At Ocean Avenue Elementary School in Portland, the final days of the 2024-2025 school year didn’t just mark the start of summer; they marked the culmination of something far more meaningful. On May 28, 2025, students, families, and staff gathered for a joyful celebration that bloomed with laughter, learning, and the unmistakable smell of fresh basil.
Throughout the year, the LearningWorks AfterSchool program at Ocean Avenue was a place for students to grow—in every sense of the word. One of the most popular features of the program this spring was the health and wellness cooking club, where students rolled up their sleeves and discovered just how empowering (and tasty) healthy eating can be. Whether whipping up simple seasonal dishes or learning how to navigate a kitchen with confidence, they found pride in preparing food they could enjoy and share.
The lessons didn’t end at the table! Earlier this spring, families joined students for a creative project that planted the seeds for something special—literally. Caregivers and kids sat side by side, painting flowerpots in bright colors and bold designs, knowing that they would soon be home to basil plants that they would nurture together.
Two months later, those same pots were filled with life. At the program’s year-end gathering, students tucked basil seedlings into the soil with careful hands and eager hearts. With a quick crash course in how to tend to their new leafy friends, they headed home with plants, pride, and a few new favorite recipes.
“We’ve seen incredible growth this year,” Site Coordinator Stephanie Bethel said. “Not just in what students can do but in how they see themselves. From painting pots to planting basil, everything we’ve done has helped students—and families—to feel more connected, more confident, and more capable.”
As part of the 21st Century Community Learning Centers initiative, LearningWorks AfterSchool continues to foster safe, inspiring spaces that stretch beyond academics. At Ocean Avenue, those spaces came alive this year with the smell of pesto, the sound of laughter, and the roots of something that will keep growing long after summer begins.
This story was submitted by the LearningWorks Afterschool Program. To submit a good news story to the Maine DOE, please fill out the good news submission form.
The artistic talents of an Orono High School student will take center stage the weekend of August 2 and 3, 2025, as the State of Maine celebrates its fifth annual Wild Blueberry Weekend.
On July 17, 2025, at Brodis Farm in Hope, Governor Janet Mills made the official proclamation of Wild Blueberry Weekend, a tradition since 2021 to celebrate the state’s berry and the growers and processers who harvest it. This statewide event features farm tours and other activities at more than a dozen wild blueberry farms across ten counties, as well as wild blueberry-themed offerings at restaurants, ice cream shops, and breweries.
This year, the Wild Blueberry Commission of Maine announced a T-shirt design for the fifth annual Wild Blueberry Weekend. During her Brodis Farm visit, Governor Mills celebrated Orono High School student Elena Weaver, whose winning design will be featured on T-shirts to be sold at participating farms during Wild Blueberry Weekend.
“We launched the T-shirt design contest this year in celebration of Governor Mills’ proclamation of 2025 as the ‘Year of Youth in Agriculture’ in Maine,” Jennifer Maskala, Director of Programs for the Wild Blueberry Commission of Maine, said. “We reached out to more than 100 Maine schools to encourage student participation and were proud to receive submissions from across the country.”
Maskala said that a selection committee reviewed all entries using a judging rubric and evaluated them based solely on the artwork itself.
“We were honored to recognize a youth winner from Maine and an adult winner from Washington state at the Governor’s Wild Blueberry Weekend proclamation event—a meaningful way to celebrate creativity, agriculture, and the next generation of leaders in our industry,” Maskala said.
Thirty-one people total submitted designs for the Wild Blueberry Weekend T-Shirt Design Contest. Maskala said the Commission selected Weaver’s design based on its strong visual impact, creativity, and clear appeal to young audiences. Maskala said that Weaver’s design stood out for its originality and the way it captures the spirit of Wild Blueberry Weekend in a fun and engaging way.
“I love doing art, and it is special to have my work seen by so many people. There are a lot of subtle colors to wild blueberries as they ripen, and this influenced my design,” Weaver said. “My favorite thing about blueberries, though, is eating them!”
In 2024, more than 10,000 people attended Wild Blueberry Weekend events in Maine. If turnout is similar this year, that will make for quite the platform for Weaver’s artwork.
You can learn more about Wild Blueberry Weekend, and find a map of participating locations, here.
Maine DOE Newsroom 