Recognizing the Importance of Financial Literacy and Personal Finance Education

This article was written by Maine Department of Education (DOE) Financial Literacy Teacher Leader Fellow Mark Ashe, who currently teaches at Cape Elizabeth High School.

If you weren’t aware, April was National Financial Literacy Month. The seeds of this concept began with the National Endowment for Financial Education and the Jump$tart Coalition in the early 2000s, with the emphasis being on the education of young people. The United States Senate later formalized April as National Financial Literacy Month.

National Financial Literacy Month underscores the importance of basic financial knowledge, such as understanding the math behind APRs and compound interest or the factors that affect credit scores. There is a growing body of research that suggests that behavioral change is also critical to improving financial wellness. A study from the Journal of Family and Economic Issues found that increasing individuals’ “perceived financial knowledge” is positively associated with “positive financial behaviors.” This means that financial confidence itself may be a significant driver of financial well-being.

For instance, the stock market can seem incredibly complicated and intimidating to students as they begin to think about investing. Teaching students that they don’t need to know much about the economy to save successfully for the future can be empowering. Using a tool like Portfolio Visualizer can be useful to help young people see the historical importance of staying invested, even when bad things are happening in the world. Encouraging students to engage with a stock market simulation can help them learn how volatile individual stocks are and how chasing the latest “winners” can lead to poor investment results. Helping students understand behavioral strategies like “mental budgeting” (i.e., keeping multiple savings accounts for different financial goals) or writing down everything spent in one week or month can be just as important to financial wellness as understanding the power of compound interest and APRs.

Financial Literacy Resources from the Maine DOE

The Maine DOE provides educators and schools with curated resources to support financial literacy education. A growing, and frequently revised, list of relevant materials can be found on the Numeracy Hub in the “Numeracy in Action” section. Resources highlighted currently include those from Intuit for Education, EconEd, and Next Gen Personal Finance. These educator-tested materials are accessible and easy to use, whether you are an experienced financial literacy educator or new to the field. Teachers can also log in to bi-weekly Maine DOE Humanities and Civics Virtual Support sessions for help planning and using Financial Literacy resources.

Financial Literacy Resources from the Finance Authority of Maine (FAME)

FAME supports financial literacy for both students and educators across the state. On May 8, 2026, FAME is hosting the 17th annual Fostering Financial Education in Maine Schools Conference, a free, statewide professional development opportunity for K-12 educators, school counselors, and others who support student financial wellness. This year’s theme, “Teach, Share, Empower: Educators Empowering Educators,” highlights the innovation and expertise found within Maine classrooms.

At the conference, attendees will have the opportunity to:

Participate in educator-led, classroom-ready sessions.
Connect and collaborate with peers from across the state.
Explore financial wellness resources from a variety of exhibitors.
Gain practical tools to support students’ financial well-being.

The conference also offers valuable support for educators, including substitute-teacher reimbursement and networking opportunities that extend beyond the event. Learn more and register here.

Leading Early Learning Fellowship: A Professional Learning Series for Elementary School Administrators

The Maine Department of Education (DOE) is pleased to announce that applications are now open for the fifth cohort of the Leading Early Learning Fellowship, which will launch during the 2026-2027 school year. Applications will be accepted through July 10, 2026.

As more Maine elementary schools expand their preschool offerings and implement whole-student approaches across the pre-K through grade 3 span, elementary administrators have expressed a need for professional learning tailored to early learning leadership. In response, the Maine DOE, in collaboration with two statewide early childhood organizations—the Maine Roads to Quality Professional Development Network and the Maine Association for the Education of Young Children—created the Leading Early Learning Fellowship, a dynamic professional learning series designed to meet these needs and support leadership development. Since its launch in 2021, the Fellowship has served five cohorts of elementary school leaders.

“Participating in the series has helped me to look at the decisions we make about our instructional programming and school community through the lens of early learning and what is developmentally appropriate for our youngest learners,” a participant from the first cohort said.

The Fellowship offers rich opportunities for participants to deepen their understanding of early learning pedagogy and best practices for supporting students and educators across pre-K through grade 3. The experience includes a blend of asynchronous learning modules, facilitated online professional learning communities, and in-person gatherings, which support participants in achieving the following outcomes:

Increasing their knowledge of early childhood development and pedagogy.
Strengthening early childhood leadership abilities within their school administrative units (SAUs) and communities.
Identifying resources and key components of high-quality early childhood programming.
Engaging with a network of colleagues to grow their understanding of early childhood.

“I really enjoyed the variety of materials and activities in which we were engaged—videos, utilizing the observation and reflection tools, and the readings. Also, it was a great group of people to interact with, both online and in-person,” a participant from the third cohort said.

To learn more, please review the informational guide, which includes full program details and the application link. The 2026-2027 cohort will include up to 30 participants. Again, applications will be accepted through July 10, 2026. Once capacity is reached, a waiting list will be created.

For additional information, please contact Maine DOE Director of Early Learning Lee Anne Larsen at leeann.larsen@maine.gov.

PRIORITY NOTICE: Request for Applications Now Open for Maine Career Pathways Pilot Opportunity

The Maine Department of Education (DOE), in collaboration with the Maine Department of Labor (DOL), has issued a Request for Applications (RFA) for funding from eligible organizations for the Maine Career Pathways (MCP) pilot opportunity.

The MCP framework is designed to prepare Maine students and adult learners for postsecondary and employment success by providing advising and navigation supports, coursework for postsecondary credit, meaningful work-based learning experiences, and workforce credentials. The Maine DOE and Maine DOL anticipate making 2-4 awards from this RFA (up to $250,000) for the following pathways:

Early Childhood Education
Healthcare
Infrastructure/Trades

Eligible Applicants
Those eligible to apply for this RFA include Maine school administrative units (SAUs), high schools, career and technical education (CTE) schools, adult education programs, and community-based organizations that have a history of partnering with schools to deliver career/workforce development opportunities and plan to partner with a school-based organization for this RFA opportunity. Eligible occupations are noted in the RFA materials.

Performance Period
August 1, 2026-July 31, 2028

Application Process Details
Eligible organizations interested in this grant opportunity may access the RFA via the State of Maine’s Vendor Self Service System (VSS), where they should submit their applications along with any questions about the RFA. (Please see this priority notice issued on January 9, 2026, for more information and training materials related to VSS. The Maine DOE strongly recommends that organizations ensure they can access VSS ahead of the RFA due date.)

The timeline for this RFA is as follows:

April 24, 2026 – RFA opens via VSS.
May 6, 2026 – Virtual informational session at 2 p.m. (details below)
May 13, 2026 – RFA questions must be submitted via VSS by 4 p.m.
June 1, 2026 – RFA applications must be submitted via VSS by 4 p.m.
June 29, 2026 – Award notifications
August 1, 2026 – Anticipated contract start date
July 31, 2028 – Anticipated contract end date

To learn more about the MCP framework and this grant opportunity, potential applicants are encouraged to attend a virtual informational session on Wednesday, May 6, 2026, at 2 p.m.Please use this link to join. Registration is not required in advance.

Additional information about career pathways can be found on the Maine Career Pathways webpage. Applicants interested in developing new or expanding existing pre-apprenticeships or registered apprenticeships may consider reviewing the Maine DOL RFA #202603031 Expansion of the Maine Apprenticeship Program in VSS for additional funding opportunities.

Alternative Education Association of Maine Hosts Spring Conference in Waterville

The Alternative Education Association (AEA) of Maine successfully hosted its 2026 Spring Conference on Friday, March 27, 2026, at Colby College in Waterville. The conference theme, “Building Resilience for All,”brought together alternative education teachers, administrators, superintendents, and school staff from across the state for a day of learning, collaboration, and renewed energy.

*Nicole Davis, Maine DOE Emerging Technology Specialist, kicked off the AEA of Maine 2026 Spring Conference as keynote speaker and highlighted how alternative educators should navigate AI.*

Nicole Davis, the Emerging Technology Specialist from the Maine Department of Education (DOE), kicked off the conference as the keynote speaker. Davis spoke about how Artificial Intelligence (AI) can spark powerful emotions—joy, fear, anxiety, excitement—and how alternative educators can navigate uncertainty, find confidence, and embrace AI as a meaningful tool to enhance teaching and learning.

Alternative educators at the AEA of Maine 2026 Spring Conference connected, engaged, and learned alongside one another, strengthening their work and advancing their impact.

Throughout the day, participants engaged in a variety of impactful sessions designed to support both student success and educator well-being through the alternative education lens. Presentation topics included:

AI and Alternative Education
Resonance Language (Empathy for Everyone)
Restorative Practices
From Awareness to Action: Strengthening Trauma-Informed Practice in Your Classroom
Substance Abuse (Peer Support) from SEED (Students Empowered to End Dependence)
Sustaining the Helpers: Practical Tools for Burnout and Compassion Fatigue
Beyond the High School Model: Redefining Middle School Alternative Education

Participants also had opportunities to share strategies, reflect on their practices, and build meaningful connections with colleagues dedicated to alternative education pathways.

*From left to right: Jacqui Holmes, Tracey Menard, Tristen Hinkle, and Ryan Verill of AEA of Maine are leading the charge in alternative education in the state.*

AEA of Maine extends its sincere thanks to all presenters, participants, and organizers, as this continued commitment to innovation, equity, and resilience in education is what drives this work forward.

AEA of Maine hosts a Fall and Spring conference every year. to the AEA of Maine welcomes new and veteran alternative educators, administrators, superintendents, and school staff (e.g., education technicians, school counselors, school social workers, community partners, etc.) who support this work.

To learn about future AEA of Maine events or to get involved with AEA of Maine, please visit the AEA of Maine website or contact AEA of Maine President Tristen Hinkle at thinkle@msad54.org or AEA of Maine Vice President Tracey Menard at menart@portlandschools.org.

For additional information or resources on alternative education in Maine, please contact Aubrie Howard, Maine DOE Student Success and Wellbeing Specialist or visit the Maine DOE Alternative Education webpage.

Alternative Education Association of Maine Seeking Nominations for Alternative Educator of the Year, Martin Mackey Memorial Scholarship, and Retiree Recognition Program

The Alternative Education Association (AEA) of Maine is currently accepting nominations for the 2025-2026 Alternative Educator of the Year award and the 2025-2026 Martin Mackey Memorial Scholarship for graduating seniors. AEA of Maine is also seeking submissions for a program honoring alternative education teachers and support staff who are retiring at the end of this school year. Submissions for all three opportunities are due by May 15, 2026.

The Alternative Educator of the Year award is intended to recognize an alternative educator who has provided exceptional opportunities and advancements for Maine’s alternative education students. For more information or to submit a nomination, please visit this link: 2025-2026 Alternative Educator of the Year Nomination.

The Martin Mackey Memorial Scholarship was established by the AEA of Maine in 2022 following the passing of Martin Mackey, a beloved education colleague and champion. This scholarship recognizes Mackey’s dedication to his career as an educator and his passion for working with students on alternative education pathways. For more information or to submit a nomination, please visit this link: Martin Mackey Scholarship Fund Nomination Form.

AEA of Maine is also honoring retiring alternative education teachers and support staff across the state. For more information or to recognize someone, please visit this link: AEA of Maine Retiree Form.

To learn more about any of these recognition opportunities or future AEA of Maine events, please contact Tristen Hinkle, AEA of Maine President, at thinkle@msad54.org or Tracey Menard, AEA of Maine Vice President, at menart@portlandschools.org.

Mount Abram High School Students Experience the Arts in New York City

Thanks to a generous grant from the Carrabassett Valley School Committee, Mount Abram High School students (MSAD 58) have had the opportunity over the past two years to experience immersive, real-world learning through arts-focused trips to New York City. These experiences have brought classroom lessons to life in one of the world’s most vibrant cultural hubs.

Last year, a group of students traveled to New York City for an art field trip filled with exploration and discovery. During that visit, students explored the world-renowned Metropolitan Museum of Art, toured Mana Contemporary, attended a performance on Broadway, and visited the School of Visual Arts. Along the way, they discovered small galleries tucked throughout the city’s art districts, gaining a firsthand look at the breadth and diversity of the art world.

For student Sage Norton, one of the highlights of the trip was exploring those smaller galleries.

“There are so many art galleries hidden away wherever you go,” Norton said, sharing that the trip also shifted her perspective on city life. “I used to hate cities, but visiting helped me grow fonder of them.”

Beyond the art itself, Norton noted she appreciated the connections formed during the trip.

“I would definitely go again,” Norton expressed. “It was an amazing experience, and I made friends with people I probably wouldn’t have talked to otherwise.”

Student Anneliese Ziehler said she valued both the cultural experience and the time spent with classmates.

“It was really nice getting to spend time with friends and new people outside of school,” Ziehler said.

With a packed schedule, students were constantly on the move—something that made the experience even more memorable.

“I would definitely go again if I have the chance. It was one of my favorite experiences during my time at Mount Abram,” Ziehler added.

For Brooke Atwood, the opportunity to draw throughout the trip was especially meaningful. Under the guidance of art teacher Mr. Masterman, students sketched what they saw, what inspired them, and what sparked their creativity.

“Everything I saw there inspired my art—the museum, the city landscape, the graffiti on buildings, and even the diverse restaurants,” Atwood reflected. “I learned more about the world of being an artist full-time and what that could mean for me.”

Building on the success of that first experience, the Mount Abram Art Department expanded the opportunity again this year. Funded once more by the Carrabassett Valley School Committee, 10 students participated in a second trip to New York City—this time, with an even broader itinerary and deeper engagement with the professional art world.

During this stay, students visited both the Metropolitan Museum of Art and the Museum of Modern Art, met directly with photographer Renate Aller and painter Gill Stewart in their studios, explored numerous galleries in the Chelsea Art Gallery District, and toured the School of Visual Arts. They also attended a production of Hadestown on Broadway, visited the 9/11 Memorial at Ground Zero, and experienced a wide range of public art installations across the city.

Amid this full itinerary, students gained valuable life skills beyond the arts. They learned to navigate a dense urban environment, traveled throughout the city using the subway and bus systems, and experienced city life firsthand—grabbing meals from food stands and bodegas while keeping up with a fast-paced schedule.

Together, these experiences offered students a powerful “crash course” in both the art world and urban living, exposing them to new perspectives and possibilities beyond high school.

Both trips have proven to be tremendous successes, giving Mount Abram students access to the energy, diversity, and opportunity of one of the world’s most significant arts capitals. More importantly, they have helped students build confidence, strengthen connections, and envision new pathways for their futures.

Opportunities like these are made possible through strong community support. Their impact will stay with these students long after their return home.

This story was submitted by MSAD 58. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Maine Roads to Quality Professional Development Network Seeking Feedback on Needs Assessment Survey

The Maine Roads to Quality Professional Development Network (MRTQ PDN), in partnership with the Catherine Cutler Institute at the University of Southern Maine, the University of Maine Center for Community Inclusion and Disability Studies, and the Maine Afterschool Network, is conducting a needs assessment survey to better understand practitioner interests related to professional development in early childhood and out-of-school-time programs.

MRTQ PDN supports early childhood (birth through early elementary) and out-of-school-time professionals in developing the expertise necessary to provide high-quality, inclusive, and culturally responsive care and education to Maine’s children. MRTQ PDN offers early childhood professionals access to high-quality professional learning through facilitated and on-demand trainings, book clubs, and communities of practice—all of which are offered at a low or no cost.

Examples of MRTQ PDN professional learning that public school educators may be familiar with include trainings on the Maine Early Learning and Development Standards (MELDS) and facilitation of the Leading Early Learning Fellowship for elementary school leaders.

This survey, which is conducted every two years,will help ensure that MRTQ PDN services are delivered in ways that best meet the needs of all Maine practitioners.

Please complete the survey here by 11:59 p.m. on May 15, 2026. The survey should take about 10-15 minutes to complete. After completing the survey, you may provide your contact information to enter for a chance to win a large L.L.Bean tote filled with special prizes.

MRTQ PDN appreciates your feedback. Survey results will be shared this summer.

With questions or for additional information, please contact Lee Anne Larsen, Maine Department of Education Director of Early Learning, at leeann.larsen@maine.gov.

Nearly 500 Individuals Gather for Maine’s Second Annual Inclusive Education Conference

Pictured from left to right: Kate MacLeod, University of Maine at Farmington (UMF); Rebekah Drysdale, MSAD 52 Director of Special Services; Jessica Apgar, UMF; Amy Mousseau, Turner Elementary Educator; Mallory Murphy, Turner Elementary Educator; Sue Poto, Turner Elementary Educator; Sam Albert, Turner Elementary Educator; Kristen Conway, Turner Elementary Principal

The Maine Department of Education (DOE) Office of Special Services and Inclusive Education, in partnership with the University of Maine at Farmington (UMF), proudly hosted the second annual Maine Inclusive Education Conference on April 8, 2026, at the Augusta Civic Center, welcoming nearly 500 educators, administrators, families, and community partners from across the state.

Centered on the theme “Reimagining Education: We Are Better Together,” the conference celebrated Maine’s ongoing commitment to ensuring that all students—particularly those with disabilities—can learn and thrive in inclusive classroom environments.

The event featured a keynote address from internationally recognized inclusion expert Paula Kluth, founder of Inclusion Rules. Kluth inspired attendees to rethink traditional approaches to education and to embrace inclusive practices that honor the strengths and potential of every learner.

Throughout the day, participants engaged in a wide range of sessions highlighting innovative practices in inclusive education. Three of Maine’s inclusive education model schools offered powerful insights into their journeys toward more inclusive systems. Members of these schools shared candid reflections on the barriers they have encountered, such as shifting mindsets, redesigning service delivery, and building staff capacity, alongside strategies that have supported their progress. Importantly, they also presented data demonstrating measurable successes, including increased time in general education settings, improved student outcomes, and stronger engagement among students and staff.

Additional sessions explored Universal Design for Learning (UDL), inclusive Extended Learning Opportunities (ELOs), and strategies to support students from pre-K through the transition to adulthood. A powerful student roundtable highlighted lived experiences that brought authentic insight into what inclusion truly looks and feels like in Maine schools. The day also featured a family and parent panel, emphasizing the critical role of strong school-family partnerships in fostering belonging, access, and meaningful participation for all students.

*From left to right: Page Cadorette, Downeast School Educator; Katrina Rutherford, Downeast School Educator; and Sarah Vickers, Downeast School Principal*

“This conference reflects the energy, dedication, and shared vision of educators and families across Maine,” said Maine DOE Special Projects & Educator Supports Coordinator Tracy Whitlock. “When we come together to learn from one another, we strengthen our ability to create schools where every student belongs and succeeds.”

*From left to right: Amy Mousseau, Turner Elementary Educator; Mallory Murphy, Turner Elementary Educator; Kyla Greenwood, Turner Elementary Educator; Kristen Conway, Turner Elementary Principal.*

This conference is part of a broader, ongoing partnership between the Maine DOE and the UMF to expand inclusive education across the state. This work includes:

The Maine Inclusive Education Framework.
A statewide inclusive education leadership network supporting school and district leaders.
An annual inclusive education leadership symposium in the fall.
The upcoming Inclusive Education Instructional Practices Webinar Series, launching in the fall of 2026.

*From left to right: Shannon Bartash, Leeds Central Principal; Becca Burke, Leeds Central Educator; Christine Brown, Leeds Central Educator; and Caroline Peinado, Leeds Central Educator*

Together, these initiatives aim to build educator capacity, strengthen leadership, and ensure sustainable, high-quality inclusive practices in schools statewide.

Building on the success of this year’s event, the Maine DOE is pleased to announce that the next Maine Inclusive Education Conference is planned for April 2027.

For more information about inclusive education initiatives in Maine, please visit the Maine DOE website.

Community Schools Updates: Maine DOE Announces 2026-2027 Grantees and Request for Information from SAU Leaders

The Maine Department of Education (DOE) is pleased to announce the completion of the Community Schools Request for Application (RFA) process for the 2026-2027 school year. This funding is provided pursuant to M.R.S. Title 20-A, §15689-A, under which the Maine Education Commissioner may provide funding to school administrative units (SAUs) to support the establishment of a community school(s).

In the 2026-2027 school year, the following six schools will receive grant funding to support their work in building community schools:

Deer Isle-Stonington High School
Limestone Community School
Gerald E. Talbot Community School (Portland Public Schools)
Cape Cod Hill School (Mt. Blue Regional School District)
South Portland Middle School
South Portland High School

An estimated 5,000 schools across the United States use the community schools strategy to mobilize community resources—such as nutrition programs, counseling services, and extended learning opportunities (ELOs)—to support efforts to remove barriers to student success. Research indicates community schools can improve student outcomes while also being cost-efficient and locally designed and managed. In Maine, more schools are adopting the community schools strategy, thanks in part to the funding provided through the Maine DOE.

“By providing wraparound services for students, staff, and families, community schools focus on making sure every student is healthy, safe, engaged, supported, and challenged,” Maine DOE Director of the Office of School and Student Supports Julie Smyth said. “The Maine DOE is committed to collaborating with state and national partners to grow Maine’s understanding of and support for community schools and looks forward to working with the most recent grant recipients.”

In accordance with M.R.S. Title 20-A, §9923, the Maine DOE is presently permitted to designate up to 10 additional community schools for funding biannually. The next Community Schools RFA will be made available in the 2028-2029 school year.

In the meantime, Maine school leaders can help guide the Maine DOE in supporting the development of community schools by taking this short survey, intended to be used to establish a baseline of challenges facing Maine schools as they adopt, or consider adopting, the community schools strategy. Maine school leaders are encouraged to participate in this survey even if their SAU is not currently operating a community school.

Additional information about community schools can be found on the Maine DOE Community Schools webpage. For more information or with questions, please contact Ann Hanna, Maine DOE Community School Specialist, at ann.c.hanna@maine.gov or Julie Smyth, Director of the Maine DOE Office of School and Student Supports, at julie.a.smyth@maine.gov.

Maine Middle Schools Invited to Join the 2026 Life Happens Outside® Challenge

Teens to Trails has brought back its annual statewide challenge for a week of outdoor time in May, with cash prizes for top-participating schools. Last spring, 6,454 Maine middle school students logged nearly 5 million minutes outdoors in a single week. The idea is simple: Time outside is good for kids.

The annual Life Happens Outside® Challenge, organized by Brunswick-based nonprofit Teens to Trails, is scheduled for May 8-15, 2026, and is open to all Maine middle schools serving grades 5 through 8. Participation is free. Schools simply register on the Teens to Trails website and spend as much time outside as possible during the challenge week. Every minute counts, from sports practice and recess to outdoor classes, biking to school, or even doing homework at a picnic table.

A Week Outside, with Real Results

In 2025, 30 schools from 12 Maine counties and one Maine Indian Education school took part in the challenge, collectively recording more than 82,000 hours of outdoor time in just seven days. Students averaged 109 minutes per day outside, up nearly 30 percent from the previous year. Teachers reported that students came back from outdoor time calmer, more focused, and more engaged.

A Falmouth Middle School teacher noted that students and staff were “generally happier after having time outside” and that the challenge “raised awareness of the opportunity to get outside, especially on their own and with their families.”

Students were equally enthusiastic.

“Stepping away from screens and routines gives my brain a reset,” an eighth-grader from Marshwood Middle School in Eliot said.

Another student from Boothbay Region Elementary School, reflected: “I now know that even short moments outdoors make a big difference in how I handle stress and stay focused.”

Cash Prizes for Top Schools

Schools that log the most outdoor minutes per student have a chance to win cash prizes to put toward future outdoor programming. Six schools will be recognized based on school size. In each of three categories (small, medium, and large), first place receives $1,000, and second place receives $500. Winners are announced in late May. Prize funds can be used to support outdoor clubs, purchase gear, and expand nature-based programming.

Why Outdoor Time Matters in Schools

Research consistently shows that time in nature supports children’s mental health, reduces stress, and improves focus and academic engagement. Even short periods outside during the school day can have measurable benefits. The Life Happens Outside® Challenge is designed to make outdoor time a whole-school habit, not just an individual one. When teachers, staff, and students step outside together, it shifts the culture.

“Being outside makes me feel like a better person on the inside,” a student from Bucksport Middle School said.

A teacher echoed the sentiment: “I’ve learned that just 10-15 minutes outside can reset my mood. Small, intentional outdoor breaks make a big difference in how I feel and show up for students and colleagues”.

How to Register

Registration for the 2026 Life Happens Outside® Challenge is free and open to all Maine middle schools. Schools can find the rules, posters, and resources at Teens to Trails | Life Happens Outside® Challenge. The challenge kicks off at noon on Friday, May 8, 2026, and continues through Friday, May 15, 2026, at noon. For more information, please contact Connor Huggins at Teens to Trails at connor@teenstotrails.org or 207-725-0800.

Teens to Trails is a Brunswick-based 501(c)(3) nonprofit dedicated to connecting Maine youth to the outdoors through outdoor clubs, programming, and statewide initiatives. Learn more at Teens to Trails.