Monthly Archives: January 2014


“If we don’t stand up for children, then we don’t stand for much.” – Marian Wright Edelman


The Kids Who Need……

The Kids Who Need......

When the principal’s load is too heavy … | Rethinking Education

hands-on-seedling-370x229.png?1326218065“Dysfunction on a school board or in a superintendent’s office or at the state level impacts what goes on in the classroom, but the quality of teachers is what matters most…”

via When the principal’s load is too heavy … | Rethinking Education.

Civil rights hero launches ‘American Child’s Education Bill of Rights’

JAMESMEREDITH“We all must work together to improve our public schools, not on the basis of profit or politics, but on the basis of evidence, and on the basis of love for America’s children.” ~James Meredith

The Education Bill of Rights identifies 12 basic education rights for every American child, all based on his career as a social activist as well as discussions with thousands of students, parents, teachers and education experts across America.

Meredith said that billions of dollars now spent on standardized testing and “so-called education reforms” can be better spent to help children…

Read James Meredith’s “American Child’s Education Bill of Rights” in their compelling entirety, here:

Civil rights hero launches ‘American Child’s Education Bill of Rights’.

Arne and Karen Duncan’s Letter To Their Own Children…

1654975_14427854_lz“What Arne and Karen Duncan want for their own children appears to me to be quite different than what Arne is allowing to happen in public education.

It is either clueless, naive, or he is hypocritical indeed….”

Arne and Karen Duncan’s letter to own children…cringeworthy with harm done to public education.


What the Best and Wisest Parent Wants……


“It’s Not Me, It’s You…” ~ Breaking Up With Common Core


“It’s not me, it’s you….”

This “letter” was submitted by Grace – a high school junior in Rhode Island.  …her writing is testimony to the highly creative, original and thoughtful work that will suffer most under Common Core.  By coincidence, her letter happened to be received on the same day that Pete Seeger died.  There is a deep and powerful poetry in that fact.  If you watch this video and then read her writing, you’ll know why.

Breaking Up With Common Core – Home.

for the love of learning: Test your public education savy

henriettebrowne“Despite my disdain for multiple choice tests, I have to admit that this may be the only meaningful way to use them.” ~Joe Bower

for the love of learning: Test your public education savy.

So how did YOU do? 

“Winter Crops”

garden“Timbered Classrooms” was inspired by a favorite poem by Wendell Berry, “A Timbered Choir”.  Regular readers will remember his quotes on School Consolidation .

I love Mr. Berry’s reference to “Winter Crops”; the ones we grow in our minds, especially this time of year.  Winter crops are always perfect, never a pest of any kind and everything grows in perfect, productive and lush harmony.

…and they are always somewhere in “The Future”.

The Visions Committee cultivated some bumper “winter crops” at their meeting last week, where “the future” basked in sunlight….

Please don’t let them cast a shadow on the little seedlings on the windowsill…..



Curmudgucation: A Peek at CCSS 2.0

Laughing_Apple_by_Fiore_chanOscar Wilde famously said, “If you want to tell people the truth, make them laugh; otherwise they’ll kill you.”. 

On that note, here is Peter Greene’s hilarious take on the future of the Common Core:

“*In response to continued complaints that focus on testing has squeezed out many valuable phys ed and arts programs, we are proud to introduce the Physical Arts program. For this program, offered during one day of the 9th grade year, students will draw a picture of a pony on a tuba and then throw the tuba as far as possible….”

Read his entire post, in all its irreverence, here:

Curmudgucation: A Peek at CCSS 2.0.

for the love of learning: Mandated Optimism

art225Reblogged from “For the Love of Learning”

“Putting students on notice that their attitudes had better damn well be positive tells us less about what makes for an optimal learning environment than it does about the needs (if not neediness) of the person who sends this message. Kids don’t require a classroom that’s relentlessly upbeat; they require a place where they’ll feel safe to express whatever they’re feeling, even if at the moment that happens to be sad or angry or scared. They need a place, in other words, where negativity is allowed. Bad feelings don’t vanish in an environment of mandatory cheer — they just get swept under the rug where people end up tripping over them, so to speak.”

for the love of learning: Mandated Optimism.

For the Love of Learning: Culture of Compliance


A quick, yet insightful read by Joe Bower.  This, and other posts can be found at the link below the excerpt…

“…who owns a teacher’s professional development?

And under what circumstances would the answer to the above question ever be someone other than the teacher?

I don’t care if your favorite author is Alfie Kohn or B.F Skinner. Either way, for professional development and life long learning to thrive, we must provide a forum for open dialogue.”

via for the love of learning: Culture of Compliance.

Marzano’s “Causal” Evaluation System

ShaneHarrisonQuestionMarkIt’s “inflammatory Friday”!  …a time-honored tradition since… a few minutes ago when I made it up.  Here, “Timbered Classrooms” opens up a discussion and begins to explore the potentially controversial subject of the growing role of Marzano methods of teacher evaluation and influence in the classroom.  What are they, exactly?   Where does Marzano fit in with the teaching profession?  What about cost to taxpayers?  Please be assured, that this is not an exercise in offending Marzano disciples, but questioning; challenging, discussing…. …is always a good idea.   Marzano:  love him, ..or not so much.  Maybe you’ve never heard of him and are curious!  We want to hear from you.

We’ll start with a piece by Justin Baeder of Education Week.  Read his post in its entirety by clicking the link below this excerpt:

“…obedience is the dark side of this evaluation framework. When superintendents and principals become convinced that they can “cause” higher levels of learning by mandating Marzano’s favorite practices, they stop paying attention to the professional growth of teachers, and start policing. They stop looking for good teaching, and start looking for specific strategies.

Even in districts using Marzano’s system, let’s not do this to our profession.”

via Marzano’s “Causal” Evaluation System – On Performance – Education Week.

Great Things Come in Small Packages…

As the Board prepares to reconfigure our communities’ educational infrastructure…

The Real Role Of Leadership…

image “The real role of leadership in education … is not and should not be command and control. The real role of leadership is climate control, creating a climate of possibility.” ~Ken Robinson


All Aroostook Music Festival 2014

“If you like what you see, go back to your communities…. …Make the knife. Stop. Cutting…”  ~Mr. Young, Guest Conductor All Aroostook Junior High School Band

Though I am still kicking myself for not having the i-Pod rolling for Mr. Young’s impassioned introduction, I wanted to ensure ample memory to capture the performances  of these dedicated and talented young people.  Enjoy!


Save the Date!


The RSU #50 Futures Committee will hold its community forum on Monday, February 10th 2014 at 6:00pm at the Katahdin Elementary School Cafeteria.

“The purpose of the meeting is to acquire core belief statements about future educational values….”

These core beliefs will guide crucial decisions about about educational infrastructure in the RSU.  Please share yours….  Click the link below for the statement from the RSU Administration:


Poll Results! thanks to our readers for the robust response to our recent poll.

The decisions surrounding reconfiguration of the RSU are far-reaching, and it’s so important that YOU weigh in with what you believe is best.

Poll Results are available by clicking on the link below.  Please note, that the top two ideas; that won the most votes — are currently not being considered by the Visions Committee, who rejected them out of hand a the very first meeting.  The rest of the scenarios are being considered, but some got no votes at all from our readers. ( As participants could click multiple -all boxes if they chose, scenarios that got no votes at all were flatly rejected here yet are on the table???).

As administrator of Timbered Classrooms, I will be at the meeting tonight, and hope you will join me there, at subsequent Visions Committee and/or Board Meetings to ensure your voice is heard.

This is no spectator sport is it?  Thanks again for your input:)

Poll! | Timbered Classrooms….


“Take a moment …

“Take a moment and imagine a world where children grow up believing that every person has the right to be treated with respect. How can we create such a world?

By treating children with respect.”


Bill would help towns withdraw from Regional School Units


“…Under current law, municipalities that want to withdraw from regional school districts can do so by a simple majority vote of their citizens as long as turnout for a withdrawal vote equals 50 percent of the turnout in the most recent gubernatorial election. However, that vote must occur by Jan. 1, 2015, after which a two-thirds vote will be required.

The law is different for regional school units that were created under the school consolidation law that former Gov. John Baldacci shepherded to passage during his second term. Those municipalities are required to garner two-thirds votes, both now and in the future.

LD 783 would change state law to require a simple majority vote for withdrawal. The bill, as amended, retains the turnout requirement…”  

“…With a unanimous endorsement from the Education Committee, the bill is likely to gain considerable support in the full Legislature, though Gov. Paul LePage’s support of it is far from certain. Last year, the Department of Education testified in favor of keeping the state’s withdrawal laws as they are, including the requirement of a two-thirds vote.

The legislation comes at a time when towns throughout Maine are considering withdrawal from regional school districts…”

Read the full post here:

Bill would help towns withdraw from Regional School Units | Sun Journal.

Go Home, Dr. Zimba — You’re Drunk…

il_340x270.508954181_27ks…if you believe the Common Core Math Standards that you wrote are “rigorous”, as you lead parents to believe. Given your own credentials, you know better than most how wrong they are.

“…for the colleges most kids go to, but not for the colleges most parents aspire to….”   “…not only not for STEM, they are also not for selective colleges…”

Lowering the Bar Lowering the Bar

Not A Spectator Sport….

Image“What You Allow, Is What Will Continue” ~ Unknown

When the RSU 50 Board, and the Communities it serves strikes a chord….. ….break out the earplugs.  Dissonance; disharmony……

The good news, is that there are seats on the Board just waiting for  you.  Yes, YOU.  There are vacancies in Sherman, Patten, Mt. Chase, Island Falls, Merrill, Oakfield, Moro — please check with your town office post-haste, because your paperwork, (ugh… yes, I know but stay with me, here, it isn’t that onerous.)  Paperwork needs to be filed by the end of January.

Please go now — run, don’t walk.  You can read the rest of this when you return.  We’ll wait!

If you are happy with the direction of the RSU…. Never mind — you probably aren’t reading this then.  Our readers have made themselves abundantly clear what they want, and it is a different direction.

How many times do we hear, “They aren’t LISTENING!” “They’re ignoring us….!”  Who won’t ignore you?  Who do you trust to guard the interests of YOUR children; YOUR community other than YOURSELF?

Your school; your children; your tax dollars.  Be their steward.

Here is your opportunity to show us what good governance looks like, and may we all be better for it.  Be sure to drop us a line to let our readers know what you stand for.  Good Luck!

As School Budgeting Season Heats Up Remember the Crucial Middle School Years | Rethinking Education

frenchgirlbyrichardvanek“…high poverty K – 8 schools seem to be doing a better job of educating their older students than high poverty middle schools. Student achievement at the eighth grade level in higher poverty schools is better statewide in K – 8 schools than in middle schools. This is particularly true of K – 8 schools with a sizable percentage of teachers holding master’s degrees.

The data about K – 8 schools should impact school board discussions about merging, closing, and consolidating schools. Before school boards move to close any community schools they should be prepared to explain to their stakeholders why student achievement in the case of their particular schools will not suffer.

Overall in Maine the trend is for achievement in students in higher poverty schools to begin to decline after the elementary school years. The middle school years, in other words, are the vulnerable point in our system.

School boards should therefore think very carefully about the decisions they make that involve middle schools. I suggest they reach out to experts on this one to help them make decisions that will reverse the trend toward declining achievement at the middle school level in higher poverty schools.

If I were on a school board that was considering change at the middle school level I would get in touch with the Center for Education Policy, Applied Research, and Evaluation at the University of Southern Maine. I would ask where to turn  for guidance on how to configure the schools in my district…”

Read Kathreen Harrison’s post in its entirety, including a link to the study referenced, here:

As School Budgeting Season Heats Up Remember the Crucial Middle School Years | Rethinking Education.

Why are some schools with the same population and the same basic amount of money more successful than others. | Rethinking Education

a1If ever a question merits an answer; if ever our children deserve a high-quality education.  This thoughtful piece by Kathreen Harrison is a good place to start….

“Intriguing and hopeful both is the study’s important conclusion that some schools prove the exception – their students are poor but their achievement is relatively high. The study encourages using the example of such schools to help less successful schools reach their students more effectively. Makes sense to me. You’d think educators would be scrambling to go over the findings of this study.

Here’s the reality: those who most definitely need to heed studies like this one – school board members; superintendents; principals in low-income school districts – will probably not even read them.”

Why are some schools with the same population and the same basic amount of money more successful than others. | Rethinking Education.

….or go directly to the study: poverty_achievement_Web(1)

Standards-Based; A Maine Case Study


“It’s hard for a parent to hear, ‘Give me a year or two, and we’ll fix that.’ Because their kid doesn’t have a year or two….

This case study paints a picture of the experiences of RSU 2; their transition to a proficiency-based grading system….  Whether you favor a standards-based system, or not; whether you are familiar with the subject, or still have unanswered questions….. What strikes a chord with you?


Mea culpa…

Some of you may have had trouble with the link? Sorry again! I think it is fixed now:)

Timbered Classrooms...

facepalmMany thanks for all of the responses to our latest poll!  It is ongoing, so if you haven’t weighed in yet, there is still time — ( just click here!  ).

But before you go, would you kindly help correct a glaring omission?  ….and tell us what you think of an idea that has piqued so much interest, it deserved to be included in our poll.   So sorry, I plum forgot!  Thank you to all who reminded me:)

What do YOU think? Click here: 

View original post

Mea culpa…

facepalmMany thanks for all of the responses to our latest poll!  It is ongoing, so if you haven’t weighed in yet, there is still time — ( just click here!  ).

But before you go, would you kindly help correct a glaring omission?  ….and tell us what you think of an idea that has piqued so much interest, it deserved to be included in our poll.   So sorry, I plum forgot!  Thank you to all who reminded me:)

What do YOU think? Click here: 

Pensée du jour…


Stakeholders in RSU 13 and Other Districts Must Guard the Future of Schools | Rethinking Education

holdinghands“…How RSU 13 handles their current troubles can serve as a model for other districts eager to move forward. Their top-down model of running schools belongs to a less complex, more naïve, previous era. The model for the 21st century is one where administrators, teachers, parents, and other taxpayers work in partnership to make decisions. Educational decisions in this century require far too complex an analysis to leave to just a few players. The public fiasco the taxpayers of RSU 13 are living with now should serve as a wake-up call to look deeply at how that district – and others – works. In the same way that it takes a village to raise a child, it takes the energy of district stakeholders to make sure their school districts are transparent in the way they go about safeguarding the future of the students in their care….”

Stakeholders in RSU 13 and Other Districts Must Guard the Future of Schools | Rethinking Education.


green_soapboxGet up on YOUR soapbox, and air YOUR views! Click on the title, (or the adorable picture) to take our very brief poll.
Very brief, yes, but there IS ample space for you to make it your own in the comments section.  We look forward to your responses:)

“If at first you don’t succeed….


vintage-typewriter-glass-coat-750984533 Here are the notes from the Visions Committee Meeting #2, held on December 16th in PDF form.. My apologies to anyone who had trouble getting them before.


Visions Committee Meeting Notes from December


The notes from the Visions Committee December 16th meeting have been made  available….

Notes from the Visions Committee… December 16th 2013

Editor’s note:  I got an “access denied” message, but decided to post the link in any case.  If anyone who manages to get them would care to share them with us?  Thank you in advance.

All I Want For Christmas Is My Two…..

e73aa72fd2993b1dffabfb1dd4faf5d6…School Boards.

Thank you for all the coal, Santa…. (Brrrrrrrrrr!)  But maybe? lieu of the usual 12 Lords ‘a Leaping…..?  Two School Boards would be lovely.  More on why in a moment.

In the meantime, here is a list of possible scenarios compiled by the RSU 50 Visions Committee.  Bear in mind that these are in no particular order, and no recommendations have been made:

  • No change — “Keep on keepin’ on”
  • PreK-12 in one new building, centrally located in Crystal
  • PreK-12 in one of the existing buildings, closing all others
  • Close a building on the Katahdin side, and move Grades 7-12 to SACS; PreK-6 stays in Stacyville
  • Close half a building in the SACS side and move Grades 7-12 to KMHS; PreK-6 stays in Dyer Brook
  • New building for Grades 7-12; no change elementary
  • Two PreK-12 buildings on both sides of the RSU
  • Elementary Grades (PreK-4) remain local; Middle School (5-8) uses one of the existing buildings and the High School (9-12) uses one of the existing buildings as well (maximize resources)*
  • Consolidation of administrative roles. **
  • Each community keeps its PreK-8 and tuitions 9-12

*“maximize resources”?  The emphasis here, is entirely my own, but I can’t go any further without pointing out that such a thing “maximizes” transportation expenditures, routes that now require one bus now need two to accommodate destinations 20 miles apart; half the student population on either side will now be bussed twice as far as necessary….   Transportation is a cost so often ignored in the debate and no wonder!  The are even left out of many per-pupil expenditure numbers!  They certainly aren’t “left out” of “accounts payable”…  Decisions intended to minimize those per-pupil figures tend to balloon transportation costs, which subsequently  gobble up expected savings.  Longer bus rides have further been shown to diminish student achievement it is one that cries out to be MINIMIZED.  

** Wasn’t that the whole purpose of the RSU Law in the first place?  …to consolidate administration?  “Consolidation of administrative roles”?  Administrative/management growth in the wake of faculty cuts illustrates the predictably broken promise of the RSU in the first place …an inevitable phenomenon of district consolidation that the research can  more easily predict than explain.  As for saving taxpayer dollars?  What administrator would trade salaries with a similarly-experienced teacher?  Hands?  Anyone?

The above list is presented as “…simply a preliminary inventory of “what’s out there”…, ….and much of it is, just that.  Where are the scenarios overwhelmingly supported by our readers?  Nearly 90% of our survey respondents support withdrawal from the RSU, but, given strong interest in forming an AOS instead, it appears that they want to build a relationship between the communities, but on more fair terms — for everyone.  The strategy behind their absence from the discussion is fairly obvious from the standpoint of those set on a new building, but is it wise to marginalize people in this way? Members of the RSU Board have done the same in a, perhaps well-intentioned, though terribly misguided bet that further consolidation and/or new construction will solve the very issues driving withdrawal.   Is this a “Futures” committee in the literal sense?  …where “the future” justifies shortchanging children today? (And, in effect THEIR futures?) Is this an “RSU Committee” in the literal sense?  …concerned with the survival of a piece of paper in its current form?  ….or one concerned with the education of children and mindful of people of the communities it represents?

Not all education dollars are created equally child-centered, certainly, and differ wildly in return on investment for both children and taxpayers.  As education remains every bit a human endeavor, the top of that list is faculty; the teacher student relationship.  Honestly, it isn’t even close.

“…education doesn’t go on in the committee rooms of our legislative buildings. It happens in classrooms and schools, and the people who do it are the teachers and the students. And if you remove their discretion, it stops working.” — Ken Robinson

…..if you remove THEM it also “stops working”….. Within the teacher/student relationship is where learning happens.  The ability of good teachers to creatively and  resourcefully leverage resources at hand in optimal ways to respond to the needs of children is the lifeblood of any school.  If I had a nickel for every time someone asked why I don’t homeschool our children, I could pay their tuition.  The answer is that I cannot replace the relationships with the wonderful faculty and staff  of Katahdin Elementary, Middle and High Schools.  I know I’m not alone in this, and I’ve heard my feelings echoed in the values of those who have chosen the homeschool route as well.  Our human resources also enrich local communities and strengthen their economies.  ….a real bargain.

Why is faculty inexorably first to the chopping block?

Transportation expenditures, by contrast, are correlated with negative student outcomes, and increasing outlay in this area is a lose-lose for taxpayers as well.

Within the above list of considered scenarios, is the potential to balloon transportation costs, as routes that ran one bus per day now need two in order to accommodate destinations 20 miles apart.***  At any given time, half the student body must be transported an additional 20 miles more than necessary given the existing building array.  Again, these miles detract from student outcomes as well as child health with every gallon of diesel…

***For example: Benedicta, like RSU 50 bus routes, operates one bus.  Sending children of different ages in different directions would necessitate two.  Dyer Brook is 30 miles away.  East Millinocket, on the other hand, is only 18, and houses elementary and high school students together. Of course, I cannot speak for the State, or E.U.T. Superintendent Shelley Lane who have sole discretion here. 

As for the potential massive construction costs?  Buildings don’t educate children, people do.  Buildings need to be kept in decent repair, in a timely fashion, because, as we are seeing, taxpayers resist, and parents resent shortchanging students to pay for years of maintenance deferred.  Research also connects the relocation of schools to outlying, or more “centralized” areas with greater difficulty in raising funds, but likely only scratches the surface of the unquantifiable, often intangible; but very real, loss of the complex relationships between the school and community, that benefits both.   In times of ever-deepening austerity, new construction rings as particularly unconscionable.  Surely no one believes this will be a cost-saving measure…  Where will the money come from?  Taxpayers will surely say “no”… On to the usual place?  ….the children on whom we already spend the least?

Which brings me back to my Christmas wish — two school Boards.

The Committee’s decision to ignore any possibility of RSU withdrawal not only dismisses the serious concerns of supporters, but also misses a  promising solution for real sharing, and genuine efficiency in an Alternative Organizational Structure, or AOS.

Schools share a Superintendent’s offices — anything, really, that is mutually beneficial.  But each K-12 entity maintains its own Board, and, more importantly, its own finances.   Consolidate; close a building or three if you want to.  The difference is in the process, as those complex decisions rest solely with those who will bear the costs —  potential receiving communities of both children and money, rightly, do not decide for you.

Our survey showed that 44 of 49 respondents support withdrawal.  Support for reshaping our relationship in the model of an AOS is strong and growing, as illustrated by this Shamelessly Unscientific Quote of the Day:

Why didn’t we do this in the first place???”  ~ …pretty much everyone upon learning about the AOS option

Though the Baldacci administration told us, ad nauseum, that “…schools would not close….”, the Governor and then-Commissioner Gendron knew that they would.  The (incorrect) assumption that larger campuses, drawing children, hub-and-spoke fashion over long bus routes would save taxpayers money and enhance opportunity  shaped the RSU Law in the first place, and drives the push for further consolidation presently, though empirical evidence of success is nonexistent.     “More advanced courses, more opportunities…..”  the usual goals are outlined in the notes, or, if you are in a hurry, here’s a quick “thousand words”…


“Actually, you DID ‘promise me a rose garden’…

Though dismissed as so much parochial nonsense, our communities’ healthy skepticism (to put is mildly) toward school consolidation is grounded in a keen understanding of what is a rather counter-intuitive reality.  Failure to question every assumption; dogged pursuit of a mythical scale advantage not only burdens taxpayers with growing dis-economies, but also ruins the cost and quality advantages inherent in small schools.

The undue focus on per-pupil expenditures, and the concept of “money following the child” as though education is some sort of consumer product flies in the face of equity, and is just plain wrong.  The use of the word “consumer” in the educational goals outlined by the Visions Committee is, how do I put this, cringeworthy.  (Is that even a word?) The interests of the “Consumer” and the “Citizen” are so often at odds, that it’s hard to fathom that people use them interchangeably.   Language matters, and I hope the committee means “citizen” and will consider revising the goals.   That said, the unnecessary, and, actually, inefficient loss of autonomy and control over tax dollars and children,  is understandably troubling, and the issues driving the withdrawal initiative are entirely logical.  Further consolidation exacerbates rather than solves them.  (So where do withdrawal supporters turn for solutions then?)

My Christmas wish is about process; how decisions are made and who makes them.  Two Boards, is efficient and fair, guarding against the expensive pitfalls of cost shifting, and conflicts of interest between disparate aspirations; decisions that either promote optimal investment in kids or encourage school closure cannot do both.  Every child deserves to attend a school governed by people who treat it as a worthwhile investment, and having a child in a school targeted for closure is, sadly, nothing new to our family.

It’s been said that “…understanding of the world defends against the ravages of it…”  (I forget who said it, and the exact wording — are any of our readers familiar with it?)  It isn’t a perfect defense, but is preferable to misunderstanding.  The pitfalls of school consolidation don’t stem from what people don’t know; it’s what they know for certain that just isn’t true.   I started to learn everything I could about school consolidation, turning to the University of Maine, the Rural Trust and studies of other states, before our oldest son began Pre-K.  The Commissioner of Education at the time, said of Benedicta Elementary School that the $11,000 per-pupil expenditures would be “…better spent elsewhere….”  Now this quote I remember vividly.  It would be unthinkable to apply it to Maine’s wealthier communities.    Though our correspondence was always very polite, even in disagreement, her view of rural children was hard to respect.  Even as the State continues to pay lip service to “equity”,  bias is baked in to State policy, not only against children but rural taxpayers.  (I wonder how the DOE gets away with that, because Maine is, what, nearly 70% rural?  …just sayin’…).  I would encourage the committee, the Board everyone involved  to learn as much as possible; to talk to people, set aside assumptions and study the issue, going wherever that leads and mindful of the ever-present pressure on allotted money to “…spend it elsewhere…”.

Having neither a vote nor Board representation, I have no illusions about my own relevance to this discussion.  To be honest, I’m surprised you’ve scrolled down this far!  I appreciate that….  We do have three children in school here, and I want to help support an optimal learning environment for them and all kids.  Whether it’s chaperoning outings, baking goodies or keeping up with Board meetings and administering “Timbered Classrooms”… For our family, I strive to be very responsive to faculty and staff, and they should feel free to contact us if there is anything more we can do; for children of the RSU, all are welcome to this site — it’s perfectly O.K. to disagree; we publish a wide range of viewpoints.  Robust discussion is a healthy thing.

Again, I appreciate your time, but if I may, I would love to hear from you!  “Timbered Classrooms” is here for you, whatever your beliefs, and offers you a means to preserve your anonymity if you wish.

..a Happy New Year to all of our readers:)

Visions Committee Meeting

ImageThe next RSU 50 Visions Committee Meeting will be held at SACS, 5:30-7:30

Members of the public are welcome.