Wednesday, October 15, 2014

The Power of Perspective

“The real voyage of discovery consists not in seeking new landscapes but in having new eyes.” – Marcel Proust

We can all benefit from getting away.  Traveling asks us to try new things, to be tolerant of different ways of living, and to see unfamiliar places with open eyes.  Ironically though, being away leads us to reflect on our lives back at home.

When I went back to graduate school, I had the intention of becoming that teacher who got kids outside to learn as often as possible.  My years as an Outward Bound Instructor taught me the power of learning and adventuring in nature, and I wanted to bring this experience to a broader audience.    For six years as a third grade teacher, I took my students outside to hike through the  foliage in the fall, to look for animal signs on snowshoes in the winter, and to observe muddy vernal pools in the spring.  These little jaunts were wonderful, but I wanted to do more and to reach out to greater numbers of kids.

In 2009 I took a leave of absence from my third grade teaching position so I could travel with my family to Cuzco, Peru where we lived for the school year.   My new status as an unemployed expat in Peru was a welcome contrast to my full life as a school teacher in Maine.  On any given day back home, I would be busy planning lessons, grading, emailing, paying bills, taking a graduate class, fixing up our old house and driving our children to and from lessons.  But in Cuzco, we lived out of suitcases in a small rental apartment and spent our early days figuring out ordinary things like how to buy food and cook, how to navigate the neighborhood, and how to do laundry.  For the first time in a long time, I had the mental space available to contemplate what might be.

Distance may make the heart grow fonder, but it also sharpens the focus of the mind's eye.  Living in Cuzco, an ancient city built in a bowl-shaped valley ringed by rocky peaks,  I found myself nostalgic for Maine.  I missed the crashing surf on the rocks at Reid State Park.  I dreamed about the frosted trees lining the sides of ski trails, the creaking of their frozen limbs muffled by the snow.  I longed for the smell of pine sap and freshly fallen maple leaves.  As the days turned into weeks and the weeks into months, I became more and more aware of what a special place Maine is.  My mind began to work overtime thinking about how I could get children to see what I was seeing: their place through new eyes.

At some point during that year away, my attention turned to The Chewonki Foundation.  Chewonki  is a world class outdoor education organization, and its headquarters is located just fifteen minutes from most of the schools in RSU 1.  Why, I wondered, were we not working with this amazing resource?  One thing led to another.  I reached out to Superintendent Manuel and the principals of BMS and WCS.  I met with Andy Bezon, Greg Shute and Lisa Packard from Chewonki to map out an 8th grade canoe trip.  I spoke at school board meetings and planned extensively with the 8th grade faculty.

You know how the rest of this story turned out.

Year one of FLOW has just wrapped up, and ninety-six 8th grade students took us up on the offer of  getting away for a week.  "Away" though, as it turns out, was just four miles from school.  In a place like Bath, Maine, you don't have to go very far to get away from it all.

So now, my hope and my prediction is that the cycle will continue.  It took a year in Peru for me to recognize the wealth of possibilities we have here in Maine, and I returned home with a purpose.  For the students who participated in FLOW, what will the experience do for them?  What possibilities and pathways will open up for these kids that might not have otherwise been there?  Time will tell, but for now I know they came home happy, more aware of the need to protect fresh water,  and proud to have lived out on the islands for a week.  I have to believe they also came home with a new level of appreciation for just how special this world is, and how lucky we are to live in this part of it.

Wednesday, October 8, 2014

The 17th Day of Every Month

I was talking in the hall at BMS with Jenny Galasso yesterday morning as she was preparing for her week of chaperoning students on FLOW.  Jenny is a highly organized science teacher, and I had offered to help her get her plans ready for her substitute teacher.  We were chatting as we collated papers and updated resources on websites used for student research.  At one point the subject came up of the challenge students face in bringing the big learnings from FLOW back to school life.  The tendency, we agreed, is to compartmentalize experiences like FLOW that are outside our normal routines.  As if on cue, Steven walked by.

Steven is an 8th grade student who until two weeks ago had never canoed and never slept in a tent.    Steven didn't have a raincoat (we found one for him) and was having difficulty coming up with the $50 tuition for the trip.  But he was willing to try FLOW because it sounded fun, different, interesting.  He was one of the 33 students who attended FLOW during its first week.  Steven offered up his hand for a high-five as he walked by and I asked him, "Hey, would you rather be back out on the water right now?"  He looked me dead in the eye and with a smile blurted "TOTALLY."  I explained what Jenny and I were discussing and asked him how he thought we could get kids to bring the feelings of togetherness and camaraderie back to school with them after FLOW.  He said simply: "October 17th."

"October 17th?" I asked.

"Yeah,"  said Steven, matter of factly.  "That was the day we really came together as a group, on September 17th.  We decided on that day that even though we weren't really friends before, we were really glad we got to know each other on the trip and that we would stay friends forever.  Our group made a pact with Mr. Hamilton (BMS Guidance Counselor and chaperone for Steven's group) to have lunch together all year long on the 17th day of every month."

Out of the corner of my eye I saw my fellow teacher's upper lip quiver for a moment.  I felt a lump in my throat too.

Steven wasn't saying those words to get a rise out of us.  He was being real.  And for an 8th grade boy, being real is a big deal.

Later that day I was over at Woolwich Central School in the 7/8 grade wing.  I saw some familiar faces as I moved through the halls,  and they greeted me with little smiles and "good mornings."   As I was leaving, Kyle Beeton (WCS Language Arts teacher and FLOW chaperone) stuck his head out of his door and asked me to come into his classroom for a moment.  He was leading a discussion about agricultural and industrial water use when I came in, his students sitting in a semicircle around him on the floor.  He stopped the discussion and asked the students if they had something to say to me.  In unison, they chanted:  "THANK YOU Mr. Kovacs!!"

"I can't tell you all how much I appreciate that," was all I could muster.  And I meant it.  I involuntarily placed my fist in the center of my chest, over my heart.  I asked if any of the kids might be willing to talk about FLOW with 6th and 7th graders to prepare them well in advance for their turn in 8th grade.  Every single hand shot up.

As the last FLOW group of 2014 reaches the halfway mark, it's obvious that this trip has struck a chord with both our 8th grade students and the community at large.  Parents have stopped me on the street to thank me for providing this experience for their child.  Teachers and chaperones have been thrilled with the trip.  Friends and strangers have reached out to offer donations for FLOW because they see the intrinsic value in the experience.

And just like the students whose challenge is to apply the lessons learned on FLOW to their everyday lives, we have the responsibility to look carefully at the trip and think about ways to sustain it, improve it, and recognize it as an important part of growing up in Bath.  Maybe more of us should make a pact to get together for lunch on the 17th day of every month.

Friday, October 3, 2014

Another Successful Week

Today started out cloudy and cool, the grey mist a perfect canvas for the blazing reds, yellows and oranges of the leaves changing on the trees.  My dog tracked the morning dew onto the kitchen floor as I let him back in and I thought about this week's FLOW groups, wondering if everyone was staying warm and dry.

I made space in my morning schedule to head over to Chewonki in time to welcome the kids back to civilization.  I arrived a bit early, and was able to sit alone at the waterfront, watching the outgoing tide carry the water of Montsweag Bay to the ocean.  It felt familiar yet odd to be here again, just two weeks since my own group landed in the same spot.  The last time I was here I smelled like wood smoke, sunscreen and saltwater.  My feet were wet and muddy, and my arms both tired and strengthened from a week of loading and paddling canoes.  This time I was fresh out of the shower and dressed in my "teacher clothes,"  khakis with a button down shirt and sensible black shoes.  I walked over to the fleet of upside down canoes and ran my hand along their hulls.  The scratches and dings on the boats hinted at stories about the places they had been, and the people they had carried.
Photo © Lawrence Kovacs

I self-consciously pulled my iPhone out of my pocket to check my email.  While I was out on course two weeks ago, my phone stayed at home.  As I answered messages, one of the Chewonki instructors from my trip, Bryce, came walking down the path toward me.  I was happy to have an excuse to put my phone away and to have the chance to share some nice stories about our 8th graders.  Reflecting on the overall success of this endeavor, Bryce's observations were the same as mine;  nearly every single student returning from FLOW has been ecstatically positive about the experience.
Photo © Lawrence Kovacs

The first wave of canoes glided gracefully into view, and I listened to the happy banter that accompanied them.  People were singing, talking, laughing, and occasionally chanting a short cheer in unison.  I wondered which group this was coming in, and at first I thought they might be from another school.   With everyone bundled up, sprigs of uncombed hair protruding from their hats and hoods, I had difficulty recognizing familiar faces.  But then I thought maybe there was something else about the kids that had changed, something less tangible.  Perhaps they were carrying themselves a little differently.  Stronger.  More confident.  More connected to each other.  More relaxed.  Less distracted.  More focused.  More joyful.
Photo © Lawrence Kovacs
Photo © Lawrence Kovacs

It wasn't long before I had to leave, but I was delighted by what I saw.  The kids barely noticed me as they got right to work unloading boats and hauling gear up the hill to be washed and put away.  Students gleefully helped each other shoulder loads and pull canoes from the water, smiling and joking as they worked.  This sort of cooperation doesn't just happen.  It is the result of living, learning and adventuring together in beautiful places.
Photo © Lawrence Kovacs
"A good team, like a good show, comes into being when the separate individuals working together create, in essence, another separate higher entity - the team - the show - which is better than any of those individuals can ever be on their own."

Saturday, September 27, 2014

Chewonki Harvest Dinner

Around two months ago, I was asked to reserve the night of September 25th for something called a Harvest Dinner.  I plugged the date into my calendar, but it was only later that I found out I would be speaking about FLOW at the event.  I'm a little bit superstitious, so it worried me to be planning a celebratory speech for something that had not yet even happened.  So, I didn't prepare.  I had already been talking about the idea of FLOW to a variety of audiences for over 18 months, and I thought I would wait to see how the actual trip went on week #1  and adjust my comments based on that experience.  That turned out to be a good decision.

The seed for FLOW was planted when I worked as an instructor for Outward Bound in the 1990s.   I led 14 year old students up into the Cascade Mountains of Washington on 22-day backcountry mountaineering courses.  These courses were intense, and in the beginning, pretty hard on kids.  Backpacking in that era, before the development of ultra-light gear, was a grueling affair.  As we marched into the mountains on day #1, our packs  between 40 and 70 pounds, there were swears, blisters, and often tears.  For those kids who made it to the end of the 22 days, the experience was a tremendous achievement.  I will never forget the transformation that each of these students made over the course of those three weeks, but I will also remember those kids who didn't make it for one reason or another, and went home.  I wondered how we could provide an experience similar to these Outward Bound courses, but with less suffering. 

Time marched on and I became a public school teacher 8 years after instructing my last Outward Bound Course.  In 2013 I had the privilege of attending the Expeditionary Learning National Conference in Baltimore.  It was here that I connected with other teachers from around the US who were finding ways to get their kids involved in outdoor adventures as part of their school experience.  I was inspired and empowered, and came back to Bath with a mission.

I approached our superintendent and the principals of both middle schools with the general idea of getting our 8th graders out on weeklong trips each year.  The reaction I received was favorable, but there were many hurdles.  Who would pay?  Where would we get the equipment?  How would we handle conflicts with sports and academics?

I originally had the ambitious (and misguided) idea that I could run a sea kayaking trip for 8th graders all by myself.  I applied for a grant to buy 50 kayaks and all the gear needed to outfit them.  Thankfully, I did not receive the grant.  Instead, Andy Bezon of Chewonki reached out to me to see if our organizations might be able to work together. Over the course of the next year and a half, a group of teachers and administrators from BMS, WCS and Chewonki pieced together FLOW, a weeklong salt water canoe trip.   

So to prepare for my brief address to the Harvest Dinner guests, I spent some time reflecting on the experience I had had with the kids during week #1 of FLOW.  I reread the Expeditionary Learning Design Principles.  I looked at The Chewonki Foundation's Mission Statement.

Design Principles

Learning happens best with emotion, challenge and the requisite support. People discover their abilities, values, passions, and responsibilities in situations that offer adventure and the unexpected. In Expeditionary Learning schools, students undertake tasks that require perseverance, fitness, craftsmanship, imagination, self-discipline, and significant achievement. A teacher’s primary task is to help students overcome their fears and discover they can do more than they think they can.
Teaching in Expeditionary Learning schools fosters curiosity about the world by creating learning situations that provide something important to think about, time to experiment, and time to make sense of what is observed.
Learning is both a personal process of discovery and a social activity. Everyone learns both individually and as part of a group. Every aspect of an Expeditionary Learning school encourages both children and adults to become increasingly responsible for directing their own personal and collective learning.
Learning is fostered best in communities where students’ and teachers’ ideas are respected and where there is mutual trust. Learning groups are small in Expeditionary Learning schools, with a caring adult looking after the progress and acting as an advocate for each child. Older students mentor younger ones, and students feel physically and emotionally safe.
All students need to be successful if they are to build the confidence and capacity to take risks and meet increasingly difficult challenges. But it is also important for students to learn from their failures, to persevere when things are hard, and to learn to turn disabilities into opportunities.
Individual development and group development are integrated so that the value of friendship, trust, and group action is clear. Students are encouraged to compete, not against each other, but with their own personal best and with rigorous standards of excellence.
Both diversity and inclusion increase the richness of ideas, creative power, problem-solving ability, and respect for others. In Expeditionary Learning schools, students investigate and value their different histories and talents as well as those of other communities and cultures. Schools and learning groups are heterogeneous.
A direct and respectful relationship with the natural world refreshes the human spirit and teaches the important ideas of recurring cycles and cause and effect. Students learn to become stewards of the earth and of future generations.
Students and teachers need time alone to explore their own thoughts, make their own connections, and create their own ideas. They also need to exchange their reflections with other students and with adults.
We are crew, not passengers. Students and teachers are strengthened by acts of consequential service to others, and one of an Expeditionary Learning school’s primary functions is to prepare students with the attitudes and skills to learn from and be of service.
Copyright © 2003 by Expeditionary Learning Outward Bound. 

Chewonki inspires transformative growth, teaches appreciation and stewardship of the natural world, and challenges people to build thriving, sustainable communities throughout their lives.

Moments before I walked up to the front of the room, a friend sitting at my table told me to focus on what I thought were the five most important aspects of FLOW.  So I quickly jotted them down.

  1. Giving kids the opportunity to spend time in nature.
  2. Encouraging kids to take reasonable risks and to challenge themselves.
  3. Providing experiences that encourage and build community.
  4. Building in children the character traits of perseverance and grit.
  5. Instilling a positive connection to the place where we live.
Photo © Monica Wright
After my talk, a number of people came up to me to congratulate me and thank me for providing this experience to the children of our community.  But I don't consider myself a visionary.  The effects of spending time adventuring outside have been analyzed extensively,  and the findings show an overall positive change for both individuals and groups.  The most compelling effect is a reduction in stress, a benefit that I would argue is quite important for teenagers.  I thought it was fitting that I came across this article today.  It is yet another study that shows that people who hike are happier.

Thanks to Chewonki for asking me to speak and feeding all of us a wonderful (and local) meal.  But especially,  thanks for making the commitment to work with RSU 1 for at least the next ten years, touching  the lives of as many as 1,500 kids from our community.  It's an exciting time to be teaching at RSU 1, but maybe even a more exciting time to be a student here!

Photo © Lawrence Kovacs
Photo © Lawrence Kovacs

Photo © Monica Wright

Wednesday, September 24, 2014

Week One

Crossing Hockamock Bay

Photo © Lawrence Kovacs

Week One of FLOW has come and gone, and the verdict is in:

It was a huge success.  

In the words of one student, "This wasn't a ten out of ten -- It was a TWELVE out of ten."  Another asked, "Can we just do school out here all the time?"  All of the chaperones shared the same sentiment; this week was amazing.

A lot happened out on the water.  We learned all the intricacies of camp craft -- setting up tents, building fires, cooking, sleeping warm. We also learned skills like reading charts, using compasses, loading and paddling canoes, and how to use the Big Dipper to find the North Star.  We completed lessons from the "Water Is Life" curriculum, continuing to analyze the status of Earth's fresh water supply.  But by my estimation, the greatest learning by far was personal.

Enjoying the day's last light
Photo © Monica Wright
Most of us embarked on this trip as relative strangers.  We certainly hadn't lived together before.  As the groups were announced on day #1, there were both squeals of joy and moans of resignation.  This is to be expected with any group, but especially with 8th graders.  The middle school years are filled with cliques and exclusive friendships, so we chose groups carefully to encourage kids from different orbits to get to know each other better.

It worked.

By the end of our five days together, every single group was a cohesive unit.  Some had a group cheer, others hosted spontaneous talent shows around the campfire, and everyone talked about how glad they were to get to know each other.  Why?  Group experiences like FLOW immerse students in an atmosphere where:

  •  They are surrounded by natural beauty 
  •  There are few distractions
  •  There are clear objectives that require collaboration, communication and cooperation
  •  There are opportunities for trying new roles and challenging oneself

Loading the boats on Castle Island
Photo © Lawrence Kovacs

Spending time outdoors and organizing the day's activities around natural cycles and rhythms has the power to renew and revive us.  The space created by the absence of TV, social media and the pressures of everyday life improves focus and the ability to connect with other people.  Routine is necessary to live comfortably in the outdoors with a group.  The acts of cooking, cleaning, paddling, navigating and setting up camp provide structure and have a clear and relevant purpose.  Challenging oneself to try things that are a little scary or unfamiliar builds confidence, perseverance and grit.   

Preparing oatmeal with apples and sausage for breakfast
Photo © Lawrence Kovacs

Late afternoon light on the boats
Photo © Monica Wright

Applying a little elbow grease to get the gear back in tip-top shape before it goes back in the cupboard
Photo © Lawrence Kovacs

Photo © Lawrence Kovacs

Thursday, September 4, 2014

What if...?

Dear Families and Students,

You might be wondering what happens if a student gets homesick, injured or ill while on FLOW. What if there is a family emergency at home and a student must return to the mainland? What protocols and routines are in place to handle a student who needs to leave the trip?

While we doubt anyone will need (or want to), students do have the ability to leave FLOW at any time, for any reason. Whether it's an injury, illness, homesickness or a family emergency, there are two 18 foot skiffs with outboard motors ready to shove off from the Chewonki waterfront 24 hours a day. The islands are 10 to 15 minutes away. Instructors have cell phones, VHF radios and satellite phones to communicate with each other and with the Chewonki office at all times.

Chewonki employs a full time nurse who lives on campus and is on call 24 hours a day. There is an infirmary for students who may need to spend the night off the island. If a child needs to leave FLOW, they can either be picked up from the Chewonki campus or driven home by a Chewonki employee.

I hope you find this information helpful and reassuring. The goal of FLOW is not for kids to endure some form of grueling hardship. Instead, we hope kids get to enjoy learning while outside, and that they gain many useful skills that will lead to a lifelong love of the outdoors.

If you have any specific questions or concerns, please don't hesitate to contact me.


Sunday, August 31, 2014

FLOW Permission Slip and Information Packet

Dear families,

on the second day of school, all 8th graders will receive a FLOW permission slip.  This is in addition to the health form from Chewonki.  Both of these items must be completed and returned in order for your student to participate in FLOW.  The packet has a brief overview of  FLOW as well as some resources to help you prepare for the trip.  Just in case your packet gets lost, you can find it right here on the FLOW blog page.  

We are all looking forward to seeing your smiling faces Tuesday morning!

Friday, August 22, 2014

FLOW Schedule

I am excited to report that we are less than a month away from the first session of the FLOW Expedition!  The first groups will head out for their week on the water on September 15th.  While all the specific student groups have yet to be finalized, I thought it would be helpful to have general information about when each of the houses would be out on course.

BMS Red House:  September 15-19 and September 22-26

WCS:  September 22-26 and September 29-October 3

BMS Green House:  September 29-October 3 and October 6-10

Students will come to school on the Monday morning of their trip with their clothing and sleeping bags packed.  These can be carried in a duffel bag or even a plastic trash bag.  The bus will leave at 10:00 am  from BMS, and 10:15 from WCS, arriving at Chewonki at 10:30.  On Friday, at the end of the trip, students will return to WCS by 1:15 and to BMS by 1:30.

Remember to to look at the packing list and begin thinking about putting together the clothing you'll need.  We have been working hard for over a year to get things prepared for you, but we will need you to take on the responsibility for your own personal gear.  Don't hesitate to get in touch with me at if you have any questions or concerns.  


Thursday, July 17, 2014

Where does the water in Bath come from?

For those of us who live in the City of Bath,  when we turn on a faucet in our house, water comes out.  This happens whether or not there is a power outage.  This happens whether it's 100˚ outside or -20˚.

Did you ever wonder where this water is coming from?

And not to be too gross, but going to the bathroom is a part of life.  Do you wonder what happens to, well, the stuff that you flush down?

The Bath Water District is the Local Government Agency that deals with our water, both fresh and dirty.  Here is their webpage:

As we approach this fall's FLOW Expedition,  I encourage you to take a look at this site and begin to think about something that most of us don't think very much about: our water.  It's pretty interesting!

Tuesday, July 15, 2014

Health Forms

Dear students and families,

I hope this update finds you enjoying the summer!  I am attaching a link to the health form(s) required for participation in FLOW.  While the Chewonki Health Form is required for each student, the RSU 1 Medication form only needs to be filled out if your child will be taking prescription medication during the trip.  If this is the case, you will need to have the RSU 1 Medication Form signed by your child's physician.

If you do not have access to a printer, you can go to either Woolwich Central School or Bath Middle School during the week during business hours to pick one up from the office.  Please call ahead to make sure someone will be there.


Woolwich Central School:  443-9739

Bath Middle School:  443-8270

Chewonki Health Form:

RSU 1 Prescription Medication Health Form:

Monday, June 16, 2014

Water is Life

For year-one of FLOW we have decided to adapt a module called "Water is Life."  This module was written by Expeditionary Learning, an educational organization that "has designed and refined an approach that engages and energizes students, teachers, and district school leaders."  You can read about Expeditionary Learning here:

An overview of the "Water is Life" module can be seen here:

The anchor texts for the module are the article "Water is Life" by Barbara Kingsolver, and the nonfiction novel The Big Thirst by Charles Fishman.  "Water is Life" can be found in its entirety here:

A free sample of The Big Thirst is available on  Amazon:

Woolwich Central School and Bath Middle School faculty will be collaborating to adapt the module to our needs.  This work should be completed by the end of June.  Take a look at the materials to get a sense of what your child will be doing on FLOW.

Student Packing List for FLOW

Student Packing List

4 pairs of socks (two should be wool or synthetic)
4 changes of underwear
1 set of long underwear tops and bottoms
2 pairs of shorts
2 pairs of pants (please, no jeans)
2 T-shirts
1 long sleeve shirts - wool or synthetic
1 sweater or fleece
1 windbreaker
1 warm jacket
1 winter hat
1 rain jacket and rain pants
1 pair wool or synthetic mittens or gloves
1 pair “camp shoes” (not open toe)
1 pair “wet shoes” (also not open toe-old sneakers work well)
1 sweatshirt/sweatpants OR extr set of long underwear to sleep in
1 brimmed hat for sun protection
1 swimsuit

1 sleeping bag 
1 flashlight or headlamp
1 1- liter waterbottle (can be a repurposed gatorade bottle)
1 small hand towel (or bandana)
1 toiletry kit including toothpaste and toothbrush
1 small backpack or book bag
insect repellent
School Materials (will be provided by teachers).

The days will be generally comfortable, but the nights can be cool.  Below are some suggestions to help you with equipment preparation for the trip.

To keep your sleeping bag dry, put a heavy-duty garbage bag inside a stuff sack or pillow case.  Stuff the sleeping bag in and then squeeze out the extra air.  Twist the garbage bag to seal it.  Tuck the end of the garbage bag into the stuff sack. 
The importance of a sturdy waterproof raincoat and rain pants cannot be overemphasized.  Please do not bring ponchos.
Rugged chinos, cotton/polyester blends or synthetic pants are recommended.  Jeans are difficult to dry and rob the body of heat when they are wet.
Bring sunscreen with an SPF rating of 15 or more.


Here are some good places to find deals on raingear, sleeping bags, etc. --



LL Bean Outlet (Freeport)
Goodwill (Brunswick)
TJ Maxx (Brunswick)

For more information, visit

Thursday, June 5, 2014

So, what is FLOW?

Fundamental Learning On Water (FLOW) is a weeklong saltwater canoe trip open to all 8th graders in RSU 1.  The trip represents the collaboration of local businesses, the school district and the Chewonki foundation.  The academic focus of FLOW in year one will be the study of water.  Here is a slide show outlining the trip.

Wednesday, June 4, 2014

Thank You!!!

The FLOW Expedition is the culmination of good ideas, hard work and generous donations.  For their generous donations, I would like to acknowledge The Chewonki Foundation, Bath Savings Institution  First Federal Savings, and the George Davenport Trust.  For their hard work and willingness to breathe life and part of the budget into this project, I would like to thank the RSU 1 School Board and Superintendent Patrick Manuel.  Each of these stakeholders recognized the value of an experience like FLOW,  and recognized the difference it could make in the lives of children.  Without this support, FLOW would not have happened.

Thank you!!