The Transition to Special Education Services for Preschoolers in Maine
The St. George Municipal School District superintendent, Mike Felton, spent considerable time considering whether to participate in a new program offered by the Maine Department of Education. This initiative aimed to shift the responsibility of providing special education services to preschool-aged children with disabilities from the state’s Child Development Services (CDS) to public school districts. As the first year of this program comes to a close, Felton reflects on the challenges and rewards of making this decision.
“We want to get kids in the door and invest in them as young as possible,” said Felton. “Every year you wait, it becomes harder and more expensive.” This sentiment echoes across the state, where the first year of a four-year plan to transition special education services has revealed both obstacles and opportunities.
The program involves transferring the provision of speech, physical, and occupational therapy services for children aged three to five from CDS to public schools. With 17 participating districts already navigating the initial phase and another 34 set to join next year, there is a mix of hope and uncertainty about the future of this system.
Challenges Faced During the First Year
While all eligible children received services, many school districts encountered significant challenges. One major issue was the unexpected number of students enrolled. The state had projected 189 students for the 17 districts, but they ended up serving 437. This overwhelming demand led to various logistical problems, including staffing shortages and transportation difficulties, especially in rural areas.
Kittery Superintendent Eric Waddell noted that the reality of the program was more complex than initially anticipated. “It’s a bigger undertaking than was presented to us a year ago,” he said. The increased number of students meant that some districts had to add extra classrooms or adjust their schedules mid-year.
In addition to these logistical hurdles, school staff faced new responsibilities, such as potty-training and diaper-changing, which are not typically part of elementary school job descriptions. Despite these challenges, most districts managed to provide services within the legally mandated timeframe, a stark contrast to the long waitlists experienced by CDS.
The Role of Community and Collaboration
Community support played a crucial role in overcoming these challenges. Teachers and providers like Janet Schoff at Learning Tree Preschool stepped in to help where they could. However, Schoff emphasized the limitations of individual efforts. “We can’t give one child with extreme needs all the time and energy they require,” she said.
The transition also required educators to obtain additional certifications and adapt to new roles. Jessica Berry, special education director for the St. George School District, highlighted the dedication of her staff. “If we didn’t, it would be a problem,” she said.
Despite the difficulties, the success of the pilot program has been encouraging. Many school districts were prepared for the transition due to existing pre-K programs and strong community ties. However, not all districts are equally equipped, and some lack full-day pre-K or even basic pre-K programs.
Future Concerns and Funding Issues
While the initial results are promising, concerns remain about the sustainability of the program. The 2024 legislation mandates that the state cover 100% of “reasonable and necessary” costs for school districts providing services to preschoolers with disabilities. Last year, the state allocated over $7 million, but there are fears that increasing costs and shifting federal priorities could affect this commitment.
Eric Waddell warned that if the state fails to meet its funding obligations, the burden could fall on local taxpayers. “It would be catastrophic to have to absorb these costs,” he said. The state has committed $39 million for this fiscal year, and efforts are underway to reduce costs through Medicaid billing. However, only one of the 17 schools billed MaineCare last year, and potential federal cuts could complicate this approach.
Looking Ahead
Despite these uncertainties, district leaders remain optimistic about the long-term benefits of the program. They recognize the importance of early intervention and the potential for growth in young children. “You do see incredible growth with the three and four-year-olds. It’s amazing how fast they grow and learn,” said Felton.
While the road ahead is challenging, the transition represents a critical step toward a more effective and equitable system for preschoolers with disabilities. With continued support and collaboration, the hope is that this new model will ultimately provide better outcomes for the children of Maine.