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It analyzes special education teacher and director perspectives on what was effective, delivery challenges, and how student academic progress changed under different remote and hybrid teaching arrangements. The study also addresses attendance, learning outcomes, benefits and challenges of remote learning, strategies that worked, parent and teacher support roles, comparisons to spring 2020, and implications for future practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/how-students-with-ieps-and-their-teachers-are-faring-in-maine-schools-during-the-covid-19-pandemic/582628/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/how-students-with-ieps-and-their-teachers-are-faring-in-maine-schools-during-the-covid-19-pandemic/582628.png","ImageObject",300,407,{"name":92,"@type":93},"Mia  ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study on students with IEPs in Maine during COVID-19?","Question",{"text":112,"@type":113},"The study aimed to understand how instruction for students with IEPs was delivered during remote learning in spring and in the fall of the 2020-21 school year, and how these students were impacted.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which instructional arrangements were most common for special education teachers in fall 2020?",{"text":117,"@type":113},"Hybrid models were the most common, with students attending in person two days per week and working remotely two or three additional days each week.",{"name":119,"@type":110,"acceptedAnswer":120},"What topics did the report cover regarding outcomes and support during remote learning?",{"text":121,"@type":113},"It examined student attendance and student outcomes, including positive learning outcomes, benefits and challenges of remote learning, strategies that worked, parent roles, support for students who fell behind, and support for teachers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582628,1792210223,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","How Students with IEP’s and their Teachers are Faring in Maine Schools during the COVID-19 Pandemic  \nPrepared by:  \nPatricia Lech, M.D., M. S.  \nAmy Johnson, Ph.D.  \nMarch 2021  \nMaine Education Policy Research Institute University of Maine System  \nPublished by the Maine Education Policy Research Institute in the Center for Education Policy, Applied Research, and Evaluation (CEPARE) in the School of Education and Human Development, University of Southern Maine, and the Maine Education Policy Research Institute in the School of Education and Human Development at the University of Maine at Orono.  \nThe Maine Education Policy Research Institute (MEPRI), is jointly funded by the Maine State Legislature and the University of Maine System. This institute was established to conduct studies on Maine education policy and the Maine public education system for the Maine Legislature.  \nStatements and opinions by the authors do not necessarily reflect a position or policy of the Maine Education Policy Research Institute, nor any ofits members, and no official endorsement by them should be inferred.  \nThe University of Maine System is an EEO/AA employer, and does not discriminate on the grounds of race, color, religion, sex, sexual orientation, transgender status, gender expression, national origin, citizenship status, age, disability, genetic information or veteran's status in employment, education, and all other programs and activities. The following person has been designated to handle inquiries regarding non-discrimination policies: Director of Equal Opportunity, 101 North Stevens Hall, University of Maine, Orono, ME 04469-5754, 207.581.1226, TTY 711 (Maine Relay System) .  \nThis study was funded by the Maine State Legislature and the University of Maine System.  \nCopyright © 2021, Center for Education Policy, Applied Research, & Evaluation, and Maine Education Policy Research Institute.  \nTable of Contents  \nExecutive Summary ....................................................................................................................... i  \nBackground ................................................................................................................................... 1  \nMethodology .................................................................................................................................. 7  \nFindings........................................................................................................................................ 10  \nCaseloads and Range of Student Needs ................................................................................ 10  \nRemote Teaching Arrangements & Expectations for Student Participation .................... 11  \nStudent Attendance ................................................................................................................. 16  \nStudent Outcomes ................................................................................................................... 19  \nPositive Learning Outcomes this Fall.................................................................................... 25  \nBenefits of Remote Learning this Fall ................................................................................... 26  \nChallenges of Remote Learning this Fall .............................................................................. 27  \nStrategies that worked ............................................................................................................ 30  \nParent Roles ............................................................................................................................. 30  \nComparison to Spring 2020 .................................................................................................... 31  \nOther factors affecting outcomes ........................................................................................... 34  \nSupporting students who fall behind.............................","cbCaiptjoSNhfcvr","https://ap.wps.com/l/cbCaiptjoSNhfcvr","pdf",618776,54,"English","# Executive Summary\n# Background\n# Methodology\n# Findings\n## Caseloads and Range of Student Needs\n## Remote Teaching Arrangements & Expectations for Student Participation\n## Student Attendance\n## Student Outcomes\n## Positive Learning Outcomes this Fall\n## Benefits of Remote Learning this Fall\n## Challenges of Remote Learning this Fall\n## Strategies that worked\n## Parent Roles\n## Comparison to Spring 2020\n## Other factors affecting outcomes\n## Supporting students who fall behind\n## Supporting Teachers\n## Conclusions and Implications\n# References\n# Author Information","[{\"question\":\"What was the purpose of the study on students with IEPs in Maine during COVID-19?\",\"answer\":\"The study aimed to understand how instruction for students with IEPs was delivered during remote learning in spring and in the fall of the 2020-21 school year, and how these students were impacted.\"},{\"question\":\"Which instructional arrangements were most common for special education teachers in fall 2020?\",\"answer\":\"Hybrid models were the most common, with students attending in person two days per week and working remotely two or three additional days each week.\"},{\"question\":\"What topics did the report cover regarding outcomes and support during remote learning?\",\"answer\":\"It examined student attendance and student outcomes, including positive learning outcomes, benefits and challenges of remote learning, strategies that worked, parent roles, support for students who fell behind, and support for teachers.\"}]","How Students with IEP’s and their Teachers are Faring in Maine Schools during the COVID-19 Pandemic | PDF",1792044088,136]