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Capacity is weakest in staffing and caseload resources, while screening and parent communication show greater readiness, with additional variation across SAU types.",{"@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/study-of-maine-school-administrative-units-capacity-to-support-preschool-special-education-prepared-by-amy-f-johnson-june-2022/582997/",{"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/study-of-maine-school-administrative-units-capacity-to-support-preschool-special-education-prepared-by-amy-f-johnson-june-2022/582997.png","ImageObject",300,407,{"name":92,"@type":93},"Rhys","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the May 2022 survey?","Question",{"text":112,"@type":113},"The survey determined districts’ awareness of policy discussions about transferring preschool special education responsibility from Child Development Services to School Administrative Units (SAUs), and assessed SAUs’ current capacity to oversee these programs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How familiar were SAU leaders with the proposed policy changes?",{"text":117,"@type":113},"Nearly all responding SAU leaders (96%) were familiar with the types of changes proposed, indicating adequate communication from state leaders and professional organizations.",{"name":119,"@type":110,"acceptedAnswer":120},"Which SAU capacity areas were reported as strongest and weakest?",{"text":121,"@type":113},"Respondents reported inadequate capacity mainly in staffing and caseload capacity, while they felt most capable in screening, communicating with parents, and preschool classroom teachers’ familiarity with Maine’s Early Learning and Development Standards.","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},582997,1792230558,{"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":19,"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":26,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","University of Southern Maine  \nUSM Digital Commons  \n\n| School Improvement | Center for Education Policy, Applied Research and Evaluation (CEPARE) |\n| --- | --- |\n| 2022\u003Cbr>Study of Maine School Administrative Units' Capacity to Support Preschool Education\u003Cbr>Amy F. Johnson Phd\u003Cbr>University of Southern Maine, Center for Education Policy, Applied Research, and Evaluation\u003Cbr>Follow this and additional works at: [https://digitalcommons.usm.maine.edu/cepare_improvement](https://digitalcommons.usm.maine.edu/cepare_improvement) |  |\n\nRecommended Citation  \nJohnson, Amy F. Phd, \"Study of Maine School Administrative Units' Capacity to Support Preschool Education\" (2022) . School Improvement. 32.  \n[https://digitalcommons.usm.maine.edu/cepare_improvement/32](https://digitalcommons.usm.maine.edu/cepare_improvement/32)  \nThis Report is brought to you for free and open access by the Center for Education Policy, Applied Research and Evaluation (CEPARE) at USM Digital Commons. It has been accepted for inclusion in School Improvement by an authorized administrator of USM Digital Commons. For more information, please contact [jessica.c.hovey@maine.edu](jessica.c.hovey@maine.edu).  \nStudy of Maine School Administrative Units’Capacity to Support  \nPreschool Special Education  \nPrepared by:  \nAmy F. Johnson  \nJune 2022  \nMaine Education Policy Research Institute  \nUniversity of Southern Maine  \nGorham, Maine  \n1  \nTable of Contents  \nSummary ................................................................................................................................................. 1  \nIntroduction........................................................................................................................................... 2  \nMethods ................................................................................................................................................... 2  \nSurvey Participation ....................................................................................................................................... 3  \nFindings ................................................................................................................................................... 4  \nQuestions Asked of All SAUs.........................................................................................................................4  \nQuestions Asked of SAUs that Offer Public Preschool ...................................................................... 11  \nQuestions Asked of SAUs that Do Not Currently Offer Public Preschool.................................... 13  \nQuestions Asked of SAUs Participating in the CDS Pilot .................................................................. 15  \nEarly Successes............................................................................................................................................................... 15  \nBiggest Challenges ........................................................................................................................................................ 15  \nConclusion ............................................................................................................................................ 16  \nAcknowledgements ........................................................................................................................... 17  \nAppendix A: Feedback to Policymakers ..................................................................................... 18  \nComments from Respondents in SAUs with Public Preschool Programs .................................. 18  \nComments from Respondents in SAUs without Public Preschool Programs ........................... 20  \nAppendix B. Geographic Representation of Survey Respondents..................................... 21  \nStudy of Maine School Administrative Units’ Capacity to Support Preschool Special Education  \nAmy Johnson  \n[amyj@maine.edu](amyj@maine.edu)  \nSummary ","cbCairVU0mreVDMC","https://ap.wps.com/l/cbCairVU0mreVDMC","pdf",352057,24,"English","# Summary\n# Introduction\n# Methods\n# Survey Participation\n# Findings\n## Questions Asked of All SAUs\n## Questions Asked of SAUs that Offer Public Preschool\n## Questions Asked of SAUs that Do Not Currently Offer Public Preschool\n## Questions Asked of SAUs Participating in the CDS Pilot\n## Early Successes\n## Biggest Challenges\n# Conclusion\n# Acknowledgements\n# Appendix A: Feedback to Policymakers\n## Comments from Respondents in SAUs with Public Preschool Programs\n## Comments from Respondents in SAUs without Public Preschool Programs\n# Appendix B: Geographic Representation of Survey Respondents","[{\"question\":\"What was the purpose of the May 2022 survey?\",\"answer\":\"The survey determined districts’ awareness of policy discussions about transferring preschool special education responsibility from Child Development Services to School Administrative Units (SAUs), and assessed SAUs’ current capacity to oversee these programs.\"},{\"question\":\"How familiar were SAU leaders with the proposed policy changes?\",\"answer\":\"Nearly all responding SAU leaders (96%) were familiar with the types of changes proposed, indicating adequate communication from state leaders and professional organizations.\"},{\"question\":\"Which SAU capacity areas were reported as strongest and weakest?\",\"answer\":\"Respondents reported inadequate capacity mainly in staffing and caseload capacity, while they felt most capable in screening, communicating with parents, and preschool classroom teachers’ familiarity with Maine’s Early Learning and Development Standards.\"}]","Study of Maine School Administrative Units’ Capacity to Support Preschool Special Education - Prepared by Amy F. Johnson - June 2022 | PDF",1792045281]