Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Early Childhood Special Education topic
No spam. Unsubscribe anytime.
RSU1 presents in‑house early childhood special education expansion; administrators say no current wait lists
Summary
Early childhood special education staff told the RSU1 school board the district now provides required services in‑house for four‑year‑old students, reported no unmet needs or wait lists, and plans to assume fiscal and program oversight for identified three‑year‑olds next year.
RSU1 early childhood special education staff presented a program overview to the school board, describing the district's recent transfer of 3–5 year old special education responsibilities from CDS and plans to expand services to include identified three‑year‑olds.
Brooke Wilmouth, the district's early childhood special education teacher and coordinator, said the district is now delivering required services in‑house for four‑year‑olds and currently has no unmet needs or wait lists. She described the team's mission to provide inclusive, developmentally appropriate learning and emphasized a collaborative, team‑based approach to evaluations, IEP development and specially‑designed instruction.
"We are currently meeting all student needs for special education in‑house... We do not have any unmet needs or wait lists at this time," Brooke said. She and Director of Special Education Karen Brackett explained that service delivery is individualized and ranges widely — from students receiving one hour of specially‑designed instruction a week to a few students who receive up to 15 hours — depending on needs identified through multidisciplinary evaluation.
Board members asked logistical questions about where services will be provided (central office, schools, Head Start, Bath Y) and how the district will coordinate with CDS for some placements. Brooke and Karen said the district will provide oversight and work with existing centers; some three‑year‑olds may remain at Head Start or other day‑care settings with district services provided onsite when appropriate. They also said the team supports classroom teachers through consultation, observation and integrated services and that, when necessary, the team will recommend developmental evaluations and pull together IEP teams.
Administrators and board members discussed the range of minutes students receive and how high‑need behavior is handled. Brooke said supports are individualized and may include pre‑teaching, pull‑out practice, or in‑class interventions; a general‑education edtech is assigned to each pre‑K classroom and the district supplements related services as needed.
The presentation closed with questions about staffing models and funding; Karen and administration said some funding will be a mix of district and state (CDS) funds and that they will continue to seek appropriate fiscal strategies to meet requirements. No vote was required; the presentation was informational.
Board members thanked the team for the report and noted the program's potential to increase continuity and responsiveness for families and teachers.
