Telehealth Support Services for Students in Maine Schools Before and After the COVID Pandemic

The study also sought to learn what works well with telehealth delivery of therapy services for students with Individualized Education Plans IEPs and the drawbacks to using school-based telehealth services, from participants’ perspectives

How Students with IEP\u27s and their Teachers are Faring in Maine Schools during the COVID-19 Pandemic

The goal of study was to better understand how instruction to students with Individualized Education Plans (IEPs) was delivered during remote learning this past spring and during the fall semester of the 2020-21 school year, and how these vulnerable students have been impacted

Challenges with Teacher Retention and Staffing and Shortages in Maine School Districts

The purpose of this study is to learn more about the challenges rural school districts in Maine face in hiring and retaining teachers, and the consequences or impacts of staffing shortages or under-qualified staff in certain areas

Challenges with Teacher Retention and Staffing and Shortages in Maine School Districts

The purpose of this study is to learn more about the challenges rural school districts in Maine face in hiring and retaining teachers, and the consequences or impacts of staffing shortages or under-qualified staff in certain areas

Principal and Teacher Percetipons of Performance Evaluation and Professional Growth (PE/PG) System Implementation

A study to investigate the challenges and successes schools are having as they strive to fully implement Maine’s Performance Evaluation and Professional Growth policy since last year

Odds of Autism at 5 to 10 Years of Age for Children Who Did Not Pass Their AABR Newborn Hearing Screen, But Were Diagnosed with Normal Hearing

Background: Research has found atypical Auditory Brainstem Response (ABR) activity in some children with Autism Spectrum Disorder (ASD). The current study examined whether an association may also be found between ASD and pass/refer results obtained via Automated Auditory Brainstem Response (AABR) screening. As stewards of large-scale AABR data, an AABR – ASD association may be of interest to EHDI programs. Methods: State EHDI data for 29,350 children born in Maine between 2003 and 2005 were linked with education records, including special education status, for the 2010/2011 and 2013/2014 school years. Results: Children who did not pass their AABR screen but were later documented to have typical hearing were at more than eight times the odds of being identified with ASD at 5 to 7 years of age, and over six times the odds at 8 to 10 years of age. Conclusion: Newborns who did not pass their AABR screen but were subsequently diagnosed with typical hearing, experienced higher rates of ASD five to 10 years later. With further research evidence, this may create opportunities for EHDI programs to support and facilitate the work of colleagues in the ASD community, as well as further assist families already touched by EHDI systems

Strategies for Supporting Teachers’ Instructional and Mental Health Needs during the COVID Pandemic in Maine and Other States

The Maine Educational Policy Research Institute (MEPRI) report based on a study of the strategies and challenges involved in supporting preK–12 students and teachers during the COVID-19 pandemic

Strategies for Supporting Student Learning Needs during the COVID Pandemic in Maine and Other States

Maine Educational Policy Research Institute (MEPRI) report based on a study of the strategies and challenges involved in supporting preK–12 students and teachers during the COVID-19 pandemic

Maine Principals\u27 Perceptions of Beginning Teacher Preparation

The information presented in this report will help policymakers assess how well teacher preparation programs are doing in the training of new teachers hired in Maine, and to recommend changes to address any gaps in teacher preparation