Sanford outlines plan to assume special education services for 3- and 4-year-olds, staff and contracts in progress
June 16, 2026 | Sanford Public Schools, School Districts, Maine
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The Sanford School Committee heard a detailed update June 15 on the district’s plan to take responsibility for special education services for three- and four-year-olds beginning this fall.
Mr. B, delivering the director’s report, said the district’s list included about 121 children as of the prior week and that the number will remain fluid as preschool screening continues. He described staffing plans that include one 3–4 special education classroom at each of Carl J. Lamb, Margaret Chase Smith and Sanford Pride elementary schools, three lead teachers (two internal hires and one external), and hiring for two edtechs per classroom. Administrative support and contracted providers (speech and occupational therapy) are being arranged in collaboration with the business office.
Mr. B emphasized that the Child Development Services (CDS) role will shift to a service-hub model — CDS will remain available for specialized evaluations and support even as the district assumes day-to-day service delivery. District staff are scheduling transition and eligibility meetings and plan family communications in early July to initiate registration with the Sanford School Department for children who were not previously enrolled.
Board members asked for clarifications about how many children are already identified versus in referral; district staff said the 121 figure includes students receiving services and those in the referral/process pipeline, and stressed the population will change as preschool screenings continue. Administrators said funding for the 3–4 program sits outside the regular school budget and comes via a state funding formula intended to fully reimburse the base number of students; additional needs can be justified through the IEP process for reimbursement.
Next steps include finalizing administrative hires, completing classroom staffing, contracting for related services, and sending a registration letter and website resources in early August.
Mr. B, delivering the director’s report, said the district’s list included about 121 children as of the prior week and that the number will remain fluid as preschool screening continues. He described staffing plans that include one 3–4 special education classroom at each of Carl J. Lamb, Margaret Chase Smith and Sanford Pride elementary schools, three lead teachers (two internal hires and one external), and hiring for two edtechs per classroom. Administrative support and contracted providers (speech and occupational therapy) are being arranged in collaboration with the business office.
Mr. B emphasized that the Child Development Services (CDS) role will shift to a service-hub model — CDS will remain available for specialized evaluations and support even as the district assumes day-to-day service delivery. District staff are scheduling transition and eligibility meetings and plan family communications in early July to initiate registration with the Sanford School Department for children who were not previously enrolled.
Board members asked for clarifications about how many children are already identified versus in referral; district staff said the 121 figure includes students receiving services and those in the referral/process pipeline, and stressed the population will change as preschool screenings continue. Administrators said funding for the 3–4 program sits outside the regular school budget and comes via a state funding formula intended to fully reimburse the base number of students; additional needs can be justified through the IEP process for reimbursement.
Next steps include finalizing administrative hires, completing classroom staffing, contracting for related services, and sending a registration letter and website resources in early August.
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