PRIORITY NOTICE: Opportunity for Public Feedback – Later Start Time Planning Grants

In accordance with Resolve 2025, Chapter 110: Directing the Department of Education to Develop a Grant Program to Encourage Secondary Schools to Adopt Later Start Times, the Maine Department of Education (DOE) is opening a period of public comment for the proposed routine technical rule regarding later start time planning grants. The proposed rule (Chapter 54) will govern the application for, and awarding of, funds from the Maine DOE discretionary grants for later start time planning. Grants are intended to assist in the financing of local initiatives; the Maine DOE encourages school administrative units (SAUs) to collaborate on these efforts.

For more information about this proposed rule, please visit Chapter 54 on Maine DOE | Proposed Rules and the Rulemaking Process.

Public comment officially opens on Wednesday, January 21, 2026. Comments must be submitted to Laura Cyr at laura.cyr@maine.gov by February 27, 2026.

For more information or with questions, please contact laura.cyr@maine.gov.

PRIORITY NOTICE: Additional 30-Day Comment Period for Revised Master Contractual Agreements for Private Schools Offering Special Education Programs

The Maine Department of Education (DOE) is providing a second 30-day comment period regarding master contractual agreements for private schools offering special education programs. During the first comment period in October 2025, many of you outlined similar observations, suggestions, and concerns. The Maine DOE used that feedback (posted here) to significantly revise the master contractual agreement.

Please note some of the resulting changes to the updated master contractual agreement, summarized in the table below:

Original Section	Revised Section	Comment	Resulting Change
General		Commenters recommended having two master contractual agreements, distinguishing between school types: special purpose private schools and private schools approved for the receipt of public funds for tuition purposes.	The Maine DOE agrees and proposes two master contractual agreements: one for special purpose private schools and one for private schools approved for the receipt of public funds for tuition purposes.
1. Services Provided	Omitted	Commenters felt the list of services was incomplete, and it was unclear whether a private school was expected to provide all of the services listed.	This section was eliminated, and the list of services was removed. The intent of this section was to ensure that students placed in private schools receive all of the services in their IEPs. To that end, a requirement was added in Section 2(d) that the placing SAU and the private school agree in writing which entity will be responsible for providing each of the services on the student’s IEP.
2. Education Settings	1. Education Settings	Some commenters questioned whether this section is necessary.	The purpose of this section is to ensure that the private school offers the setting described in the student’s IEP as the least restrictive environment. The Maine DOE has moved the last line regarding transition to less restrictive environments to the new Section 2(c) since it refers to a policy.
3. Admissions	2. Admissions and Placement	Commenters noted that the standards for removal of students from a private school or program are very high. The Maine DOE should consider using the Massachusetts model.	This section is mostly new and is taken from the Massachusetts regulations, as recommended by several commenters. The Maine DOE believes that the sharing of this information between the private school, the placing SAU, and the parent at the beginning of the relationship sets the stage for successful collaboration.
7. Relationship to the Placing SAUs	4. Single Point of Contact	Some commenters were concerned that one person would not have the breadth of knowledge to respond effectively.	The Maine DOE has clarified this section to include “designee(s)” but continues to believe that there must be a named individual at the private school and the placing SAU who is ultimately responsible for the placement.
4. Provision of Services	5. Provision of Services	Some commenters questioned whether this section is necessary.	This language tracks requirements in MUSER and includes a straightforward statement of the obligation of the private school to implement the IEP.
5. Attendance	6. Attendance	Some commenters questioned whether this section is necessary.	The Maine DOE believes that it is necessary to maintain attendance data—particularly data involving removal from a student’s educational program, as federal and state special education law require action by the placing SAU after removals (including cumulative removals) of 10 school days.
6. Removal or Discharge	7. Removal or Discharge	This section attracted the most comment. Commenters did not agree with the Maine DOE’s initial proposal of tying the private school to the placing SAU because of concerns that the two entities would not agree, and it would be difficult to have a proceeding where a party was asked to present the position of another party with whom it disagreed. Many commenters suggested that the Maine DOE adopt the structure in the Massachusetts regulations that provides for both routine and emergency terminations with specific timeframes and obligations.	The Maine DOE agrees and is adopting the Massachusetts provisions for terminations.
8. Monitoring and Enforcement	8. Monitoring and Enforcement	Commenters reported that the language was confusing and/or potentially conflicted with MUSER or current practice.	The Maine DOE made some minor changes and removed the piece about monitoring, which commenters suggested was either confusing or potentially conflicted with MUSER or current practice.

Before finalizing the master contractual agreements, the Maine DOE is providing this additional 30-day comment period from January 10 until February 10, 2026. Interested parties are encouraged to provide feedback, which will be used when finalizing the master contractual agreements—to be issued by March 1, 2026.

Please find the revised master contractual agreements for comment below:

You may provide comments using this form. Questions may be directed to Laura Cyr at Laura.Cyr@maine.gov.

Public Comment Period for Proposed Rule Chapter 115 – The Credentialing of Education Personnel

In response to the 131st and 132nd Maine Legislature, the Maine State Board of Education is engaging in rulemaking to revise Chapter 115: The Credentialing of Education Personnel in alignment with its 2023 report to the Legislature. In that report, the State Board reviewed a number of credentialing topics, including pathways for specific endorsements.

As required by law, a period of public comment opened on September 24, 2025, and will continue through October 25, 2025. Written comments may be submitted to Maine DOE Legislative Team member Laura Cyr at laura.cyr@maine.gov, 207-446-8791, or State House Station #23, Augusta, Maine 04333 until 5 p.m. on October 25.

Additionally, a public hearing for the proposed new rule will be held in person and virtually on October 15, 2025, from 3-5 p.m. at the Burton M. Cross Office Building (111 Sewall Street Room 103, Augusta, Maine 04333). As space will be limited, participants are encouraged to attend virtually via Zoom, using the following link:

Join the Zoom Meeting here.
Meeting ID: 879 4623 6101
Passcode: 47786916

With questions, please contact Laura Cyr at laura.cyr@maine.gov or 207-446-8791.

Summary of Proposed Changes to Chapter 115 Part I
The updates to Chapter 115 Part I refine definitions, expand credentialing pathways, and adjust requirements for educational technicians, conditional certificates, and emergency credentials. The revisions aim to enhance flexibility in staffing, while maintaining high-quality standards and compliance. Key changes include:

Definitions and General Requirements

Updated and clarified definitions for credential, clearance, conditional certificate, endorsement, lapsed credential, employed, contracted service provider, and others
Renewal “lapsed” grace period extended from six months to twelve months
More precise requirements stipulate that all individuals must hold the appropriate credential on the first day of service; school administrative units (SAUs) must verify credentials annually.

Out-of-State and Out-of-Country Certification

Streamlined process for accepting equivalent certificates from other states or countries
Requires official transcripts for international coursework and a course-by-course analysis from an approved evaluator
Certificates issued under reciprocity are valid for five years and renewable in accordance with Maine’s requirements.

Educational Technician Certificates

Reorganized into Ed Tech I, II, III, and Emergency Ed Tech categories with clearer permitted responsibilities and supervision levels. Eligibility updates include:
- Ed Tech I: high school diploma/GED
- Ed Tech II: reduced requirement from 60 credits to 48 credits or two years of CTE employment
- Ed Tech III: may qualify with 90 semester hours or an approved Maine training program, such as community college “learning facilitator” programs
- Emergency Ed Tech: must complete a state-approved program targeting essential skills
Certificates are valid for five years; renewal requires three semester hours of approved study/in-service training per term.

Conditional Certificates

Still valid for three years, non-renewable
SAUs must provide intensive supervision and mentoring for conditionally certified teachers and specialists.
Provision for issuing additional conditional certificates in shortage areas, if the applicant documents English is not their first language

Emergency Teacher Certificate

May be issued only to fill a staffing shortage.
Eligibility expanded to include:
- Bachelor’s degree or equivalent work experience
- Enrollment in an educator preparation program
- Ed Tech III certification (excluding Emergency Ed Tech III)
Holders must participate in a mentoring program.
Term limited to one year, renewable up to three times total

Clearance Certificates

Required for all non-certified staff in schools or Child Development Services (CDS) sites
Valid for five years from the date of application; renewable with proof of service and CHRC completion
These updates emphasize greater flexibility in staffing, particularly for Ed Techs and conditional/emergency certifications, while reinforcing oversight, renewal, and mentoring obligations for SAUs and the Maine DOE.

Summary of Proposed Changes to Maine Chapter 115 Part II
This document contains extensive revisions to teacher and administrator certification requirements. Key changes include:

General Changes across Multiple Endorsements

Addition of Portfolio Pathway: A new “Endorsement Eligibility Pathway 3” has been added to most teaching endorsements, allowing candidates to earn certification through an approved portfolio process with superintendent and department approval.
Revised Language: “Graduated from” changed to “Successful completion of” throughout the document for consistency
Reduced Conditional Certificate Requirements: Many conditional certificate requirements have been reduced (e.g., from 24 to 18 semester hours for secondary teachers, from 24 to 15 semester hours for ESOL teachers).

Specific Endorsement Changes
Early Elementary and Elementary Teachers (029, 020)

Added portfolio pathway option
Restructured conditional certificate requirements to include portfolio option

Middle Level Teachers (1.3)

Added world languages to the endorsement areas covered (grades 5-8)
Added specific teaching methods and coursework requirements
Included language proficiency testing options (ACTFL, STAMP, ASLPI)

Secondary Teachers (1.4)

Reduced the conditional certificate requirement from 24 to 18 semester hours
Added portfolio pathway

Pre-K through Grade 12 Teachers (1.5)

Expanded from 2 to 4-6 pathways, depending on endorsement
Added specific pathway for endorsement 700 (industrial arts/technology education), including apprenticeship and experience requirements
Added detailed pathway for endorsement 510 (physical education) with specific coursework requirements
Reduced the conditional certificate requirement from 24 to 18 semester hours

Special Education (Section 2)

New Endorsement 283: Provider of Early Intervention/Teacher of Children with Disabilities, Birth to Age 5
Revised grade span of 282: Birth through grade 12
Added portfolio pathway options
Modified grade span renewal option, allowing current 282 holders to renew in birth-grade 12 span

ESOL Teachers (1.8)

Added fifth pathway option
Reduced the conditional certificate requirement from 24 to 15 semester hours
Allowed alternative credit options (CEUs, in-service hours, workshops)

Library Media Specialist (1.11)

Removed competency demonstration requirement reference
Streamlined pathways and requirements

School Counselor (1.12)

Added detailed CACREP standards alignment requirements
Specified coursework in three areas: Foundations, Contextual Dimensions, and Practice of School Counseling

Athletic Director (1.14)

Added second pathway option
Added detailed coursework requirements covering legal issues, student athlete wellness, and diversity
Restructured renewal requirements

Career and Technical Education (Section 3)

New Endorsement 095: Career Development Coordinator in CTE
New Endorsement 096: Student Services Coordinator in CTE
Added sixth transitional pathway for those holding current CTE certificates seeking additional endorsements
Reduced professional certification requirements from 12 to nine semester hours

Administrator Certificates (Section 4)

Changed terminology from “Certificate” to “Endorsement” throughout Section 4
Added references to the Student Services Coordinator in CTE role across multiple certificates
Maintained PSEL (Professional Standards for Educational Leaders) alignment requirements
Clarified internship/practicum requirements with three options: approved program, one year employment, or mentorship plan

These changes generally aim to provide more flexible pathways to certification, while maintaining quality standards—with particular emphasis on portfolio options, CTE positions, and special education specializations.

Additional Public Comment Period for Rule Chapter 132: Learning Results, Parameters for Essential Instruction

During the Second Regular Session of the Maine Legislature, the Education and Cultural Affairs Committee declined to authorize the proposed social studies content standards of the Maine Learning Results. The Committee directed the Maine Department of Education (DOE) to reengage in the rulemaking process for the social studies standards. To that end, the Maine DOE reopened the 2024 Steering Committee and writing team conversations for the social studies standards.

On October 1, the Maine Department of Education (DOE) opened public comment on the proposed revisions to Rule Chapter 132, Learning Results: Parameters for Essential Instruction (Social Studies MLR). This public comment period concludes on October 31 at 5 p.m. To ensure ample opportunity for public participation, the Maine DOE is opening a second period of public comment, beginning on November 6 and concluding on December 6 at 5 p.m.

A public hearing date is scheduled for November 25 from 4-6 p.m. in Room 103 A/B of the Cross Office Building, located at 111 Sewall Street in Augusta. As space is limited, participants are encouraged to attend virtually via Zoom using this link.

Written comments may be submitted via mail to Maine DOE Legislative Team member Laura Cyr, State House Station #23, Augusta, Maine 04333 or via email to laura.cyr@maine.gov until 5 p.m. on December 6.

The proposed revised Chapter 132 (Social Studies MLR) can be found here: https://www.maine.gov/doe/about/laws/rulechanges.

CONTACT PERSON FOR THIS FILING: Laura Cyr at laura.cyr@maine.gov or 207-446-8791