The following press release from United States Department of Education reflects Maine policy and continued mission in many aspects as the Department continues to review policy and guides school districts on the IDEA Law.
To commemorate the 40th anniversary of the Individuals with Disabilities Education Act (IDEA), the U.S. Education Department is releasing guidance aimed at ensuring that America’s 6 million children and youth with disabilities have the same opportunity for a quality education as their nondisabled peers.
The Maine DOE is proposing a refinement to two sections of Rule Chapter 101.
Administrative Letter Number: 2
Policy Code: BG/CH
To: Superintendents of Schools, Business Managers/Bookkeepers
From: William H. Beardsley, Acting Commissioner
Date: November 5, 2015
Re: Special Purpose Private School Tuition Rates
Pursuant to Title 20-A, Chapter 303, subchapter 3§7302, the Maine Department of Education Special Services team has authorized rates for the 2016 state fiscal year.
Maine DOE and Measured Progress will conduct a training webinar on Nov. 17 from 2 – 4 p.m. for those teachers new to the administration of the Personalized Alternate Assessment Portfolio (PAAP).
Last month was recognized as Learning Disabilities, Dyslexia, and Attention Deficit Hyperactivity Disorder (ADHD) month, and November is recognized to assist in raising awareness of the needs of children with learning and attention issues, to assure that no child falls through the cracks.
The National Center and State Collaborative (NCSC) Reporting Portal permanently closes this Friday, Nov. 6 at 5 p.m. All Student Reports for the MEA Alternate Mathematics and English Language Arts/Literacy must be downloaded by that time. All registered test coordinators are required to make copies for schools, parents and sending districts, if applicable.
The Maine DOE is proposing a repeal and replace of Chapter 23, a regulation related to the collection of staff information and Chapter 176, a new rule related to Child Development Services (CDS).
Chapter 23: The Department is repealing the original regulation of 1979. This proposal replaces the original regulation and reflects that the collection of staff information is to be done within the data collection systems rather than via forms, and will include authorized and approved personnel (in addition to certified) paid by local school systems and private schools.
Chapter 176: This rule sets forth the process whereby the Child Development Services (CDS) State Intermediate Educational Unit (SIEU) establishes a roster of independent contractors for the provision of evaluations for children with disabilities from birth to age five, early intervention services for children with disabilities from birth to age two, and special education and related services for children with disabilities age three to five; and ensures the provision of services in accordance with the contracts developed with independent contractors selected from the roster. A public hearing for this proposed rule is scheduled for Nov. 9 at 1 – 2:30 p.m. in room 600 of the Cross State Office Building in Augusta.
Proposed rules and rule changes can be found here on the Department’s website. Any questions about these rulemakings can be addressed by the Department’s Jaci Holmes at 624-6669.
Beginning with the FY 16 grant year, and due to the recent adoption of Uniform Guidance for federal grants (UG), Maine DOE Special Services has implemented a fiscal risk assessment tool for all Maine school administrative units (SAUs) receiving Individuals with Disabilities Education Act (IDEA), PART B – 611 or 619 funds. The assessment calculates fiscal risk by assigning weighted numeric values to multiple measures impacting federal grant management resulting in a total risk value. Examples of measures used in the calculation of the total risk value include:
School administrative units are advised to verify the “Special Education Students for Federal Count” report in Infinite Campus and ensure that all student records in ICSE are updated by Oct. 15 for accurate reporting of Part I of the Special Education Child Count (EF-S-05).
Children with disabilities and their families continue to face significant barriers to accessing inclusive high-quality early childhood programs, and too many preschool children with disabilities are only offered the option of receiving special education services in settings separate from their peers without disabilities.