Category: Special Education

Updated Special Education Forms

Several of the Maine DOE Special Education forms have been updated and an optional referral form for special education services has been developed.  All vendors have been notified of the changes. A complete list of the forms is available at the bottom of this notice. Below are the detailed changes to the forms:

The Revised IEP Form includes two changes:  The first change is in Section 7B of the IEP (Alternate Assessment).  This section now includes check boxes to ensure that this IEP Team determination is completed annually with the Participation Decision Flowchart.  If the IEP Team determines that the child shall take the alternate assessment, then a statement as to why the child cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate should be included.   The second change is in Section 8 of the IEP (Special Education and Related Services).  This section now includes “Nursing Services” and “Behavioral Health Day Treatment” as related services.  If a child requires support from a behavioral health professional in a day treatment setting, the frequency of that support should not be considered in the calculation of the LRE percentage.  The frequency of this service is not in lieu of specially designed instruction, the frequency of this service is concurrent with special education and other related services.

The Written Notice includes an updated phone number for Southern Maine Parent Awareness which is listed in the resources for parents to contact in receiving assistance in understanding or obtaining the procedural safeguards.

The optional Seven-Day Waiver form was updated to include language to clarify that a description of proposals or refusals should be documented, not just proposals by the SAU.

The Speech/Language – Teacher Input forms were updated to include the same header as the other state forms.  These forms include teacher input for: Voice, Language, Functional Communication, Fluency, and Articulation.  These forms are considered optional, and are not required in the initial or re-evaluation of a child suspected of having a Speech or Language Impairment.

The Referral for Special Education Services form is now available.  This form provides an opportunity for the referring party to document academic and functional strengths and weaknesses of the child, relevant local and state assessment data, and attempted interventions.  This form is considered optional, and is not required in the referral of a child suspected of having deficits to the degree that requires special education services.

The Procedural Manual has been updated to provide guidance and clarity to the optional and required Maine DOE special education forms.  The effective date of the aforementioned forms and the Procedural Manual will be October 1, 2018.

Special Education Forms:

For more information contact Roberta Lucas at Roberta.lucas@maine.gov.

 

Administrative Letter: Annual Notification of Eligibility for Schoolwide Programs that Include Students with Disabilities

Administrative Letter: #18
Policy Code:  BGE
To: District and School Administrators, Special Education Directors
From: Robert G. Hasson, Jr., Ed. D., Commissioner
Date: September 5, 2018
Subject: Annual Notification of Eligibility for Schoolwide Programs that Include Students with Disabilities

Schools that receive federal Title I funds, have poverty rates of at least 40 percent and have approved Title IA Schoolwide Plans are eligible to use their Title I funds – and funds from other sources – to develop “schoolwide programs.”

Schoolwide programs are comprehensive reform strategies aimed at raising the achievement levels of all students.

To facilitate the inclusion of students with disabilities in schoolwide programs, the Individuals with Disabilities Education Act (IDEA) and the federal regulations at 34 CFR §300.206(a) allow school administrative units (SAU) to use a portion of the funds they receive under Part B of IDEA for any fiscal year to fund such schoolwide programs.

SAUs can use those funds as long as students with disabilities receive the services to which they are entitled under their Individualized Education Programs and that are guaranteed under IDEA.

The amount of Part B funds a school expends for schoolwide programs cannot exceed the amount the SAU has received for that fiscal year, divided by the number of children with disabilities in that unit, multiplied by the number of children with disabilities participating in the schoolwide program.

For more information visit Maine DOE’s ESSA Webpages or contact Maine DOE’s Title IA Data Specialist Daniel Weeks at daniel.r.weeks@maine.gov, or Director of Special Services Jan Breton at janice.breton@maine.gov.

Administrative Letter (Updated): New Requirements for Individualized Education Programs (IEP)

Administrative Letter: #17
Policy Code: BGE
To: District and School Administrators, Special Education Directors
From: Robert G. Hasson, Jr., Ed. D., Commissioner
Date: August 27, 2018
Subject: New Requirements for Individualized Education Programs (IEP)

The following Administrative Letter has been updated with the correct revised IEP form.

On April 14, 2018 in Administrative Letter #13, the Maine Department of Education announced new requirements for Individualized Education Programs (IEP) beginning on May 1, 2018. The purpose of the new requirements was to appropriately document certain services that are both educationally and medically necessary in accordance with both IDEA and Section 65 and Section 28 of the MaineCare Benefits Manual.  Subsequently in a communication dated May 16, 2018, the Department delayed the start date pending consideration of some questions raised by the field through counsel for the Maine Administrators of Services for Children with Disabilities (MADSEC).

After careful consideration and assistance from the Department’s counsel, we are now ready to move ahead with implementation of a revised IEP that addresses educationally necessary, MaineCare billable services. The new implementation date is October 1, 2018.

The Department recognizes that what we initially viewed as a change in documentation has caused confusion and concern in the field, and wants to address several important points about what this change means and does not mean for IEP Teams and school administrative units:

  • First, nothing has changed about the IEP Team’s responsibility for determining if a child who needs special education also needs related services, such as behavioral health services, in order to benefit from their special education.
  • Second, nothing has changed about the requirement that an IEP address the behavioral health needs of a student with a disability whose behavior is impacting their education. MUSER has contained a category of related services called “school health services” for several years, and the scope of what is contained within that category has been limited only by the Supreme Court’s rulings in Garret F. and Tatro¹ that these services are services that do not need to be provided by a doctor. A social worker, or an educational technician certified as a behavior health professional could be a potential provider.
  • Third, nothing has changed with respect to the IEP Team’s responsibility for determining the least restrictive environment (LRE) in which a child with a disability will receive special education and related services. Not every student with a disability who requires behavioral health services needs to be served in a day treatment program. The IEP Team must consider the unique needs of the student in determining placement, just as they must consider the unique needs of the student in developing the rest of the IEP.
  • Finally, the only thing that has changed is that if the IEP Team determines that a child with a disability is going to receive a service or be served by a professional covered by MaineCare and the child’s parent has consented to the use of MaineCare as a payment source, the service must be documented in Section 8, on the applicable section of the service grid on the IEP.

The Department understands that there will be additional questions from the field and we intend to provide support and guidance. For questions, please contact Roberta Lucas (Roberta.lucas@maine.gov) or Mary Adley (Mary.adley@maine.gov).

¹ Cedar Rapids Community School District v. Garret F., 526 U.S. 66 (1999); Irving Indep. Sch. Dist. v. Tatro, 468 U.S. 883 (1984).

Beginning of School Year Checklist for Completing Reports

The following checklist is designed to assist districts with publicly funded students in completing required reporting.  The dates listed after each report are when the report is open for entry and due for certification, if required.

Synergy

The Synergy Student Information System is now open for the 2018-2019 school year. If you are a new user or, an existing user who needs changes to system access, please complete the system access form and return to the Maine DOE Helpdesk.

Please note, the first three uploads in Synergy must be done in order (State ID – only if needed, Student Enrollment and Student Personal). Manual entry will allow all three sections to be entered at once so the order is not as critical.

The following items are available. Please visit the Maine DOE Data Resources webpage for Synergy codes to be used for the items below and detailed instructions for entry.

☐ State ID Import – Caution! Please verify the student has not already been previously enrolled in the State of Maine at any time before using this.  Duplicate student IDs create inaccurate data and are not always easy to resolve.

☐ Student Enrollment

☐ Student Personal

☐ Economic Status

☐ Special Education Services – Please remember to use the start date of the services even if this was in a previous year.  Synergy will create a new line for each year the student received the services

☐ EL if applicable

☐ CTE schools and other concurrent schools may only enter their information after the primary school has done their enrollment information.

☐ Attendance, Truancy and Behavior as often as possible but at a minimum, quarterly for certification purposes

☐ Future dates are not permitted in the system.

☐ NEO Staff updated

Beginning of Year Reports and Certifications in DC&R

The following items can be accessed from DC&R. Guidance is available on the Maine DOE Data Resources webpage.

☐ Maine Schools and School Approvals due August 1.  This report must be completed to enter staff information:

Contacts and Questions

If you have questions about these reports, (i.e. what should be entered) please contact the specialist listed below:

  • Accountability: Penny Henry 624-6855
  • Attendance: Rick Bergeron 624-6840
  • Audits/EF-S-07:  Stephanie Clark 624-6807
  • Behavior/Bullying/Restraint and Seclusion: Sarah Ricker 624-6685 or Meredith Backus 624-6865
  • Maine Schools: Charlotte Ellis 624-6696
  • School Approvals: Pam Ford-Taylor 624-6617
  • Special Education: Brandi Giguere 624-6648
  • Truancy: Gayle Erdheim 624-6637
  • Financial Reports (actual expenditure and actual revenue): Tyler Backus 624-6635
  • School Nurse Report: Meredith Backus 624-6865

If you have questions about accessing the reports, please call or email the helpdesk. 624-6896 or medms.helpdesk@maine.gov

If you do not have credentials for Synergy or NEO – Access forms for Synergy and NEO if needed are located on the Maine DOE Data Resources webpage  These forms must be signed by Superintendent and returned to medms.helpdesk@maine.gov.

 

Maine DOE Announces Award for Management of Assistive Technology

The Maine Department of Education is pleased to announce that Maine CITE Coordinating Center has been awarded a grant to provide management of assistive technology (AT) services under the federal Assistive Technology Act of 2004 (ATA).

The Maine CITE Coordinating Center has served as the ATA Grant Manager since the federal law was enacted in 1989. Maine CITE oversees a statewide effort to get assistive technology (AT) to people of all ages with disabilities who need it through device demonstrations, device loans and AT reuse. Maine CITE also provides public awareness, information and referral, and training and technical assistance on AT.

Kathy Adams OTL, ATP the Director of the Maine CITE Coordinating Center said, “we are very pleased to be awarded this grant. AT can be essential in education, employment, community living and telecommunications. We renew our commitment to assisting Maine citizens with disabilities to learn about and get the AT they need and want to lead productive independent lives.”

Under this grant, Maine CITE will continue to support the needs of Maine students with print disabilities through the Maine Accessible Educational Materials (AEM) Program as required under the Individuals with Disabilities Education Act of 2004. The statewide Maine AEM Program works to improve students’ access to AEM and to facilitate the use of AT.

Jan Breton, Director of Special Services Birth – 20 said, “we are very pleased to continue working with Maine CITE which has demonstrated over many years its commitment to expanding and supporting the use of technology to assist people with disabilities.”

For details about Assistive Technology (AT) and the Maine Accessible Educational Materials (AEM) Program visit mainecite.org or maine-aem.org.

For information on AT demonstrations and loans visit at4maine.org.

NEO Accountability Report and Certification Webinar Recording and FAQ

The Maine Department of Education held a webinar on June 21 to Review the NEO Accountability Report and certification requirements. The recording is available for anyone who was unable to participate in the webinar.

The NEO Accountability Report allows districts to validate student enrollment and demographic data.  The report lists students by student groups which will directly inform student group reporting as part of school support determinations and ESEA Report Cards.  The report also identifies which assessments the students should have taken, full academic year enrollment for all students, and whether or not a student will be included for accountability measures or only for assessment reporting.

The Accountability Certification will need to be submitted by each Superintendent. Once validated, the data will be used for ESEA Report Cards and other assessment and accountability reporting.

NEO Accountability Report and Certification Webinar Recording (you will need to register for GoTo Webinar to view the recording)

Accountability Webinar Questions and Follow-Up FAQs

  1. My school is an SPPS (Special Purpose Private School). NEO also shows “no data” for this report
    • SPPS are not factored in the accountability model. However, the fact that data doesn’t show for your school is an error in NEO that will be corrected. Student data should show for your schools so you can validate that the information is correct. The report developers have been notified.
  2. As a SPPS, does my superintendent need to verify this report?
    • No
  3. What were the asterisks vs the blanks for on the Student Detail?
    • Asterisks indicate the assessment(s) that the student should have taken. A blank indicates that the student did not need to take any of the assessments.
  4. If something is not right, who do we contact?
    • If the data is related to student demographics or enrollments, please first validate that the information is correct in Synergy. If the data is correct in Synergy, please contact the Helpdesk – MEDMS.Helpdesk@maine.gov 207-624-6896 or contact Charlotte.Ellis@maine.gov 207-624-6696
  5. My accountability certification report is blank, but I can see kids in the detail report. Is this because I don’t do the certification? Or is there something else I need to do?
    • This was an error that has been corrected.
  6. Who certifies?
    • Superintendent
  7. Our schools are each their own district because we are an AOS. I have some kids who are marked N for full year district and a Y for full year school. They should be the same for each district and school in our case since our schools are their own districts. how do I fix this?
    • Please review the enrollment data in Synergy. It is possible for a student to attend one of your schools for the full year, but whose resident district has changed, so the district full academic year would not be Y, but the school full academic year would be Y.
  8. What is a schoolwide program?
    • Schoolwide program is a type of Title 1 program. For further information please contact Dan Weeks at: Daniel.R.Weeks@maine.gov or (207) 624-6749.
  9. What about those that are tagged Y but are AFS students?
    • AFS (Foreign exchange) students are not treated any differently than other high school students.
  10. What if the students take their entire program at a vocational center?
    • The sending school/district is still responsible to see that the student takes the appropriate assessments.
  11. Can you explain where the numbers are coming from on the bottom? Such as Title 1
    • Title 1 numbers have two sources.
      • If the school has a schoolwide Title 1 program, then all of the students are flagged with Title1ELA and Title1Math.
      • If the school does not have a schoolwide Title 1 program, but rather a targeted assistance program, then the flags come from data entered into Synergy.
  12. We are a school wide, but the numbers are not matching the number of students above.
    • Please recheck the numbers. There was an error in the report earlier that has been fixed. If there are still issues, please contact Charlotte.Ellis@maine.gov 207-624-6696.
  13. Are Special Purpose Private Schools responsible for entering and checking this data for their students or is this a requirement for the public schools only?
    • SPPS should review the data (if the report has been fixed so you can see it) to validate that student grade levels and enrollments are entered correctly.
  14. Where can I get the recorded version?
  15. We have a student that was enrolled the entire year, but is showing N in both District and School Full Year columns.
    • Students are considered to be school full year if they are enrolled on October 1 and May 4 at the same school.
    • Students are considered to be district full year if the same district is responsible for the student on October 1 and May 4.
    • October EPS enrollment data is utilized to determine the October 1 status, if enrollments were entered after October EPS was closed (even if they cover the October 1 date), then the student isn’t counted as Full Academic Year.
  16. What does the E mean in the ELA Assessment column?
    • The “E” indicates Exempt.
      • EL students who arrived at a US school between April 1, 2017 and March 1, 2018 and who took the ACCESS for ELLs assessment are exempt from having to take the ELA assessment
      • EL students who arrive at a US school between March 1, 2018 and May 4, 2018 are exempt from having to take the ELA assessment
  17. We have students with “waivers” who shouldn’t be on the list
    • The only “waivers” that the Department recognizes are
      • the EL exemption – see question 16
      • special considerations – these students will have an S in the column for the assessment(s) for which the special consideration was granted
    • Students whose parents requested that the student not test will be counted as Non-Participants – there is no waiver for these students

For further questions contact Charlotte Ellis, Data Manager at Charlotte.Ellis@maine.gov.

Math4ME Accomplishments and Update

The Maine Department of Education’s Office of Special Services is pleased to report the accomplishments of the Math4Maine (Math4ME) project, and announce plans for scaling up. Currently, the initiative is concluding the second year of implementation and planning for year-3.

Maine’s State Systematic Improvement plan, a requirement of the federal Office of Special Programs, Math4ME is designed to implement evidence-based professional development to improve math proficiency of students with disabilities in grades 3-8 and to improve instructional practices of teachers of these students.

Math4ME training is grounded in hands-on activities and interactive professional learning experiences that allow participants to gain a deeper understanding of core concepts of mathematics and strategies. Program content includes operations with whole numbers, fractions and decimals, and algebraic and geometric reasoning; problem solving skills and processes; and assessment, diagnostic probes, and formative feedback.

The Maine DOE developed a 5-day training module that includes a 3-day summer training and 2 training days during the school year. Throughout the year, teachers receive support from the Department, differentiated according to teacher experience in the program. All teachers receive support cycles, which include classroom observation and written feedback. In addition, participants have access to many resources, including a Math4ME Informational Padlet Website and a monthly newsletter.

Over the last two years, the project has trained two cohorts that comprise 34 teachers, 1 teacher mentor, and 3 district math coaches. These participants represent 17 schools from 7 School Administrative Units (SAUs).  To date, findings on the effectiveness of Math4ME on student and teacher performance has been positive. Year-1 student data shows that students taught by a Math4ME-trained teacher performed better on the Maine Education Assessment for math compared to students who were not taught by Math4ME trained teachers. In addition, teacher surveys and evaluation results indicate that the training has had a positive impact on teachers’ knowledge and equipped them with multiple ways to represent mathematical ideas.

Math4MEFeedback from Math4ME participants and an administrator include:

“The Math4ME work has allowed me to view math in a whole new way. I find that I am less focused on a student’s ability to solve a problem correctly and more focused on understanding and exploring that student’s decision making process in solving the problem. This allows students to understand and appreciate the work they do in class, as well as give them the real-world skills they will need in the future. It has also helped me to evolve as a teacher, to take a step back and ask myself what I want students to get out of a lesson. I would highly recommend the Math4ME program to all. – Shannon Wooten, Teacher, Greene Central School

“Math4ME has trained me how to strategically question students in order to get them thinking mathematically.  Math4ME training and resources provide the insight teachers need to encourage mathematical behaviors such as logical thinking, testing conjectures, and meaningful reflection while problem solving.” – Bridgette Ortiz, Teacher, Bowdoinham Community School

“The feedback from my teachers has been extremely positive. They love having the coach come into their classroom to observe and offer feedback. The rich 1-on-1 discussions about their mathematical teaching practices that followed the lessons were some of the best professional development they have ever experienced.” – Danielle Harris, Principal, Leeds Central School

A Cohort 3 training is scheduled for August with teachers and coaches from returning schools as well as participants from three new schools from two SAUs. The Office of Special Services will continue to support scale up of Math4ME by building the infrastructure and capacity needed to improve math proficiency for Maine children with disabilities and improve the instructional practices of their teachers.

For more information, please contact Jayne Chase (jayne.chase@maine.gov) or Cheryl Tobey (cheryl.tobey@maine.gov).

Maine’s Alternative Certification and Mentoring Program (MACM) for Special Educators

Beginning in the fall of 2018, conditionally certified special educators that are in their first year of teaching are required to participate in Maine’s Alternative Certification and Mentoring program (MACM), a Maine Department of Education program developed in partnership with the University of Maine.

This program is an alternative pathway to certification to support Maine’s need for highly qualified special educators. MACM offers intensive, focused support and mentoring during the special educator’s critical first year of practice.

Newly conditionally certified special educators will be paired with a MACM mentor who is an experienced special educator, and will be required to enroll in and complete two semester-long seminar courses entitled, Special Education Mentorship.

School Administrative Units (SAUs) may use federal Individuals with Disabilities Education Act (IDEA) funds to support the cost of the professional development courses if an appropriate professional development project is written in the application.

MACM Procedures for School Districts

Maine’s Alternative Certification and Mentoring program (MACM) will provide a trained special education mentor and an intensive year-long seminar designed to support conditionally certified special educators during their first year of practice.

Per Chapter 115 rules that go into effect July 1, 2018, qualified conditionally certified special educators special educators must successfully complete 9 semester hours of special education coursework by August 31, 2018 to qualify for conditional certification. The teacher applicant provides the Maine DOE Certification Office with a complete application for conditional certification.

The MACM coordinator will identify first year conditionally certified special educators and will contact the new teacher with information about participation in the program, including how and by when to enroll in the appropriate section of Special Education Mentorship. The new conditionally certified teacher is expected to work with the SAU to cover the course tuition. This enrollment process must be completed by the first week of September 2018.

For more information about MACM, please visit its website: https://umaine.edu/edhd/outreach/macm/ or contact Valerie Smith at Valerie.smith@maine.edu, or by calling 581-2419. Please continue to monitor the Maine DOE website for updates to Chapters 115 and 180.

Maine Department of Labor youth employment initiative – Getting to YES

The Maine Department of Labor (MDOL) has launched an initiative called Getting to YES, Youth Employment and the Steps to Success, to promote youth employment coming into the 2018 summer season. The Department is asking for your support in spreading the word about the importance of, and opportunities for, jobs for Maine youth, and in continuing to assist us in streamlining the permitting process.

Important things to know about:

  • The permit application has changed. Please use the most recent version, which is available at this link, http://www.maine.gov/labor/labor_laws/publications/maine_work_permit.pdf
  • Related, we expect the additional focus on youth employment to increase the number of permit requests you will be seeing. Please be sure to have a designee in place in your absence, so that we can continue to move the permit process along efficiently for both the employer and the student applicant.
  • MDOL is conducting workshops across the state for parents and minors (14 & 15 year-olds) to learn about what types of jobs are available, how to get that first job and keep it, and what the permit process is like. Below are the dates, times and locations of workshops near you. You are welcome to attend! FMI or to register, contact Kerri.L.Demerchant@maine.gov, 207-621-5095.
Site Address Date Time pm
Hall-Dale High School 97 Maple St, Farmingdale, ME 04344 4-Jun-18 6:00-7:30
Augusta CareerCenter 45 Commerce Dr., Augusta, ME 5-Jun-18 5:00-6:30
Calais CareerCenter 1 Calais Dr., Calais, ME 5-Jun-18 4:30-6:00
Machias CareerCenter 53 Prescott Dr., Machias, ME 5-Jun-18 4:30-6:00
Rockland CareerCenter 91 Camden St., Rockland, ME 5-Jun-18 6:00-7:30
Waldo County Tech Center 1022 Waterville Rd., Waldo, ME 5-Jun-18 5:00-6:00
Ashland School 180 Presque Isle Rd., Ashland, ME 6-Jun-18 5:30-7:00
Bangor CareerCenter 45 Oak St., Bangor ME 6-Jun-18 5:30-7:00
Fort Kent Adult Education 84 Pleasant St., Fort Kent, ME 6-Jun-18 5:30-7:00
Greater Portland CareerCenter 151 Jetport Blvd., Portland, ME 6-Jun-18 5:00-6:00
Houlton ACAP Office 91 Military St., Houlton, ME 6-Jun-18 5:30-7:00
Madawaska ACAP Office 88 Fox St., Madawaska, ME 6-Jun-18 5:30-7:00
Presque Isle CareerCenter 66 Spruce St., Presque Isle, ME 6-Jun-18 5:30-7:00
University College Bath/Brunswick Rm. 101, Orion Hall, 12 Sewall Street, Brunswick, ME 6-Jun-18 5:30-7:00
Skowhegan CareerCenter 98 North Ave., Skowhegan, ME 7-Jun-18 5:00-6:00
Springvale CareerCenter 9 Bodwell Ct., Springvale, ME 7-Jun-18 5:00-6:00

Why is the MDOL doing this?

Maine is facing a workforce challenge. With unemployment at record lows (under 4% for 29 consecutive months), the Department wants to focus more on what is available within the state. Looking at Maine’s minor population makes sense for many reasons.  First and foremost, Maine has approximately 27,700 14 and 15 year-olds.

Introduction into the workforce at a younger age helps to build confidence, self-reliance and independence, impart the value of money and cultivate soft skills that are transferrable within the young worker’s world. Young workers learn, respect and self control, how to work well with others, good time management and personal responsibility, all important attributes that will serve them well in their personal, educational and professional lives.

“Getting to YES, Youth Employment and the Steps” to professional success seeks to promote these positives in the media and among our stakeholder groups to boost youth employment this summer, and also get youth thinking about their professional future; e.g. pre-apprenticeship, apprenticeship, college, career, etc.

According to the Maine Bureau of Labor Statistics, the number of work permits for minors made some gains this past year (4,200 over 3,200 the year before), likely due, in part, to changes to child labor laws in Maine that made work permits easier to obtain and submit.

Goals of this project:

  1. To increase the number of work permits issued in 2018 (by 50%);
  2. Create a narrative that supports, promotes and encourages 14 and 15-year old workers;
  3. Continue to streamline the process of acquiring and processing work permits; and
  4. Get employers interested, onboard and prepared for hiring youth.

Partners:

  • Maine Department of Education
  • Maine Department of Economic & Community Development
  • Jobs for Maine Graduates
  • Maine CareerCenters/Maine Joblink
  • Maine Bureau of Rehabilitation Services
  • Maine Tourism Association
  • Maine Restaurants and Innkeepers Association

Recent Press:

https://www.pressherald.com/2018/05/12/state-pushes-to-loosen-work-rules-for-teens-but-labor-advocates-have-concerns/

Promotion:

Over the coming days and weeks, we will use social media, the DOL website, email, radio and television to get the word out. A formal press conference on May 30th will launch the initiative fully, with all of our partners communicating the message and spreading the word.

If you have questions or ideas about any part of this initiative, please contact Laura Hudson, Laura.J.Hudson@maine.gov or 207-621-5009.

New deadline for changes in documenting medical services in Individualized Educational Plans (IEPs)

On April 14, 2018, the Department issued guidance regarding a change in IEP requirements in Administrative Letter #13. The purpose of the change is to document educationally and medically necessary services on the IEP aligning to Section 65 and Section 28 of the MaineCare Benefits Manual.

On May 1, 2018, the Department issued a priority notice putting in effect a 1-month hold (until June 1, 2018) on the implementation, in order to resolve some questions on IEP document wording. After further review, it has been concluded that an extended delay in implementation is needed.  The Department expects the new procedures and forms to be clarified soon. The Department will announce the new effective date and clarified language as soon as possible.

For more information, contact the Department of Education’s Office of Special Services at (207) 624 -6713.