SPECIAL EDUCATION AND STANDARDS-BASED EDUCATION "Being in special education does not mean that a student cannot learn and reach grade-level standards. In fact, the majority of students with disabilities should be able to meet those standards. Special education provides the additional help and support that these students need to learn. This means designing instruction to meet their specific needs and providing supports, such as physical therapy, counseling services, or interpreting services, to help students learn alongside their peers and reach the same high standards as all other students.” (Working Together for Students with Disabilities: Individuals with Disabilities Education Act (IDEA) and No Child Left Behind Act (NCLB). Frequently Asked Questions, December 2005). For more information, please visit: http://maine.gov/doe/proficiency/standards/policystandardsbasedIEPgoals.pdf
REFERRAL TO SPECIAL EDUCATION Under Chapter 101, it is the policy of the RSU 67 School Department to refer all school-age students suspected of having a disability that require special education to the I.E.P. for an evaluation in the suspected areas of disability. These referrals may be made by professional school staff, by parents/guardians, and by other persons knowledgeable about the child’s educational needs. If you feel your child may have a disability, please contact the building principal or special services director. Pre-referral/General Education Interventions (RtI) "Maine Unified Special Education Regulations (MUSER) §III.1 requires that all SAUs have in place a program for implementation of general education interventions for students not progressing toward meeting the content standards of the parameters for essential instruction and graduation requirements. MUSER §III.2 sets out certain components that all such interventions must contain. Among those components is the requirement that a team review the student’s progress no later than 60 school days after the start of the interventions and approximately every 30 school days thereafter “to determine if modifications to the general education interventions are needed and/or if a referral to special education is indicated.” MUSER §III.2(i).
WHAT IS AN I.E.P. MEETING? An IEP Meeting is a Team meeting where members of The Individual Education Planning Team (IEP) meet to make joint, informed decisions regarding a student's special education programming, otherwise known as the Individualized Education Plan (IEP). RSU 67 is committed to taking the necessary steps to ensure that parents are present at and provided the opportunity to participate in the IEP meeting, at a mutually-agreed-upon time. Parents are considered equal members of the IEP team in the development of their child's special education program.
WHAT IS THE ROLE OF THE IEP TEAM? The role of the IEP Team includes, but is not limited to, determining eligibility; developing, reviewing, and amending the IEP; and determining placement. The IEP Team is responsible for ensuring that all students are educated in the Least Restrictive Environment as determined appropriate or his/her individual needs. RSU 67 provides multiple opportunities for students ranging from the least restrictive to the most restrictive environment Some examples include: (1) placement in a general education class with special education consultation; (2) placement in both general education class(es) and the special education class(es), which provides specially designed instruction to address specific academic and/or functional needs; (3) placement in a co-teaching general education class, which includes a general educator and a special educator; (5) placement in a general education class with the support of an educational technician; (6) placement in a self-contained special education classroom for 60% or more of his/her day; (7) outside special education placements as ordered by the IEP.