The Individuals with Disabilities Education Act (IDEA) requires each state to report to the public on state-level data and individual school division-level data and to report on whether the state and the divisions met state targets described in the state’s special education State Performance Plan/Annual Performance Report (SPP/APR). School districts are required to submit information and data for reporting, monitoring and compliance purposes.
The following are the forms that the Maine Department of Education Special Services team requires, forms that are for local use as required, and forms for local use that are optional.
Form indicating that parents of a student understand that a proposal to initiate or change the student's placement or programming will often not be implemented until seven days from when the SAU gives written knowledge to the parents, but agrees to waive that notice requirement so that a proposal can be implemented in the time set forth. Updated to include language to clarify that a description of proposals or refusals should be documented, not just proposals by the SAU.
Form to notify parents of students enrolled in an Individual Education Plan (IEP) or Individual Family Service Plan (IFSP) of team meetings in advance in order to assure parents the opportunity to attend if they so wish.
Form to be completed by the IEP Team whenever there is a meeting to determine eligibility or consider a change in eligibility (including dismissal from special education). Form to be attached to and referenced in the Written Notice.
Form to excuse a member of the Team during a meeting that involves a modification to or discussion of the member's area of the curriculum or related service. Requires the parent and public agency to consent in writing to the excusal, and for the member to submit their input into IEP/IFSP development in writing prior to the meeting.
Form indicating a Team member is not required to attend the meeting, in whole or in part, if the parent and public agency agree in writing that the member's attendance is not necessary because their area of the curriculum is not being modified or discussed during the meeting.
Form for parental consent to child's evaluation for eligibility or continuing eligibility in IEP/IFSP.
Form for parental consent for outside agencies to attend IEP Team meeting for discussion of child's post-secondary goals.
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.
Form for parent to revoke consent for provision of special education services to child. Districts must have parental consent to provide special education programs and services to eligible students. Parents can withdraw consent at any time.
Specific Learning Disability: a disorder in one or more of the basic psychological processes involved in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. Form to calculate eligibility.
Form to establish if child meets at least one of four listed criteria to a degree that it adversely affects educational performance so that child requires special education services.
Form to summarize a child's academic achievement. Completion required under the IDEA. Important to assist children graduating from high school to higher education, training, and/or employment.
Form to be given to parents at least 7 days prior to school unit's proposal or refusal to initiate or change the identification, evaluation, or educational placement of a child enrolled in IEP/IFSP services. Updated to include the 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.
Teacher Input Forms
- Teacher Input – Articulation
- Teacher Input – Fluency
- Teacher Input – Functional Communication
- Teacher Input – Language
- Teacher Input – Voice
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.