Use the link and the attachment for this 2 part assignment Read the background until you get to the actual assignment information which is bolded and underlined. Chapter 101 Background We will work wi

Use the link and the attachment for this 2 part assignment

Read the background until you get to the actual assignment information which is bolded and underlined.

Chapter 101 Background

We will work with the actual Ch 101 document over the next two modules to grasp the meaning of the official language.   We can best translate the regs into effective actions and collaboration when we understand them ourselves.  And our understanding is strengthened when we examine primary documents, i.e., the official wording which guides our programs.  We used the actual IDEA language for module two.  We use the official Maine Ch. 101 regulations for modules three and four. 

There are at least two reasons for understanding the regulations.  First is compliance.  Compliance may appear intimidating, but it is a core strategy for ensuring an equitable education for every student with a disability.  It is also important to follow the regulations because violations of the regulations are the first thing scrutinized if there is a problem with a student's program.  

Second is the team orientation of special education services.  The regulations convey the multiple roles and thus multiple perspectives requiring communication and collaboration in serving the student's program. 

Our look at Ch 101 will follow the general flow of determining and delivering special education services for a student.  Referral for evaluation,  identification of a disability and evaluating the need for special education services, designing an Individualized Education Program, providing services, and monitoring progress.

For Module Three, we will work with:  

Policy, Purpose and Definitions:  Sections I & II,  pages 1 – 12.

General Education Interventions: Section III, pages 13 - 14, with referral for evaluation, p. 23 - 24

Evaluation:  Section V, pages 40 – 54   

Eligibility Criteria and Procedures:  Section VII, pages 72 - 90 (focus on part 2, ages 3 - 20), start on page 75

Procedural Safeguards:  Appendix I, pages 217 -  256

 (Please note that the page numbers in the module overview correspond to the actual Ch. 101 document.  To use the “Go To Page” feature of Adobe Reader, add 7 pages to the Ch. 101 page to account for the preliminary pages in the document that Adobe Acrobat counts as pages.)

Then for Module Four:

IEP Team Membership and Guidelines:  Section VI, pages 55 – 71,   Section IX, pages 92 – 106  

Special Education and Related Service Options:  Sections X & XI, pages 107- 140 (focus on services for ages 3 - 20)  (see page 41 or Appendix I for parental consent requirement to provide services)

Dispute Resolution:  Section XVI, pages 158 – 186

Educational Records:  Section XIV, pages  152 – 156

Procedural Safeguards:  Appendix I, pages 217 -  256

Optional topic for modules three/four if you are interested:

School Discipline:  Section XVII, pages 187 - 196.

Special Education Services Process

We now need to use the Ch. 101 background to turn our attention to the Referral, Identification & Eligibility, IEP and services process that guides special education.  The Ch.101 regulations are not explicitly organized according to the steps of the special education process.  The regulations will become more useful if we align them to that process.  Click here for the big picture of the referral, identification, eligibility, IEP and services process:   

(For a diagram representation, see Additional Resources and the link to the IEP Process Flowchart.) 

Before a Referral for Special Education Evaluation

Please note the attention to pre-referral and RTI in Phase Two of the Project IDEAL sequence.  Attempting to resolve student learning difficulties in the general education environment before officially conducting a special education evaluation has always been part of the special education process.  Section III of Maine Ch. 101 requires attention to instruction in the general education environment.  It has been RTI (Response to Intervention) and now MTSS (Multi-Tiered Systems of Student Support) that have operationalized that need for general education intervention in terms of collaborative efforts of teachers and specialists.  In other words, a referral for special education evaluation is not the first step, but a later step after other strategies in a school’s core instruction have been used and been found unsuccessful.

Click here to see how Colorado presents its MTSS System.   

Click here to see how Illinois presents its MTSS System.   

If the MTSS process shows the need for more specialized and individualized data, referral for an evaluation for special education is considered.  The order of steps in considering and delivering special education services is:  Referral, evaluation, IEP team considers data and eligibility and goals, then services to support those goals.  

You will note that the course Module Four includes regulations for Dispute Resolution and for Educational Records.  The IEP team does not make decisions based on a vote.  Consensus or agreement is the goal.  There are dispute resolution regulations addressing when there is disagreement on the IEP team about evaluation or eligibility or services.  Start to put the details in that general rhythm.  You can’t memorize all the regulations.  But you need to have a sense of the process and to know where to go to find specific requirements.   Finally, the handling of educational records in a secure and confidential manner is crucial knowledge for a special educator.  The regulations for educational records are included in Module Four.

Modules Three and Four Assignments

Modules Three and Four are a detailed review of sections of Ch. 101.  Be ready for “close” reading where single words do matter.  So far, you have been doing analyzing and interpreting meaning around federal laws and court cases.  The type of reading and writing for modules three and four is different.  The watchwords are precision and accuracy.  Your own words still matter- copying and pasting from Ch. 101 do not help you acquire understanding.  That being said, key vocabulary such as referral, consent, eligibility, and the actual names of the elements of the IEP should be used.  However, you are not assigning your own meaning.  It is more describing accurately what the regulations say to do.   It is likely that revisions will be made to these two assignments before completion.   Finally,  the required content specs with each section are minimum.  The assignment is not limited to the required content in each section.  You may see additional information you want to hold on to.  Feel to include that in the assignments.   

Create a Google Doc titled [Last Name] Module Three Ch. 101 Assignment SED 682 Sum 23 Sess Two

Create a Google Doc titled [Last Name] Module Four Ch. 101 Assignment SED 682 Sum 23 Sess Two

Here are the required sections for modules three and four.  Page numbers are above.  Please note that sometimes the information is not in the expected section.  For example,  parental consent provisions for evaluation and services are located together on page 41.  The two consent provisions in Ch. 101 are not separated in the evaluation and services sections.

ACUTAL ASSIGNMENT---Module Three Ch. 101 Regulations sections.  Use the provided section titles in the assignment as headings in your document

• Policy and Purpose.  Required content:  Summarize the Purpose.   The definitions in Part II are not needed for the assignment document.
• General Education Interventions with Referral.  Required content:  describe (a) requirements for the general education process, (b) the referral for evaluation process.
• Evaluation.  Required content:  describe  (a) provision for parental consent and what happens in absence of consent, (b) requirements for evaluation data sources and process, (c ) parental option for independent evaluation.  IMPORTANT NOTE:  For consent and absence of consent,  you will see that Ch. 101 only lists the federal regulation number.  For this assignment, you must go to that federal regulation and include the details of consent and absence of consent.  Click here for the federal regulations.   See parts (a) (1), (2) and (3) for consent and absence of consent for evaluation in module three and (b) (1), (2), (3), (4) for consent and absence of consent for services in module four.
• Eligibility Criteria and Procedures. Required Content: describe (a) the name, definition, and procedures for determination of each area of disability, (b) the two overall criteria for eligibility- identification of a disability and need for special education services, (c) the adverse effect procedure 

Module Four  Ch. 101 Regulations  sections/headings in your document

• IEP Team Membership and Guidelines. Required content: describe  (a) members of the IEP team, (b) major responsibilities of the IEP team, (c) describe all sections of the IEP
• Special Education and Related Service Options.  Required content: describe (a) name and description of each special education service option (don’t forget Extended School Year which is by itself on another page after the table, (b) name of each related service option (description not necessary)-  be sure for medical services to say for diagnostic or evaluation purposes only, (c) provision for parental consent and what happens in absence of consent.  IMPORTANT NOTE:  For consent and absence of consent,  you will see that Ch. 101 only lists the federal regulation number.  For this assignment, you must go to that federal regulation and include the details of consent and absence of consent.  Click here for the federal regulations.   See parts (b) (1), (2), (3), (4) for consent and absence of consent for services in module four.
• Dispute Resolution.  Required content:  describe the two resolution processes-  mediation and hearing
• Educational Records.  Required content:  describe (a) confidentiality, (b) access to records.  
• Procedural Safeguards. Appendix I, pages 217 -  256  Required content:  describe (a) communication of safeguards, (b) notice.  NOTE- other provisions, eg, consent, independent evaluation, are addressed in the above sections.  They do not need to be listed again here.     

https://www.maine.gov/doe/learning/specialed/forms

Remember this has to be in google doc format. 

Title Module 3- Create a Google Doc titled [Last Name] Module Three Ch. 101 Assignment SED 682 Sum 23 #1120  

Title Module 4- Create a Google Doc titled [Last Name] Module Four Ch. 101 Assignment SED 682 Sum 23 #1120