Homeschool Support Network: social studies, physical education, health education, library skills from grade 6 to 12, maine studies forms of assessment described in the current regulations. http://www.homeeducator.com/HSN/hsnme.htm
Extractions: Search WWW Search Site Getting Started Since the Homeschool law changed in May, 2003 all new homeschooling parents in Maine file a Notice of Intent to Homeschool. The Notice of Intent to Homeschool is filed by new homeschooling parents within 10 calendar days of the beginning of the home instruction program. Send a copy to the school approval office (Dr. Edwin Kastuck - see below for address) and to your local school administrative unit (superintendent). The latter is simply for informational purposes - so that the superintendent has a record on file that your child is enrolled in an authorized alternative education program (and is therefore, not truant.) For each subsequent year, the parent simply files what is called "a subsequent letter" stating that the homeschool program is continuing and sends it to the same offices with a copy of an annual assessment results letter (see below). Sample of Maine Homeschooling Notice of Intent (in a PDF download)
LAW - EDUCATION LawResearch of Federal regulations Subtitle C. regulations Relating to PDF) maine Title 20 maine Title 20A 12 Minnesota Post-Secondary education Minnesota Proprietary http://www.lawresearchservices.com/firms/practice/ctedu.htm
Extractions: Mainstreet Attorney Directory LawResearch Library Membership ... EDUCATION LAW FIRMS U.S. Department of Education Federal Government Internet Educational Resources LII: U.S. Code Title 20 - Education Chapter 1. Office of Education (Repealed) Chapter 2. Teaching of Agricultural, Trade, Home Economics, and Industrial Subjects (Repealed or Omitted) Chapter 3. Smithsonian Institution, National Museums and Art Galleries Chapter 4. National Zoological Park Chapter 5. Government Collections and Institutions for Research, and Material for Educational Institutions Chapter 6. American Printing House for the Blind ... Chapter 9. National Training School for Boys (Omitted) Chapter 10. National Training School for Girls (Omitted) Chapter 11. National Arboretum Chapter 12. Foreign and Exchange Students Chapter 13. Financial Assistance to Local Educational Agencies (Omitted or Repealed) Chapter 14. School Construction in Areas Affected by Federal Activities (Transferred to Chapter 19) Chapter 15. Studies and Research on Problems in Education (Omitted or Repealed) Chapter 16. Public Library Services and Construction
Extractions: in New Hampshire, Southern Maine and via email Federal and State laws give parents important rights and responsibilities regarding the Special Education of their child. This process is often complicated and overwhelming. Knowledge of these laws and regulations is critical to successful advocacy. The Special Education process can be intimidating and confusing. Parents often lack the experience and/or knowledge to make the process work for their child. As specialists, our advocates walk parents through the many requirements, teaching as we go. Beginning to work with a consultant/advocate is often the first investment parents make in becoming effective advocates for their child. A primary goal of every advocate is to strengthen the advocacy skills of parents in order to empower them to be more effective, knowledgeable team members. Informed, supportive parents are better able to make rational decisions for their child and the child's individualized education plan, remediation, services, and delivery models to comprehensively address the unique needs of the child. Center for Special Education and Advocacy offers parents knowledgeable and effective advocacy services in New Hampshire and Southern Maine.
Hearing Notes 9 November 1995 Bangor Civic Center a new set of burdensome regulations governing several Consequently, continuing education required by the proposed by licensed engineers in maine that could http://www.lsrp.com/kh1125.html
Extractions: Bangor Civic Center My name is Knud E. Hermansen. I am currently a faculty member within the College of Engineering. I am a licensed professional engineer in Maine and other states. I am already required to meet mandatory continuing education in order to maintain my professional engineer's license in West Virginia. Consequently, the requirements imposed by the Maine Board will not impose any additional burdens upon me. On the contrary, as an educator and attorney, the adoption of these rules will more than likely be economically beneficial to me - I will make money when they are adopted. As both an educator and consultant, I fully realize the personal value and benefit to be derived from continuing education. With this introduction, it should be obvious that I am not against continuing education nor am I likely to suffer from any hardship with the adoption of these rules. Why I stand here tonight is to speak out against MANDATORY continuing education. Please, let me emphasize and ask you not to misunderstand any of the statements I will make. As an educator, I understand the value of continuing education. Certainly as an attorney, I have learned to profit from additional regulations. What I will speak out against is the Board's apparent need to MANDATE that all engineers have a certain number of professional education hours My arguments against mandating continuing education are two-fold. First, there is no problem requiring a "fix." Second, assuming there is a problem, mandating continuing education in the form as written in these proposed rules will not solve the problem. In particular, I offer the following arguments and evidence:
Maine Homeschool Law & Support Groups - Another Path/ Deafhomeschool Homeschool web page at the maine Department of instruction is eligible for special education services, as provided under federal regulations, in accordance http://www.deafhomeschool.com/essentials/statelaw/me.html
Extractions: "A student receiving home-school instruction is eligible for special education services, as provided under federal regulations, in accordance with section 5001-A and relevant department procedures and standards." I have no information at this time. Please feel free to contact me if you are aware of information I should include here. MHEA Support Group Resource List "HOME was established in 1990 as a ministry to support Maine families in their God-given and constitutional right and responsibility to oversee the education of their children. Success is our hope and desire for every family that chooses to homeschool. Our ministry supports the family by monitoring legislation, holding an annual convention, providing workshops throughout the year, publishing our bi-monthly newsletter The Heart of HOME, providing free counseling to new and established homeschoolers, and much more."
Task Force To Examine The Implications Of Special Ed Regulations Holmes, Jaci Federal Liaison Representative, maine. Wright, Lynnett education Program Consultant, Kansas. working to implement regulations released by ED http://www.ccsso.org/Whats_New/Press_Releases/4084.cfm
Extractions: New Publications select Alabama Alaska American Samoa Arizona Arkansas California Colorado Connecticut Delaware District of Col... DoDEA Florida Georgia Guam Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Northern Marian... Ohio Oklahoma Oregon Pennsylvania Puerto Rico Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virgin Islands Virginia Washington West Virginia Wisconsin Wyoming Washington, DC, February 17, 2004 The Council of Chief State School Officers (CCSSO) announces the members of its newly created Task Force on Special Education. This task force has been assembled in an effort to better understand the implications of federal regulations and other legislation aimed at helping students with disabilities learn to their potential, namely the Individuals with Disabilities Act (IDEA) and No Child Left Behind (NCLB). Educators in every state in our nation want to improve the learning outcomes for student with disabilities, said Terry Bergeson, Washington States Superintendent of Public Instruction and chair of the CCSSO Task Force. We must take advantage of this opportunity to move away from our heavy emphasis on compliance to a stronger focus on higher learning and achievement levels for all students with special needs.
RESOLUTION 94-01 WHEREAS The Americans With Disabilities Act Was type often evade state and federal educational regulations, which fact of the Individuals with Disabilities education Act (IDEA of the act in maine, an WHEREAS http://mail.nfbnet.org/files/nfb_literature/RES-ME94.TXT
Extractions: Education.RESOLUTION 94-01 WHEREAS the Americans with Disabilities Act was enacted into law for the purpose of guaranteeing equal rights to disabled persons, and WHEREAS access to information has been identified as a right that must be granted to disabled individuals, and WHEREAS the ADA has beeen in effect for four 4 years, and WHEREAS the part of the law (ADA) dealing with the provision of alternative formats for blind and visually impaired individuals has been widely ignored by many governmental agencies and private entities covered by the ADA, thereby denying blind and visually impaired people appropriate access to information, and WHEREAS viable alternatives to access information include enlarged print, braille and tape, although many blind people prefer braille, and WHEREAS new technological developments have dramatically increased the availability and lowered the cost of such materials, be it therefore RESOLVED by the National Federation of the Blind of Maine, in convention assembled this seventeenth day of September 1994, in the city of Lewiston, that the blind of this organization recognize their responsibility to inform covered entities of their needs, thereby changing attitudes of the effectiveness of alternatives, and be it further RESOLVED that this organization and its members be encouraged to request materials in alternative formats from state agencies and other government entities businesses and non-profit organizations wherever applicable. and be it further RESOLVED that this organization will assist its members in initiating actions to bring covered entities into compliance with the ADA. Resolution 94-02 WHEREAS the National Library Service along with consumer organizations of the blind have developed competency testing for teachers of the blind and visually impaired, and WHEREAS Maine has enacted legislation which guarantees the right of Braille literacy to all blind and visually impaired students, and WHEREAS this testing will help to ensure the abilities of teachers of the blind and visually impaired, and WHEREAS the State of Maine's Department of Education was to have reported to the legislature concerning this testing over 2 years ago, and WHEREAS results of the testing are confidential, and WHEREAS this organization wants to ensure a basic level of skills for teachers and choice in alternatives for our blind and visually impaired students, be it therefore RESOLVED by the National Federation of the Blind of Maine, in convention assembled this seventeenth day of September 1994, in the city of Lewiston, that this organization shall work to ensure the adoption of this testing as part of the certification standards for teachers of the blind and visually impaired and be it further RESOLVED that any further delays on the part of the Department of education in bringing specifics to the state legislature concerning the competency testing for teachers of the blind and visually impaired shall be seen as stall tactics, and will not be tolerated, and be it further RESOLVED that this resolution shall be sent to the Governor, the Commissioner of the Department of Education, the director of the Division for the Blind and Visually Impaired, and members of the state legislature. RESOLUTION 94-03 WHEREAS teachers of the blind and visually impaired in Maine are provided by the private agency currently known as Catholic Charities of Maine, and WHEREAS private agencies of this type often evade state and federal educational regulations, which fact leads to a lack of accountability affecting the students that they ostensibly serve in a negative manner, and WHEREAS privatization of specialized services to blind children is in conflict with the spirit, if not the letter of the Individuals with Disabilities Education Act (IDEA), and in fact leads to a pattern of significant violations of the act in Maine, an WHEREAS services provided under IDEA are a direct responsibility of public education, including local educational agencies and the state deptartment of education itself, and WHEREAS privatization is an evasion of responsibility and denies blind and visually impaired students the free, appropriate public education to which they are entitled by law, be it therefore RESOLVED by the National Federation of the Blind of Maine, in convention assembled this seventeenth day of September 1994, in the city of Lewiston, that the National Federation of the Blind of Maine, Inc. urge the legislature to repeal mandatory provision of services through the Division for the Blind and Visually Impaired and the privatization resulting therefrom, and be it further RESOLVED that copies of this resolution be sent to the Governor, the State Legislature, and the Commissioner of the Department of
DMA Maine Department of Human Resources, Chapter 112 regulations for the directed by an individual, who by education or specialized dietitian in the State of maine or a http://www.dmaonline.org/states/Maine.html
Extractions: 2-102.11 Demonstration. The person in charge shall demonstrate this knowledge by compliance with this Code, by being a certified food protection manager who has shown proficiency of required information through passing a test that is part of an accredited program, or by responding correctly to the inspector's questions as they relate to the specific food operation.
Flexibilty Needed met the assessment requirements which, he wrote, maines mixed through more comprehensive assessments, Department of education regulations must follow up http://www.fairtest.org/nattest/flexibiloty Needed.html
Extractions: for a year. Fact Sheet: Flexibility Needed Possible State Responses to New ESEA Requirements Under the recently re-authorized Elementary and Secondary Education Act (ESEA), states must develop assessment systems that will provide "academic assessments" of student progress in reading/language arts and math every year in grades 3-8 and once in high school. The assessments are expected to meet the following requirements: - "be aligned with the State’s challenging academic content and student academic achievement standards, and provide coherent information about student attainment;" - "involve multiple, up-to-date measures of student academic achievement, including measures that assess higher-order thinking skills;" - "produce individual student interpretive, descriptive, and diagnostic reports...that allow parents, teachers and principals to understand and address the specific needs of students;" and - ``be consistent with widely accepted professional testing standards [which includes validity and reliability], objectively measure academic achievement, knowledge, and skills..."
Extractions: Home Defenders Publications The Biodiversity Center Saving Biodiversity: A Status Report on State Laws, Policies, and Programs ... Louisiana Maine Maryland Massachusetts Michigan Minnesota ... Wyoming he state's population density is 3 people per square mile. The overall risk to ecosystems is moderate. Population density has increased 9 percent since 1982. The amount of developed land increased 16 percent between 1982 and 1992. Twenty percent of the state's wetlands have been lost since 1780. The state has 12 federally listed threatened and endangered species. Biological Diversity Policy Status of Biodiversity Science Maine does not have a coordinated assessment system in place. However, the state is working on a system for the state's forests. The Maine Forest Biodiversity Project will use information on species and ecosystems to complete a statewide assessment of forest biodiversity. In addition, the state utilizes a biological and conservation database from the Maine Natural Areas Program and GAP information. Endangered Species Although the act does not protect plants, the Natural Areas program maintains a list of native endangered and threatened plants for informational purposes.
Extractions: Department of Education DOE Special Services contracts with Impartial Resolutions, Inc. to carry out mediations. The mediators from IRI are compensated as part of the contract and are part of a roster of mediators who receive assignments on a rotating basis. Peer evaluations of mediators is expected to begin in the near future. Mediation is voluntary, meaning both parties must be willing to participate before the process can go forth. In order to be referred to mediation, one of the parties (a parent or school district) must complete a dispute resolution request form and submit it to the Due Process Office in the Department of Education Special Services Team.
Lobster Links The regulations are no longer posted for online trap fishery through scientific research and education. The Lobsterman s Page maine/New Hampshire Sea Grant http://octopus.gma.org/lobsters/biblio.html
Extractions: Down East, the Lobster Hauls Are Up Big The Department of Marine Resources has several areas of interest to anyone wanting to learn more about lobstering and the industry. Start at their Home Page to find laws and regulations about lobster zone management and other lobster landings statistics. Try Resource Management - Lobsters to find a wealth of resources and information on lobsters, including how to order a wide variety of information leaflets. ...or for downloadable copies of regulations, go directly to: State of Maine Rule Chapters for the Department of Marine Resources (This is an ftp site where you may download the Rule Chapters in Word 2.0 or WordPerfect 5.1 format.
Rule Chapters For The Department Of Education State of maine. Rule Chapters for the Department of education. WARNING While we have taken care with the accuracy of the files accessible here, they are not "official" state rules in the sense that http://www.state.me.us/sos/cec/rcn/apa/05/chaps05.htm
Extractions: State Agencies Web Policies My Maine.gov Email this page State of Maine Chapters available for downloading are highlighted. All chapters for this Department are formatted in Microsoft Word. WARNING: While we have taken care with the accuracy of the files accessible here, they are not "official" state rules in the sense that they can be used before a court. Anyone who needs a certified copy of a rule chapter should contact the APA Office If you're trying to view these chapters and are having trouble, click here for some advice. 05 071 Education / General Ch. 4 Equal Educational Opportunity (a joint chapter with 94-348) Ch. 13 Qualifying Examinations for Teachers Ch. 14 Exceptions to General Residency Rules and Education of Homeless Students Ch. 18 Licensure of Residential Child Care Facilities (Joint rule with 10-148 and 14-193) Ch. 21 Secular Textbooks and Services to Private School Pupils Ch. 23 Collection of Staff Information Ch. 25
Extractions: Wabanaki Studies Summer Institute Request for Proposals: Supplemental Services Providers Spending Reform and Property Tax Relief A Responsible Solution Wabanaki Studies Commission Final Report Posted 02/19/04 Maine Education Data Management System (MEDMS) AYP Status of Maine Schools Under the No Child Left Behind Act (NCLB) Local Assessment System Guide Principles and Criteria for the Adoption of LA Systems Comprehensive Education Plan (CEP) LAD - Local Assessment Development Required Plans Required Policies State Board of Education Designates 11 School Construction Projects for 2003/2004 Maine Learning Technology Initiative Most Popular Sites:
GLARRC The NSPD currently holds state department of education rules and regulations for Special education. Use the following Searches http://www.glarrc.org/Resources/NSPD.cfm
Extractions: A collaborative project of the National Association of State Directors of Special Education and the . This work is funded in part by the U.S. Department of Education Office of Special Education Programs (OSEP) The NSPD currently holds state department of education rules and regulations for Special Education. Use the following Searches: Command Based Query Menu Based Query Plain English Query Displays a text entry box in which you enter the words or phrases that you wish to locate combined with search operators Searches are entered by typing in words or phrases and choosing options from a menu Type in exactly what you need to know in plain English Help State and National Regulations Available for Search (use queries above) or for Download (click on individual states below) In most cases, state regulations have been translated to PDF by GLARRC. These files, available below for download, are NOT the official legal files. For the official copy of each state's regulations, please contact the state education agency.
HSLDA | Maine Homeschoolers Fight Against Repressive Regulations New legislation in maine would allow homeschoolers to breathe freely after 20 years of stifling micromanagement. regulations. maine Legislative Document 160 would create a new homeschool option http://www.hslda.org/elink.asp?ID=660
State Laws And Regulations scrambling to reform their education system, the a perspective on homeschooling, laws, and regulations. http://www.home-ed-magazine.com/HSRSC/hsrsc_lws.rgs.html
Extractions: BEFORE GOING FURTHER The HEM staff has been considering pulling these listings. The main reason is that as homeschooling becomes more widely accepted, and as states are scrambling to reform their education system, the situation becomes more complex. This makes overviews, listings and rankings less valid. We have, however, decided to keep these listings in place because they carry, at a minimum, a link to your state government. Additionally we hope reading cited code and at least one homeschooler's interpretation will help start to demystify legislation and encourage you to investigate further. When talking to new homeschoolers we often hear concerns about the law. Is homeschooling legal? Who do I have to notify? What do I have to teach? While the legalities are a concern that should not be ignored, neither should our response be automatic and not thought out carefully. There is no single source, no one true homeschooling authority. We all own the responsibility to think through laws and regulations on homeschooling. Of course you'll find those who disagree - an entire industry has grown up around the fact that there are differences of opinion on homeschooling's legal matters. What we offer here are overviews of laws and regulations compiled by knowledgeable homeschoolers. These files are not legal advice nor the final word on the subject. They are simply a starting point. To maintain our freedom to homeschool we will each need to go far beyond any convenient compilation or synopsis. We need to continue to do our own learning, lead our own research, and decide on our own actions.
National Home Education Network - on State Homeschool Laws and regulations. National Home education Network your source for http://www.nhen.org/leginfo/state_list.asp
Welcome To Coordinated School Health Programs Each of the eight components has resources, contacts, regulations/laws, and links area, and were developed by committees of maine educators, community service http://www.mainecshp.com/
Extractions: W elcome to the Coordinating School Health Programs web site, brought to you by the Maine Department of Education and Department of Human Services . The main purpose of our site is to introduce the eight components of Coordinated School Health Programs to school personnel, parents and students, especially within the state of Maine, but also beyond its borders. We also want to serve as a resource for information and networking for those involved or interested in school health issues. The CSHP Guidelines are finished and printed, and may be downloaded by section in their respective component areas. Thank you to all who wrote and helped us prepare the CSHP guidelines. We truly appreciate your input and help throughout the long process. How to Use Our Web Site You will see the "buttons" for the eight components at the top of your screen. Clicking on any one of them will take you to the
