Code of Maine Rules › 05 - DEPARTMENT OF EDUCATION › 071 - EDUCATION - GENERAL › Chapter 101 - MAINE UNIFIED SPECIAL EDUCATION REGULATION BIRTH TO AGE TWENTY › Section 071-101-XI - EARLY INTERVENTION SERVICES FOR YOUNG CHILDREN B-2 AND RELATED SERVICES FOR CHILDREN THREE TO TWENTY

Current through 2024-29, July 17, 2024
General Principles: Need for Early Intervention
				  Services
"Early intervention services" means developmental services
				  that are provided under public supervision; are provided at no cost except
				  where federal or state law provides for a system of payments by families,
				  including a schedule of sliding fees; are designed to meet the developmental
				  needs of an infant or toddler with a disability, as identified by the
				  individualized family service plan team in one or more of the following areas,
				  physical development, cognitive development, communication development, social
				  or emotional development or adaptive development; meet the standards of the
				  state in which the services are provided; are provided by qualified personnel;
				  to the maximum extent appropriate, are provided in natural environments,
				  including the home, and community settings in which children without
				  disabilities participate; and are provided in conformity with an individualized
				  family service plan. [20 USC
				  1432(4)]
Appropriate early intervention services must be based upon
				  scientifically based research.
"
Related Services
" means special education
				  transportation, and such developmental, corrective, and other related services
				  pursuant to the federal Individuals with Disabilities Education Act,
				  20 United States Code,
				  Section 1401 (26) and,
as defined by the Commissioner,
as required to assist children
				  with disabilities to benefit from special education. The term related services
				  does not include a medical device that is surgically implanted, or the
				  replacement of such device. [20 USC 1401(26)]
Related services does not include a medical device that is
				  surgically implanted, the optimization of that device's functioning (e.g.,
				  mapping), maintenance of that device, or the replacement of that device.
				  Nothing in the prior paragraph limits the right of a child with a surgically
				  implanted device to receive related services that are determined by the IEP
				  Team to be necessary for the child to receive FAPE, limits the responsibility
				  of an SAU to appropriately monitor and maintain medical devices that are needed
				  to maintain the health and safety of the child, including breathing, nutrition,
				  or operation of other bodily functions, while the child is transported to and
				  from school or is at school; or prevents the routine checking of an external
				  component of a surgically implanted device to make sure it is functioning
				  properly. [34 CFR
				  300.34(b)(2) (i-iii)]
Early Intervention Services B-2
Related Services 3 to 20
Audiology includes:
i. Identification of children with auditory
							 impairment, using at risk criteria and appropriate audiologic screening
							 techniques;
ii. Determination of the range, nature, and degree of
							 hearing loss and communication functions, by use of audiological evaluation
							 procedures;
iii. Referral for medical and other services
							 necessary for the habilitation or rehabilitation of children with auditory
							 impairment;
iv. Provision of auditory training, aural
							 rehabilitation, speech reading and listening device orientation and training,
							 and other services;
v. Provision of services for prevention of hearing
							 loss; and
vi. Determination of the child's need for individual
							 amplification, including selecting, fitting, and dispensing appropriate
							 listening and vibrotactile devices, and evaluating the effectiveness of those
							 devices.
Audiology
includes-
i. Identification of children with hearing
							 loss;
ii. Determination of the range, nature, and degree of
							 hearing loss, including referral for medical or other professional attention
							 for the habilitation of hearing;
iii. Provision of habilitative activities, such as
							 language habilitation, auditory training, speech reading (lipreading), hearing
							 evaluation, and speech conservation;
iv. Creation and administration of programs for
							 prevention of hearing loss;
v. Counseling and guidance of children, parents, and
							 teachers regarding hearing loss; and
vi. Determination of children's needs for group and
							 individual amplification, selecting and fitting an appropriate aid, and
							 evaluating the effectiveness of amplification.
Family Training and Counseling Family training,
							 counseling, and home visits means services provided, as appropriate, by social
							 workers, psychologist, and other qualified personnel to assist the family of a
							 child eligible under this part in understanding the special needs of the child
							 and enhancing the child's development.
Counseling services
means services
							 provided by qualified social workers, psychologists, or other qualified
							 personnel.
A licensed clinical professional counselor
							 licensed by the Maine State Board of Counseling Professionals Licensure may
							 provide assessment, consultation, counseling and referral services to children
							 with disabilities and their parents consistent with the laws and regulations
							 governing the practice of professional counseling (32 MRSA Chap. 119). A
							 licensed marriage and family therapist may provide counseling
							 services.
Parent counseling and training means assisting
							 parents in understanding the special needs of their child; providing parents
							 with information about child development; and helping parents to acquire the
							 necessary skills that will allow them to support the implementation of their
							 child's IEP or IFSP.
Health Services.
Health services means services necessary to enable a
							 child to benefit from the other early intervention services under this part
							 during the time that the child is receiving the other early intervention
							 services.
i. The term includes:
a. Such services as clean intermittent
							 catheterization, tracheostomy care, tube feeding, the changing of dressings or
							 colostomy collection bags, and other health services; and
b. Consultation by physicians with other service
							 providers concerning the special health care needs of eligible children that
							 will need to be addressed in the course of providing other early intervention
							 services.
ii. The term does not include the following:
a. Services that are surgical in nature (such as
							 cleft palate surgery, surgery for club foot, or the shunting of hydrocephalus);
							 purely medical in nature (such as hospitalization for management of congenital
							 heart ailments, or the prescribing of medicine or drugs for any purpose); or
							 related to the implementation, optimization (e.g. mapping), maintenance, or
							 replacement of a medical device that is surgically implanted, including a
							 cochlear implant.
Nothing in this part limits the right of an
								infant or toddler with a disability with a surgically implanted device (e.g.
								cochlear implant) to receive the early intervention services that are
								identified in the child's IFSP as being needed to meet the child's
								developmental outcomes.
													Nothing in this part prevents the EIS provider
								from routinely checking that either the hearing aid or the external components
								of a surgically implanted device (e.g. cochlear implant) of an infant or
								toddler with a disability are functioning properly;
b. Devices (such as heart monitors, respirators, and
							 oxygen, and gastrointestinal feeding tubes and pumps) necessary to control or
							 treat a medical condition.
c. Medical-health services (such as immunizations and
							 regular "well-baby" care) that are routinely recommended for all
							 children.
Hearing Aids
Each public agency
(SAU)
must ensure
							 that hearing aids worn in school by children with hearing impairments,
							 including deafness, are functioning properly. [34 CFR
							 300.113(a)]
Hearing aids will be checked no less than
							 weekly by an individual assigned the responsibility and trained to identify
							 typical malfunctions in hearing aids.
Interpreting services, as used with respect to
							 children who are deaf or hard of hearing, includes oral transliteration
							 services, cued language transliteration services, and sign language,
							 transliterator and interpreting services, such as communication access realtime
							 transliteration (CART), C-print, and type service and special interpreting
							 services for children who are deaf/blind.
A.
i.
An interpreter for a
							 student who is disabled shall be licensed with the Office of Licensing and
							 Registration, Department of Professional and Financial Regulation, (32 MRSA
							 Chap. 22 and accompanying regulations).
B.
ii.
A cued speech
							 transliterator shall be licensed with the Office of Licensing and Registration,
							 Department of Professional and Financial Regulation, (32 MRSA Chap. 22 and
							 accompanying regulations).
Medical Services (only for diagnostic or evaluation
							 purposes) means services provided by a licensed physician to determine a
							 child's developmental status and need for early intervention services.
Medical Services means services provided by a
							 licensed physician to determine a child's medically related disability that
							 results in the child's need for special education and related services. Such
							 medical services shall be for diagnostic and evaluation purposes only.
Vision services means:
i. Evaluation and assessment of visual functioning,
							 including the diagnosis and appraisal of specific visual disorders, delays and
							 abilities that affect early childhood development;
ii. Referral for medical or other professional
							 services necessary for the habilitation or rehabilitation or visual functioning
							 disorders, or both; and
iii. Communication skills training, orientation and
							 mobility training for all environments, visual training, independent living
							 skills training, and additional training necessary to activate visual motor
							 abilities.
Qualified personnel for vision services are vision
							 specialists, including ophthalmologists and optometrists,
and teacher
							 of the Blind and Visually Impaired
.
Orientation and mobility services means services
							 provided to students who are blind or visually impaired by qualified personnel
							 to enable those students to attain systematic orientation to and safe movement
							 within their environments in school, home, and community; and includes travel
							 training instruction and teaching students the following, as
							 appropriate:
i. Spatial and environmental concepts and use of
							 information received by the senses (such as sound, temperature and vibrations)
							 to establish, maintain, or regain orientation and line of travel (e.g., using
							 sound at a traffic light to cross the street);
ii. To use the long cane to supplement visual travel
							 skills or as a tool for safely negotiating the environment for students with no
							 available travel vision;
iii. To understand and use remaining vision and
							 distance low vision aids; and
iv. Other concepts, techniques, and tools.
Occupational therapy includes services to address the
						  functional needs of a child related to adaptive development, adaptive behavior
						  and play, and sensory, motor, and postural development. These services are
						  ability to perform tasks in home, school, and community settings, and include:
i. Identification, assessment, and
							 intervention;
ii. Adaptation of the environment, and selection,
							 design and fabrication of assistive and orthotic devices to facilitate
							 development and promote the acquisition of functional skills; and
iii. Prevention or minimization of the impact of
							 initial or future impairment, delay in development, or loss of functional
							 ability.
Occupational therapy means-
i. Services provided by a qualified occupational
							 therapist; and
ii. include-
a. Improving, developing or restoring functions
							 impaired or lost through illness, injury, or deprivation;
b. Improving ability to perform tasks for independent
							 functioning if functions are impaired or lost; and c. Preventing, through early
							 intervention, initial or further impairment or loss of function.
A licensed occupational therapist may provide
							 occupational therapy The maximum student-therapist caseload, including both
							 consultation and direct services, shall not exceed 50 students per each
							 full-time equivalent provider.
Occupational therapy includes improving,
							 developing or restoring functions impaired or lost through illness, injury, or
							 deprivation; improving ability to perform tasks for independent functioning if
							 functions are impaired or lost; and preventing, through early intervention,
							 initial or further impairment or loss of function.
Occupational therapy assistants may provide
							 services under the professional supervision of an appropriately licensed
							 therapist as required by the laws and regulations regarding the practice of
							 occupational therapy and physical therapy (32 MRSA Chapters 32 and 45-A and
							 accompanying regulations).
Physical therapy includes services to address the
							 promotion of sensory-motor function through enhancement of musculoskeletal
							 status, neurobehavioral organization, perceptual and motor development,
							 cardiopulmonary status, and effective environmental adaptation. These services
							 include:
i. Screening, evaluation and assessment of infants
							 and toddlers to identify movement dysfunction;
ii. Obtaining, interpreting and integrating
							 information appropriate to program planning to prevent, alleviate, or
							 compensate for movement dysfunction and related functional problems; and
iii. Providing individual and group services or
							 treatment to prevent, alleviate or treatment to prevent, alleviate, or
							 compensate for movement dysfunction and related functional problems.
Physical therapy means services provided by a
							 qualified physical therapist.
A licensed physical therapist may provide
							 physical therapy services The maximum student-therapist caseload, including
							 both consultation and direct services, shall not exceed 50 students per each
							 full-time equivalent provider.
Physical therapist assistants may provide
							 services under the professional supervision of an appropriately licensed
							 therapist as required by the laws and regulations regarding the practice of
							 occupational therapy and physical therapy (32 MRSA Chapters 32 and 45-A and
							 accompanying regulations).
Physical therapy means services provided by a
							 qualified physical therapist.
Psychological services include:
i. Administering psychological and developmental
							 tests and other assessment procedures;
ii. Interpreting assessment results;
iii. Obtaining, integrating, and interpreting
							 information about child behavior, and child and family conditions related to
							 learning, mental health, and development; and
iv. Planning and managing a program of psychological
							 services including psychological counseling for children and parents, family
							 counseling, consultation on child development, parent training, and education
							 programs.
Psychological services
includes-
i. Administering psychological and educational tests,
							 and other assessment procedures;
ii. Interpreting assessment results
offering
							 diagnostic impressions;
iii. Obtaining, integrating, and interpreting
							 information about child behavior and conditions relating to learning;
iv. Consulting with other staff members in planning
							 school programs to meet the special educational needs of children as indicated
							 by psychological tests, interviews, direct observation, and behavioral
							 evaluations;
v. Planning and managing a program of psychological
							 services, including psychological counseling for children and parents;
							 and
vi. Assisting in developing positive behavioral
							 intervention strategies.
A certified school psychologist or
							 psychologist licensed by the Board of Examiners of Psychologists may provide
							 consultation services to children, school staff members and parents; evaluation
							 services for children; behavior management including assisting in designing,
							 implementing, evaluation and modifying positive behavioral intervention
							 strategies; and social skills training (including individual or group
							 counseling for children). Psychologists may provide psychotherapy if required
							 by a child with a disability and specified in the child's IEP. A certified
							 school psychologist may offer diagnostic impressions.
The Maine Psychological Association (MePA)
							 maintains a register for Neurocognitive Testing Assistants (NTAs). NTAs must be
							 registered and supervised by a psychologist, who is the evaluator, and who is
							 licensed by the Department of Professional and Financial Regulation Board of
							 Examiners of Psychologists. This register is referenced by the Department of
							 Education when special education directors request reimbursement for a
							 student's assessment.
This registration procedure has been in
							 effect since August, 2001, as a result of a Final Report of the Commissioner of
							 Professional and Financial Regulation to the Joint Standing Committee on
							 Education and Cultural Affairs.
The registration requires, as recommended in
							 this Report and required by the Legislative Committee, a minimum of a
							 bachelor's degree in psychology or a related field. The licensed psychologist
							 is fully responsible and liable for the conduct of the NTA.
The Report further states that the Department
							 of Education indicated to the Department of Professional and Financial
							 Regulation and to the Board of Examiners of Psychologists that a program of
							 self-regulation, such as a registration program administered by a private
							 organization such as the MePA, would satisfy federal requirements, so long as
							 the minimum qualifications for registration are established and met by the
							 registrants. This provision will remain in effect in this chapter until the
							 Department of Professional and Financial Regulation Board of Examiners of
							 Psychologists completes rulemaking on the neurocognitive
							 assistants.
Recreation includes assessment of leisure function;
							 therapeutic recreation services; recreation programs in schools and community
							 agencies; and leisure education.
Rehabilitation counseling services means services
							 provided by qualified personnel in individual or group sessions that focus
							 specifically on career development, employment preparation, achieving
							 independence, and integration in the workplace and community of a student with
							 a disability. The term also includes vocational rehabilitation services
							 provided to a child with disabilities by vocational rehabilitation programs
							 funded under the Rehabilitation Act of 1973, as amended.
Nursing services include:
i. The assessment of health status for the purpose of
							 providing nursing care, including the identification of patterns of human
							 response to actual or potential health problems;
ii. Provision of nursing care to prevent health
							 problems, restore or improve functioning, and promote optimal health and
							 development; and
iii. Administration of medications, treatments, and
							 regimens prescribed by a licensed physician.
School health and school nurse services means health
							 services that are designed to enable a child with a disability to receive FAPE
							 as discussed in the child's IEP. School nurse services are provided by a
							 qualified school nurse. School health services are services that may be
							 provided by either a qualified school nurse or other qualified person.
Social work services include:
i. Making home visits to evaluate a child's living
							 conditions and patterns of parent-child interaction;
ii. Preparing a social or emotional developmental
							 assessment of the child within the family context;
iii. Providing individual and family-group counseling
							 with parents and other family members, and appropriate social skill-building
							 activities with the child and parents;
iv. Working with those problems in a child's and
							 family's living situation (home, community, and any center where early
							 intervention services provided) that affect the child's maximum utilization of
							 early intervention services; and
v. Identifying, mobilizing, and coordinating
							 community resources and services to enable the child and family to receive
							 maximum benefit from early intervention services
Social work services
includes-
i. Preparing a social or developmental history on a
							 child with a disability;
ii. Group and individual counseling with the child
							 and family;
iii. Working in partnership with parents and others
							 on those problems in a child's living situation (home, school, and community)
							 that affect the child's adjustment in school;
iv. Mobilizing school and community resources to
							 enable the child to learn as effectively as possible in his or her educational
							 program; and
v. Assisting in developing positive behavioral
							 intervention strategies
A social worker licensed by the Maine Board
							 of Social Worker Licensure may provide social work services including preparing
							 a social or developmental history of a child with a disability; group and
							 individual counseling with the child and family; working with those problems in
							 a child's living situation (home, school, and community) that affect the
							 child's adjustment in school; and mobilizing school and community resources to
							 enable the student to learn as effectively as possible in his or her
							 educational program and assisting in developing positive behavioral
							 interventions and strategies.
A social worker licensed by the Maine Board
							 of Social Worker Licensure may provide social work services to children, school
							 staff members, and parents consistent with the laws and regulations governing
							 the practice of social work (32 MRSA Chap. 83 and accompanying regulations).
							 The maximum student-therapist caseload shall not exceed 50 children per each
							 full-time equivalent licensed social worker.
Assistive Technology Assistive technology device
							 means any item, piece of equipment, or product system, whether acquired
							 commercially off the shelf, modified, or customized, that is used to increase,
							 maintain, or improve the functional capabilities of children with disabilities.
							 The term does not include a medical device that is surgically implanted, or the
							 replacement of such device.
Assistive technology service means a service that
							 directly assists a child with a disability in the selection, acquisition, or
							 use of an assistive technology device.
Assistive technology services include:
i. The evaluation of the needs of a child with a
							 disability, including a functional evaluation of the child in the child's
							 customary environment;
ii. Purchasing, leasing, or otherwise providing for
							 the acquisition of assistive technology devices by children with
							 disabilities;
iii. Selecting, designing, fitting, customizing,
							 adapting, applying, maintaining, repairing, or replacing assistive technology
							 devices;
iv. Coordinating and using other therapies,
							 interventions, or services with assistive technology devices, such as those
							 associated with existing education and rehabilitation plans and
							 programs;
v. Training or technical assistance for a child with
							 disabilities or, if appropriate, that child's family; and
vi. Training or technical assistance for
							 professionals (including individuals providing early intervention services) or
							 other individuals who provide services to or are otherwise substantially
							 involved in the major life functions of individuals with disabilities.
If the IFSP Team determines that an AT device
							 or service is necessary for the provision of services and specifies the AT
							 device or service in the child's IFSP, the SAU is responsible for ensuring the
							 provision of the AT device or service. The use of the purchased AT device(s) in
							 a child's home or other settings is required if the child's IFSP Team
							 determines that the child needs these devices in order for the child to benefit
							 from early intervention services.
An Assistive Technology Professional (ATP)
							 must meet the national RESNA ATP Certification and keep the certification
							 current so that the individual is on the Certification
							 Directory.
A provider who is already qualified to
							 provide services and consultation on the use of assistive technology in the
							 provider's practice is not required to also have this National Certification.
							 (Such as OT,PT, or Speech)
Assistive Technology Assistive technology device. In
							 general the term assistive technology device means any item, piece of
							 equipment, or product system, whether acquired commercially off the shelf,
							 modified, or customized, that is used to increase, maintain, or improve
							 functional capabilities of a child with a disability. The exception is the term
							 does not include a medical device that is surgically implanted, or the
							 replacement of such device.
Assistive technology service means any service that
							 directly assists a child with a disability in the selection, acquisition, or
							 use of an assistive technology device.
Such term includes:
i. The evaluation of the needs of such child,
							 including a functional evaluation of the child in the child's customary
							 environment;
ii. Purchasing, leasing, or otherwise providing for
							 the acquisition of assistive technology devices by such child;
iii. Selecting, designing, fitting, customizing,
							 adapting, applying, maintaining, repairing, or replacing assistive technology
							 devices;
iv. Coordinating and using other therapies,
							 interventions, or services with assistive technology devices, such as those
							 associated with existing education and rehabilitation plans and
							 programs;
v. Training or technical assistance for such child,
							 or where appropriate, the family of such child; and
vi. Training or technical assistance for
							 professionals (including individuals providing education and rehabilitation
							 services), employers, or other individuals who provide services to, employ, or
							 are otherwise substantially involved in the major life functions of the
							 child.
If the IEP Team determines that an assistive
							 technology device or service is necessary for the provision of a Free,
							 Appropriate Public Education and specifies the assistive technology device or
							 service within the children's IEP, the school administrative unit is
							 responsible for ensuring the provision of the assistive technology device or
							 service at no cost to the parents.
On a case-by-case basis, the use of school
							 purchased assistive technology devices in a student's home or in other settings
							 is required if the child's IEP Team determines that the child needs access to
							 those devices in order to receive a free appropriate public
							 education.
An Assistive Technology Professional (ATP)
							 must meet the national RESNA ATP Certification and keep the certification
							 current so that the individual is on the Certification
							 Directory.
A provider who is already qualified to
							 provide services and consultation on the use of assistive technology in the
							 provider's practice is not required to also have this National Certification.
							 (Such as OT,PT, or Speech)
Speech-language pathology services include:
i. Identification of children with communicative or
							 oropharyngeal disorders and delays in development of communication skills,
							 including the diagnosis and appraisal of specific disorders and delays in those
							 skills;
ii. Referral for medical or other professional
							 services necessary for the habilitation or rehabilitation of children with
							 communicative or oropharyngeal disorders and delays in development of
							 communication skills; and iii. Provision of services for the habilitation,
							 rehabilitation, or prevention of communicative or oropharyngeal disorders and
							 delays in development of communication skills.
Speech and Language Services
							 B-2.
Speech and language services may be provided
							 by a speech-language pathologist licensed by the Maine Board of Speech,
							 Audiology and Hearing or speech and language clinician certified by the
							 Department, when recommended by the IFSP Team and included in the child IFSP.
							 The maximum child-therapist caseload, including case management, consultation,
							 and direct services, shall not exceed 50 for each full-time equivalent
							 speech-language pathologist or speech and language clinician.
Speech-language pathology services
includes:
i. Identification of children with speech or language
							 impairments;
ii. Diagnosis and appraisal of specific speech or
							 language impairments;
iii. Referral for medical or other professional
							 attention necessary for the habilitation of speech or language
							 impairments;
iv. Provision of speech and language services for the
							 habilitation or prevention of communicative impairments; and
v. Counseling and guidance of parents, children, and
							 teachers regarding speech and language impairments.
A speech-language pathologist licensed by the
							 Maine Board of Speech, Audiology and Hearing, or speech clinician certified by
							 the Department may provide speech and language services if recommended by the
							 IEP Team and included in the child's Individualized Education Program. The
							 maximum child-therapist caseload, including both consultation and direct
							 services, shall not exceed 50 for each full-time equivalent speech-language
							 pathologist or speech clinician.
A certified speech clinician may provide
							 speech and language services if employed by an administrative unit. A certified
							 speech clinician shall also be licensed by the Maine Board of Speech, Audiology
							 and Hearing in order to provide contracted speech and language
							 services.
A speech-language pathology aide or assistant
							 registered with the Board of Speech, Audiology and Hearing may provide speech
							 and language services under the supervision of a licensed speech-language
							 pathologist as required by 32 MRSA Chapter 77 and accompanying regulations
							 relating to the practice of speech-language pathology.
Transportation and related costs includes the cost of
							 travel (e.g., mileage or travel by taxi, common carrier, or other means) and
							 other costs (e.g., tolls and parking expenses) that are necessary to enable a
							 child eligible under this part and the child's family to receive early
							 intervention services.
Transportation - Special Education
Transportation
includes:
i. Travel to and from school and between
							 schools;
ii. Travel in and around school buildings; and
iii. Specialized equipment (such as special or
							 adapted buses, lifts, and ramps), if required to provide special transportation
							 for a child with a disability.
Special education transportation shall be
							 specified by the IEP Team in the child's Individualized Education Program when
							 the Team determines that the transportation is necessary in order for the child
							 with a disability to benefit from an education program. The IEP Team shall
							 determine any modifications and/or adaptations, including the employment of a
							 "transportation aide," that need to be made to the unit's regular
							 transportation services in order to ensure appropriate and accessible
							 transportation services.
Pursuant to
							 20-A
							 MRSA §5401(4) special
							 education students shall be provided transportation as provided by Chapter 301
							 or to and from classes.
							 20-A
							 MRSA §7001(4-B) defines
							 "related services" as special education transportation and such developmental,
							 corrective and other related services, as defined by the Commissioner, as are
							 required to assist children with disabilities to benefit from their special
							 education programs.
Therefore, special education transportation
							 in Maine is that which is above and beyond regular transportation described in
							 20-A
							 MRSA §5401-5402.
Transportation for special education for
							 state wards and state agency clients is treated as a related service and
							 included on the child's IEP. Transportation costs for state wards and state
							 agency clients are claimed for subsidy on the EF-S-04B State Agency Client
							 Billing Form.
Transportation cost associated with
							 out-of-district special education programs is considered a predicted per pupil
							 transportation cost as defined in 20-A §
														15672 (22A) and includes an
							 adjustment for out of district special education transportation as reported on
							 the EF-M-43, subsidy for which is governed by 20-A §
														5205.
Transportation - Residential
							 School
School administrative units which have placed
							 children with disabilities in residential schools shall provide transportation
							 to these children at the beginning and the end of the school year, on weekends
							 if the school does not provide weekend residential services, and on regularly
							 scheduled vacations and holidays that correspond to the calendar of the
							 residential school. Local administrative units shall provide for additional
							 trips when determined by the IEP Team to be part of the child's Individualized
							 Education Program.
In cases where the parents or guardian and
							 the IEP Team determine that there is reason to transport the parents or
							 guardian to the school during the holiday or vacation periods, this arrangement
							 may be made in lieu of transporting the child to his/her
							 residence.
If the parents of a child with a disability
							 have been asked and agreed to transport the child to and/or from a residential
							 school, the administrative unit shall reimburse the parents for mileage and
							 necessary travel expenses in accordance with school district employee
							 reimbursement policies and providing that such transportation is at no cost to
							 the parent. Reimbursement to the parents shall be made within 45 days of each
							 trip. If another means of transportation is procured, such as air or bus, the
							 allowable rate shall be the actual cost.
Necessary travel expenses (such as tolls,
							 parking, food and lodging) for the student and/or any required adult escort
							 shall also be reimbursed in accordance with school district employee
							 reimbursement policies.
Nutrition services include:
i. Conducting individual assessments in:
a. Nutritional history and dietary intake;
b. Anthropometric, biochemical, and clinical
							 variables;
c. Feeding skills and feeding problems; and
d. Food habits and food preferences;
ii. Developing and monitoring appropriate plans to
							 address the nutritional needs of children eligible under this part, based on
							 the findings from individual nutritional assessments; and
iii. Making referrals to appropriate community
							 resources to carry out nutritional goals.
Nutrition services may be provided by registered
							 dieticians.
Case management
services means the
							 activities carried out by a service coordinator to assist and enable an
							 eligible child and the child's family to receive the services, rights and
							 procedural safeguards authorized to be provided under the State's early
							 intervention program.
The IEP case manager may oversee a child's
							 (age 3 to 20) needs to assure that due process requirements under the federal
							 Individuals with Disabilities Education Act are met. The case manager
							 communicates with SAU staff, parents, the child, and teachers to provide
							 coordination and follow up for the IEP process.
Sign language and cued language services include
							 teaching sign language, cued language, and auditory/oral language, providing
							 oral transliteration services (such as amplification), and providing sign and
							 cued language interpretation.
Services provided by a Board Certified Behavior
				  Analyst (BCBA). The BCBA and BCBA-D are independent practitioners who also may
				  work as employees or independent contractors for an organization. The BCBA
				  conducts descriptive and systematic behavioral assessments, including
				  functional analyses, and provides behavior analytic interpretations of the
				  results. The BCBA designs and supervises behavior analytic interventions. The
				  BCBA is able to effectively develop and implement appropriate assessment and
				  intervention methods for use in unfamiliar situations and for a range of cases.
				  The BCBA seeks the consultation of more experienced practitioners when
				  necessary. The BCBA teaches others to carry out ethical and effective behavior
				  analytic interventions based on published research and designs and delivers
				  instruction in behavior analysis. BCBAs supervise the work of Board Certified
				  Assistant Behavior Analysts and others who implement behavior analytic
				  interventions. A BCBA in Maine must meet the national Behavior Analyst
				  Certification Board qualifications. The certification must be provided to
				  his/her employer or when he/she contracts with an organization. A BCBA must
				  keep his/her certificate current to ensure that he/she remains on the
				  Certificate Registry.