16-01 - FAQ About: Transportation of Children with Disabilities
16-02 - Child Outcome Summary (COS)
16-03 - Specific Learning Disability Technical Assistance Bulletin and Supplement: Focus on Dyslexia, Dyscalculia and Dysgraphia) with Five Questions Parents and Educators Can Ask to Start Conversations
17-01 - Effective Transition Practices: Supporting Family Choice At Age 3
17-01a - Appendix A: Transition at Beginning of School Year Following 4th Birthday
17-01b - Appendix B: Transition After Age 3 flowchart
17-01c - Appendix C: Transition By Age 3 flowchart
17-02 - Parental Consent Under Maryland Law
17-03 - Inclusive Early Childhood Services in the LRE
17-04 - Native Language
18-01 - Home and Hospital Teaching Supplement on Students with Disabilities
18-02 - Early Intervention Services for Children Who Are Deaf or Hard-of-Hearing and Their Families Date: Revised October 2019
18-03 - Orientation and Mobility (OEM) Assessment Guidelines
18-04 - Secondary Transition: Legal Policy, Implementation, Tools
19-01 - Improving Outcomes for Students with Disabilities Curriculum, Instruction and Assessment
19-02 -Student Behavior Interventions: Physical Restraint and Seclusion Date: July 2019 Supplement to the MSDE Division of Student Support, Academic Enrichment, and Education Policy Guidance Document for General Education:Student Behavior Interventions: Restraint & Seclusion Date: 7/22/2019
19-03 - Missed IEP Services
19-04 - The Early Intervention Record: Transfer and Release
19-04a - Appendix A –EIR/IFSP Transfer Job Aid
19-05 - Improving Results for Children: The Sharing of Child/Student Early Intervention and Special Education Information for “Legitimate Educational Interests”
19-06 - Improving Outcomes for SWD Consideration & Documentation of Assistive Technology Delivery
19-07 - Improving Outcomes For Students With Significant Cognitive Disabilities: Eligibility: Eligibility, Instruction, and Assessment
20-01 - Serving Children with Disabilities under IDEA during School Closures due to the Covid-19 Pandemic Date: Issued March 2020, Revised October 2020
20-01 Supplement - Recovery Efforts to Support a Continuum of IFSP Service Delivery during the COVID-19 Pandemic and Beyond Date: 5/31/2020
20-02 - Providing Continuity of Learning to Students with Disabilities Through Nonpublic Special Education Schools during COVID-19Date: 4/6/2020
20-03 - Providing Continuity of Learning to Students with Disabilities during COVID-19
20-04 - Providing Continuity of Learning to Deaf, Hard-of-Hearing, Blind, Low-Vision, and DeafBlind Students during COVID-19Date: 4/2020
20-05 - Navigating Secondary Transition Services for Students with Disabilities during COVID-19Date: Issued April 2020, Revised October 2020
20-06 - Continuity of the IFSP for Young Children (Birth - Age 4) with Developmental Delays/Disabilities and their Families during Extended School/Closure due to the COVID-19 Pandemic Date: April 2020
20-07 - Providing Continuity of Learning for Students with Disabilities who require Extensive, Intensive, Individualized Instruction and Support during the COVID-19 Pandemic Date: Issued April 2020, Revised October 2020
20-08 - Supporting the use of Assistive Technology in a Virtual and/or Distance Learning Environment Date: May 2020
20-09 - Recovery Efforts: Addressing the Provision of FAPE through Alternative Service Delivery Models for Students with Disabilities during the Re-Opening of Schools Date: Issued June 2020, Revised October 2020
20-10 - Recovery Efforts: Addressing the Reopening of Nonpublic Special Education Schools Date: June 2020
20-11 - Interagency Coordinating Council (ICC), which captures the roles and responsibilities of the State Interagency Coordinating Council (SICC) and each Local Interagency Coordinating Council (LICC) Date: October 2020
20-12 - School Discipline for Students with Disabilities: A Companion to The Maryland Guidelines for Student Discipline
21-01 - Interprofessional Collaboration: Related and Support Services Date: 1/27/2021
21-02 - Special Education Citizens Advisory Committee (SECAC) Questions & Answers (Q&A) Date: 3/17/2021
22-01 Special Education - Learning Continuity Plan - Requirement Ensuring Continuity of Special Education Services During Emergency School Closures Date: March 2022
22-02 Incarcerated Youth with Disabilities, ages 18-21
23-01 - Students Tranferring Between Maryland Local Education Agencies and Into Maryland Schools from Out of State
23-02 - Extended School Year Services
24-01 Communicative Competence
TIPs to Facilitate Virtual IEP Team Meetings
TIPs for Assistive Technology Across Service Delivery Models: A Resource for Educators and Families
TIPs to Support Secondary Transition in Virtual and Hybrid Learning
TIPs for Adapted Physical Education in a Virtual Environment
TIPs for Classroom Teachers to Make Content Accessible for All Students
TIPs for Classroom Teachers to Make Virtual Classroom Accessible for Deaf and Hard-of-Hearing Students
TIPs for Collaborating to Provide Special Education Services in Childcare and Community-Based Programs Across Varied Service Delivery Models
TIPs for Monitoring Student Progress through Alternative Service Delivery Models
TIPs for Planning for Students who are Blind, Low-Vision, Deaf, Hard-of-Hearing, and Deaf/Blind
TIPs for Recovery Planning for Secondary Transition
TIPs for Supporting the Engagement of Students with Disabilities through Varied Service Delivery Models
TIPs for Supporting Students Who Require Extensive, Intensive, Individualized Instruction and Supports through Varied Service Delivery Models
TIPs for Teaching and Learning and the Least Restrictive Environment (LRE) in Varied Service Delivery Models
TIPs for Speech-Language Therapy Telepractice
TIPs to Address Special Education Staff Shortages, Scheduling, and Logistical Challenges Across Varied Service Delivery Models
TIPs to Support Data Collection by Parents During Virtual or Hybrid Learning
TIPs to Support Mask-Wearing for Students with Disabilities
25-01 Students Parentally Placed in Private and/or Religious Schools
A Parents' Guide to Navigating Compensatory Education/Recovery Services during the COVID-19 Pandemic Date Issued: April 2021
School Discipline Basics & Integrating Supports: A Focus on Students With Disabilities - November 2020 Date: November 2020
Extended School Year (ESY) Services during the COVID-19 Pandemic
Supporting Students with Disabilities During COVID-19 and Afterwards Date: November 2020
Assessment Crosswalk: Changes to the Maryland Guidance for IEP Teams on Participation Decisions for the Alternate Assessments Date Revised 03/20/2019
Assessment Chart: Differences Among the PARCC, HSA Government, HS MISA, MSAA, and Alt-MISA Assessments Date Revised 03/20/2019
Use of Recording Devices - Guidance Memo Date Issued: 10/11/2016
Maryland State Guidelines: Management of the Needs of the Oxygen-Dependent Student Date June 2002
Epilepsy and the School Bus Driver: A publication of Epilepsy Foundation
A Parent's Guide: Navigating Special Education during COVID-19 Pandemic
Guidance for Teams Working with Students with Significant Cognitive Disabilities: Assessment, Instruction, and Placement
Guidance for IEP Teams Working with Students with the Most Significant Cognitive Disabilities: Assessment and Eligibility for the Alternate Framework
Best Practices for Identification of a Student with an Intellectual Disability
Guide for Obtaining Special Education Program Support for New, Replacement, Renovated, or Expanded School Facilities
Contact:
Brian Morrison, Ph.D.Chief, Policy and Accountability, Division of Early Intervention and Special Education ServicesOffice: (410) 767-0249Fax: (410) 333-8165 brian.morrison@maryland.gov