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Hand-In-Hand
Parents and Educators Working Together
A joint publication of the Special Education Citizens’ Advisory Committee (SECAC)
and the Baltimore County Public Schools, Office of Special Education Resource Center Its purpose is to provide families and staff with information related to children with
disabilities.
Special Education Resource Edition 2018-2019
The purpose of this special edition is to provide information and resources to parents and caregivers of students with Individualized Education Programs (IEPs) in Baltimore County Public Schools. As a parent of a child with a disability, you should ask questions and request help when you feel you need it. This guide contains useful tips and worksheets to assist you as an important member of the IEP team.
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INSIDE THIS ISSUE
Welcome to the Special Education Resource Center ...................................................................... 3
Office of Special Education ............................................................................................................. 4
Special Education: Timeline at a Glance ......................................................................................... 5
Parent Checklist for an IEP Team Meeting ..................................................................................... 6
Parent Participation at IEP Meetings! .............................................................................................. 7
Understanding Your Child’s Maryland Statewide Individualized Education Program (IEP) ............. 8
Description of Special Education Services ...................................................................................... 9
Acronyms ...................................................................................................................................... 10
IEP Meeting Worksheet ................................................................................................................. 11
Preparing a Home File for Your Child............................................................................................ 12
Who do I call? What do I say? ...................................................................................................... 13
Important School Contacts ............................................................................................................ 14
Office of Special Education School Support .................................................................................. 15
BCPS Quick Contact Information for Parents ................................................................................ 16
Resources and Support ................................................................................................................. 17
Contact Log ................................................................................................................................... 19
IEP Team Meeting Tips for Parents .............................................................................................. 20
More ways to keep informed… ...................................................................................................... 21
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Welcome to the Special Education Resource Center Location:
8401 Leefield Road, Room 100, Baltimore, MD 21234
410-887-5443 Open during the school year:
Monday–Friday
8:30 a.m.–3:30 p.m.
We are conveniently located in the central area of Baltimore County in the White Oak School and have served the community for over 25 years. The Special Education Resource Center (SERC) is a countywide service for parents of children and youth with disabilities, reaching out to assist families, and professionals. Our mission is to promote positive, effective partnerships within the school community.
For more information e-mail [email protected], or visit us on Facebook
Services Include
Refers to BCPS information
and staff assistance,
community agencies and
parent support groups
Confidential Consultation
Parent Workshops
PTA Special Education Liaison Project
Hand-in-Hand Newsletter
Lending Library
Information about the special education
process and parents’ rights
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Office of Special Education Department of Academic Services Baltimore County Public Schools
Jefferson Building
105 W. Chesapeake Avenue Towson, Maryland 21204
Phone: 443-809-3660
Rebecca Rider Director
Special Education
Dan Martz Coordinator Compliance
Maren Townsend Coordinator
Related Services
Brenda Workmeister Coordinator
Teaching and Learning
When You Need Help… For answers to questions about Special Education in Baltimore County Public Schools ISSUES AND CONCERNS
Frequent communication is the key to your child's success.
To discuss concerns about your child’s IEP, you
are encouraged to follow these steps:
Child's classroom or school concerns
Questions about IEP or placement
Information about related services
Parental Rights and Procedural Safeguards
1. Talk with the teacher/therapist
2. Talk with the child’s case manager
3. Talk with the IEP chairperson 4. Talk with the principal 5. Talk with the Special Education Specialist
assigned to your school (see page 15) 6. If necessary contact the Community
Superintendent’s staff
REMINDER:
In most cases, the best information and answers to your questions can be obtained at your child's school.
Zone Community Superintendent Phone Number
East Zone Mr. George Roberts 443-809-4316
Central Zone Ms. Christina Byers 443-809-8760
West Zone Dr. Racquel Jones 443-809-8767
*Call your child’s school to find out your zone.
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Special Education: Timeline at a Glance
Time Line Requirements for Initial Evaluations
A student with a suspected disability who may need special education shall be referred, in writing, by a parent of a student or a public agency to an IEP team. The written referral begins an overall 90-day timeline for completion of the initial evaluation.
up to
60 Calendar Days
IEP team meets to review existing data, information from parents and additional data. For each child needing further assessment, parent consents to an evaluation. Recommended assessments are completed by school staff and assessment reports including
information from the parents are written.
The IEP Team has up to 60 calendar days to complete the evaluation
and reconvene to share results.
up to
30 Calendar Days
If the child is determined to be a child with a disability requiring the
provision of special education services:
An IEP is developed by the school staff with input from the parents within 30 days of the meeting to review assessment results. The IEP team reviews the IEP, identifies services needed to implement the IEP, and considers options for the provision of services in the least
restrictive environment.
ASAP IEP is implemented as soon as possible.
1 Year Annual Review (within one year)
3 Years Reevaluation (within three years)
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Parent Checklist for an IEP Team Meeting
Before: Five (5) business days prior to the team.
□ Written assessment reports are provided to parents
□ Draft IEP goals are provided to the parents (preferably with personal contact) prior to the
IEP team meeting.
During:
□ The purpose of the team and the roles of team members are stated clearly and are
understood by all. Parents are equal team members.
□ Team members’ contributions are listened to and considered with respect. The role of the
parent is critical, as parents:
Provide information about their child’s abilities, interests, performance, and history;
Participate in the discussion about the child’s needs;
Join other team members in deciding how the student will participate in assessments
and the general curriculum, what services the school system will provide and in what
setting.
□ Team members remain flexible and open-minded.
□ Team members communicate clearly with limited use of jargon, acronyms, or unfamiliar
terms.
□ All school staff believes in the student’s right to be included in general education and is
committed to helping the student succeed.
After:
□ An oral summary is given at the end of the meeting that indicates next steps and identifies
those individuals responsible for follow up. A written team summary is provided within ten
(10) schools days of the meeting. (Prior Written Notice)
□ Parents are provided with information and resources, such as the Special Education
Resource Center (410-887-5443), to help with understanding their child’s disability,
accessing advocacy supports, etc.
□ Not later than five (5) business days after a scheduled IEP team meeting, appropriate
school personnel are to provide you with an accessible copy of the completed IEP.
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Parent Participation at IEP Meetings!
The Maryland statewide online IEP emphasizes the importance of parent input as part of the IEP process. The input and concerns from parents and students must be considered in the development of the IEP. The IEP team should specifically record input from parents. Parents offer insight into past educational experiences and can help team members understand the student’s strengths, needs, frustrations, and interests. You will find the parent input page in Section II Present Level of Academic Achievement and Functional Performance in your child’s IEP. Here is a worksheet to help you organize your thoughts about your child:
Present Level of Academic Achievement and Functional Performance
1. What is the parental input regarding the student’s educational program?
2. What are the student’s strengths, interest areas, significant personal attributes, and personal accomplishments? (Include preferences and interests for post-school outcomes if appropriate.)
3. How does the student’s disability affect involvement in the general education curriculum?
4. For preschool age children, how does the disability affect participation in appropriate activities?
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Understanding Your Child’s Maryland Statewide Individualized Education Program (IEP)
Where to Find it?
IEP Cover Page- Student Information
Student and School Information
Exit Information
Case Manager
IEP Team Participants
Section I- Meeting and Identifying Information
Eligibility
Student Participation on District/Statewide Assessments and Graduation Information
Section II- Present Level of Academic Achievement and Functional Performance
Academic
Health
Physical
Behavioral
Present Level of Academic Achievement and Functional Performance
Parent Input Page
Section III- Special Considerations and Accommodations
Communication
Assistive Technology (AT)
Services for Students who are Blind or Visually Impaired
Services for Students who are Deaf or Hearing Impaired
Behavioral Intervention
Services for Students with Limited English Proficiency
Instructional and Testing Accommodations
Supplementary Aids and Services
Extended School Year (ESY)
Transition / Transition Activities / Anticipated Services
Section IV- Goals
Section V- Services
Special Education Services
Related Services
Career and Technology Education Services
Section VI- Placement Data
Least Restrictive Environment (LRE) Decision Making
Placement Summary
Special Transportation Considerations
Student Count Eligibility Codes
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Description of Special Education Services Baltimore County Public Schools offers many services for students with disabilities. Please see below for a description of each service available within the school system. Decisions for how students will receive the services are made by an IEP team, which includes parents.
Social Emotional Learning (SEL)
Students in need of social emotional services are those whose significant social and emotional difficulties adversely impact their ability to be successful in school without special education supports. Students requiring these services may not be achieving academically due to emotional and social difficulties. Services offered may include: a structured learning environment; behavior management system; implementation of behavior intervention plans; social skills instruction; counseling, conflict resolution; restorative practices; and availability of crisis prevention and intervention.
Communication and Learning Support (CLS) Ages 5–21
Students with IEPs in need of communication and learning support services are those whose complex communication, socialization, and learning needs are a result of having been diagnosed with an Autism Spectrum Disorder. Students requiring these services typically have significant delays in the areas of cognition, communication, social/emotional, and adaptive behavior. Services offered may include: a highly structured learning environment, use of visually based strategies, emphasis on the development of language and social skills, use of sensory processing techniques, and the development of individualized behavioral strategies
Early Childhood Programs Outside of the General Education Setting:
These programs meet the individual needs of preschool and pre-k students with IEP’s. Services may include a highly structured learning environment, use of multi-sensory approach to learning, specialized instruction as identified by the student’s IEP, positive behavior strategies, use of developmentally appropriate practices, use of visual and sensory strategies, use of evidence based strategies, and development of social skills within the school environment.
Functional Academic Learning Support (FALS) Ages 3–21
Students with IEPs in need of functional academic learning support are those who demonstrate significant delays in measured intelligence, adaptive functioning, communication, and academic functioning. Services offered may include: instruction in a functional life skills curriculum including personal management, community, recreation/leisure, career/vocational, and communication/decision-making. Students are provided with extensive modification of objectives and learning materials, and more time to learn.
Inclusive Education (IE) Preschool–Grade 12
Students requiring these services have varied disabilities and multiple needs that can be met in the general education setting with support and related services. Services offered may include: instruction in home settings, in parentally-placed community preschool, pre-kindergarten, and/or licensed childcare settings; instruction in the general education curriculum with modifications; small group pullout resource support; co-teaching; and consultation with general education teachers.
Learning Support for Students who are Deaf and Hard of Hearing (DHH) (Ages 3–21)
Students with hearing loss may require support through alternative communication interventions, specialized instructional strategies, auditory listening devices (ALDs), and related services. Services may include: communication development, speech and language therapy, aural rehabilitation, instructional support, use of auditory listening devices (ALD), and specialized accommodations/modifications. Communication
modalities used in the instructional setting will include one of the following: 1) total communication with simultaneous sign and speech presentation, or 2) oral communication that may include a cued speech transliterator or oral interpreter. Students with a diagnosed hearing loss may or may not have other disabilities that require additional services.
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Acronyms The use of acronyms is sometimes confusing. When in doubt, ask for an explanation.
Acronym Meaning Acronym Meaning
AA Additional Assistant IDEA Individuals with Disabilities Education Act
ABA Applied Behavioral Analysis LRE Least Restrictive Environment
ADHD Attention Deficit Disorder LRE A Inside Gen Ed 80% or more
APE Adaptive Physical Education LRE B Inside Gen Ed 40 – 79%
ASD Autism Spectrum Disorders LRE C Inside Gen Ed less than 40%
ASL American Sign Language LRE D Home and Hospital Placement
AT Assistive Technology LRE F Public Separate Day School
BIP Behavioral Intervention Plan LRE G Nonpublic Placement (Private Separate Day School or Private Residential)
BLS Behavior and Learning Support LSS Local School System
CCSS Common Core State Standards MSAA Multi-State Alternate Assessment
CLS Communication and Learning Support
MSDE Maryland State Department of Education
COMAR Code of Maryland Regulations MTSS Multi-tier System of Support
DD Developmental Delay OSE Office of Special Education
DHH Deaf and Hard of Hearing OT Occupational Therapy, Therapist
ECLS Early Childhood Learning Support PARCC Partnership for Assessment of Readiness of College and Careers
ELL English Language Learners PBIS Positive Behavioral Interventions & Support
ESY Extended School Year Services PDD Pervasive Developmental Disorder
FALS Functional Academic Learning Support
PLAAFP Present Levels of Academic Achievement and Functional Performance
FAPE Free Appropriate Public Education PRASP Program Review and Support Process
FBA Functional Behavior Assessment PT Physical Therapy, Therapist
FTE Full Time Equivalent SECAC Special Education Citizens’ Advisory Committee
Gen Ed General Education SLD Specific Learning Disability
I & T Infants and Toddlers SLP Speech Language Pathologist
IEP Individualized Education Program SPS Student Planning System (IEP Software formerly known as TIENET)
IFSP Individual Family Service Plan SST Student Support Team
IST Instructional Support Team UDL Universal Design for Learning
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IEP Meeting Worksheet Use this sheet to keep your thoughts and concerns organized for your IEP meeting.
Date Child’s Need/Request School’s Response Resolved Start Date
Responsible Person
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Preparing a Home File for Your Child
Keeping a Record
Organize a notebook or filing system at the beginning of every school year to gather all materials you have at home
Use a 3-ring binder with dividers to compile important information such as school reports,
notes from teachers, student’s work samples, evaluations, health records, IEPs and IEP meeting minutes, communication logs, etc.
Arrange your binder chronologically or by topic, such as report cards, IEP meetings,
progress reports, work samples, etc.
Create a log to keep track of phone conversations or visits with school personnel. Record
your notes after phone calls or meetings.
Record dates, purpose, and outcomes of all visits, appointments, communications,
and conferences at the school.
Make sure the school has copies of reports from outside educators, psychologists, speech
therapists etc. in their files.
Write down key terminology that relates to your child’s diagnosis and learning needs; get
explanations and examples from professionals.
Keep a copy of everything for yourself and ask for copies of reports or files regarding your
child. Make sure items are dated.
As a parent, responsibility for your child continues from year to year. Classrooms and services may change yearly.
A record book is a powerful and useful tool you can use to facilitate home/school partnership to help provide the most
appropriate education for your child.
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Who do I call? What do I say?
Situation Who You Call
What You Can Say
You believe your child is falling behind in his schoolwork.
The classroom teacher I would like to meet with you because I am concerned that my child is falling behind in his work.
You believe your child is having too much difficulty for the classroom teacher to handle alone.
The classroom teacher, then the principal. (if necessary)
I would like a conference because I am concerned about the progress my child is making.
Your child has been getting into lots of trouble because of his acting-out behavior.
The classroom teacher, then the principal. (if necessary)
I would like a conference about my child’s behavior because I am concerned he is missing too much class time with all his time-outs.
You don’t think your child’s IEP is being followed.
The classroom teacher and the special education teacher, then the IEP chairperson. (if necessary)
I would like to call the IEP team together because I have some concerns about how the plan is being followed. Perhaps some changes need to be made to the IEP.
You think your child would do better if she could listen to tapes of some of the material. You have ideas that could help your child with schoolwork
The classroom teacher, then the principal. (if necessary)
I would like to have a parent conference about ways my child could do better in class.
You think your child would do better if she had more classroom accommodations.
The classroom teacher, then the principal. (if necessary)
I would like to have a conference to talk about ways my child could do better in class.
You think there is a need to have your child evaluated because you suspect she might have a disability.
The IEP chairperson. I would like to meet to talk about my child having an evaluation because I am concerned about why my child is not doing well in school.
You are nervous about an upcoming IEP Team Meeting.
A family member, friend, outside professional – then notify the school.
Would you be available to come to my child’s meeting with me? To the school: I am calling to let you know ___________ is coming to support me at the meeting.
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Important School Contacts
Contact Name Phone Email School Principal
IEP Chairperson
Case Manager
Special Education Teacher
General Education Teacher (Math, Reading, Etc.)
School Counselor
School Nurse
School Psychologist
Therapist (Speech, OT, PT)
School Social Worker
Bus Driver/ Bus Aide
Other
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Office of Special Education School Support 443-809-3660
EAST ZONE CENTRAL ZONE WEST ZONE MIDDLE SCHOOL HIGH SCHOOL
Rosemarie Lehner Specialist
Kirsten Merashoff Specialist
Keenya Golden Specialist
Megan Elwood Specialist
Vacant Specialist
Battle Grove ES Bear Creek ES Berkshire ES Chapel Hill ES Charlesmont ES Chase ES Chesapeake Ter. Colgate ES Deep Creek ES Dundalk ES Edgemere ES Elmwood ES Essex ES Fullerton ES Glenmar ES Grange ES Gunpowder ES Hawthorne ES Honeygo ES Joppa View ES Logan ES Mars Estates ES Martin Boulevard McCormick ES Middleborough ES Middlesex ES Norwood ES Oliver Beach ES Orems ES Perry Hall ES Red House Run ES Sandalwood ES Sandy Plains ES Seneca ES Shady Spring ES Sussex ES Victory Villa ES Vincent Farm ES
Carney ES Carroll Manor ES Cedarmere ES Cromwell Valley Fifth District ES Fort Garrison ES Franklin ES Glyndon ES Halstead Academy Hampton ES Harford Hills ES Jacksonville ES Kingsville ES Lutherville ES Mays Chapel ES Milbrook ES Oakleigh ES Owings Mills ES Padonia ES Pine Grove ES Pinewood ES Pleasant Plains ES Pot Spring ES Prettyboy ES Reisterstown ES Riderwood ES Rodgers Forge ES Seven Oaks ES Seventh District ES Sparks ES Stoneleigh ES Summit Park ES Timber Grove ES Timonium ES Villa Cresta ES Warren ES Wellwood ES West Towson ES
Arbutus ES Balto Highlands ES Bedford ES Campfield Catonsville ES Chadwick ES Chatsworth ES Church Lane ES Deer Park ES Dogwood ES Edmondson Heights Featherbed Lane Halethorpe ES Hebbville ES Hernwood ES Hillcrest ES Johnnycake ES Lansdowne ES Lyons Mill ES New Town ES Powhatan ES Randallstown ES Relay ES Riverview ES Scotts Branch ES Westchester ES Westowne ES Winand ES Winfield ES Woodbridge ES Woodholme ES Woodmoor ES
East Zone
Crossroads Center Deep Creek MS Dundalk MS Gen J Stricker MS Golden Ring MS Holabird MS Middle River MS Perry Hall MS Sparrows Point MS Stemmers Run MS Central Zone
Cockeysville MS Dumbarton MS Franklin MS Hereford MS Loch Raven Acad. Parkville MS Pikesville MS Pine Grove MS Ridgely MS West Zone
Arbutus MS Catonsville MS Deer Park MS Lansdowne MS Meadowood Cntr. NW Academy of Health Sciences Southwest Academy Sudbrook MS Windsor Mill MS Woodlawn MS _______________ PUBLIC SEPARATE DAY Battle Monument Maiden Choice RICA Ridge Ruxton White Oak
East Zone
Chesapeake HS Dundalk HS Eastern Tech. HS Kenwood HS Overlea HS Patapsco HS Perry Hall HS Rosedale Alt. Sollers Pt. Tech. HS Sparrows Point HS Central Zone
Dulaney HS Franklin HS G.W. Carver Center Hereford HS Loch Raven HS Owings Mills HS Parkville HS Pikesville HS Towson HS West Zone
Catonsville HS Catonsville Alt. Lansdowne HS Milford Mill HS New Town HS Randallstown HS Western Tech. Woodlawn HS ________________ POST SECONDARY
Catonsville CCBC Dundalk CCBC Essex CCBC Owings Mills CCBC Towson University
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BCPS Quick Contact Information for Parents This information is provided to assist you in contacting staff members in Baltimore County Public Schools so that we may provide you with fast, quality service. Most special education matters can and should be addressed first at your child’s school with the teacher, IEP team chairperson, and/or principal. Whenever you need further information or assistance, please refer to the information below.
SERVICE STAFF MEMBER
TITLE PHONE EMAIL ADDRESS
Adapted Physical Education Linda Webbert Team Leader 443-809-4014 [email protected]
Allied Sports Brad Kressman Resource Teacher
443-809-2328 [email protected]
Art Therapy Bonnie Kauffman Therapist 443-809-3660 [email protected]
Assistive Technology Kama Dwyer Team Leader 410-887-2299 [email protected]
Audiology Diane Perkins Team Leader 443-809-3660 [email protected]
Autism Waiver Emily Watts Coordinator 443-809-4130 [email protected]
Bilingual Family School Liaisons
Emee Abellana Admin. Secretary 443-809-6752 [email protected]
Child Find Christel Marsh Specialist 443-809-3017 [email protected]
Compliance Conya Bailey Supervisor 443-809-3660 [email protected]
Deaf and Hard of Hearing Diane Perkins Team Leader 443-809-3660 [email protected]
Disability Awareness 443-809-3660
Health Deborah Somerville
Coordinator 443-809-6368 [email protected]
Home & Hospital G. Denise Saulsbury
Supervisor 410-887-3222 [email protected]
Infants & Toddlers Sally Chapman Specialist 443-809-2169 [email protected]
Instructional Support - Elementary
Connee Hart Supervisor 443-809-3660 [email protected]
Instructional Support - Secondary
Michele Murphy Specialist 443-809-3660 [email protected]
Mediation/Due Process J. Stephen Cowles
General Counsel 443-809-2990 [email protected]
Music Therapy Bayla Cohen Therapist 443-809-3660 [email protected]
Occupational Therapy Beth George Team Leader 410-887-5441 [email protected]
Parent Surrogates 443-809-3660
Physical Therapy Karen Greeley Team Leader 410-887-5441 [email protected]
Placement Linda Prucino Supervisor 443-809-3660 [email protected]
Preschool Christel Marsh Specialist 443-809-3660 [email protected]
Psychological Alicia Bennett Coordinator 443-809-0303 [email protected]
School Counseling Melanie Martin Coordinator 443-809-0291 [email protected]
School Social Work Gail Martin Team Leader 443-809-0305 [email protected]
Special Education Resource Center
Ellen Galvez Parent/Family Liaison
410-887-5443 [email protected]
Speech/Language Therapy Sara Silverman Team Leader 443-809-3660 [email protected]
SST /IST/504 Plans Beth Lambert Facilitator 443-809-9524 [email protected]
Transition Joyce Serio Team Leader 443-809-3660 [email protected]
Transportation Brenda Borisevic Assistant 443-809-4321 [email protected]
Vision Linda Starner Team Leader 410-887-7502 [email protected]
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Resources and Support *Support Group Available
Abilities Network*
8503 LaSalle Road
Towson, MD 21286
410-828-7700
The Arc Baltimore*
7215 York Road
Baltimore, MD 21212
410-296-2272
Autism Society of
Baltimore-Chesapeake*
P.O. Box 10822
Baltimore, MD 21234
410-655-7933
Baltimore County Public Schools
(BCPS)
6901 North Charles Street
Towson, MD 21204
Main Information 443-809-4554
Special Education 443-809-3660
Baltimore County Public Schools
Special Education Resource
Center & Lending Library
Located @ White Oak School
8401 Leefield Rd, room 100/101
Baltimore, MD 21234
410-887-5443
Browse our collection online
Baltimore County Public Schools
Department of School Safety
Bullying prevention and
intervention programs
443-809-4360
Baltimore County Public Schools
Special Education Citizens
Advisory Committee (SECAC)
410-887-5443
Join our Yahoo Group
Baltimore County Commission on
Disabilities
105 W. Chesapeake Avenue
St. 201
Towson, MD 21204
410-887-3480
410-887-2799 (TTY)
Baltimore County Department of
Recreation and Parks
Therapeutic Recreation Services
9831 Van Buren Lane
Cockeysville, MD 21030
410-887-5370
410-887-5319 (TTY)
Baltimore Jewish Abilities
Alliance*
(Serves Jewish and general
community)
5700 Park Heights Avenue
Baltimore, MD 21215
410-559-3613
Chesapeake Down Syndrome
Parent Group, Baltimore County*
PO Box 20127
Baltimore, MD 21284
410-321-5434
Children and Adults with
Attention Deficit Disorders
(CHADD) of Greater Baltimore*
443-465-3783
Decoding Dyslexia
Maryland
(Central Region)*
Developmental Disabilities
Administration (DDA)
201 W. Preston Street, 4th Floor
Baltimore, MD 21201
410-767-5600
877-463-3464(toll free)
Disability Rights Maryland
(DRM)
1500 Union Avenue, Suite 2000
Baltimore, MD 21211
410-727-6352
Dyslexia Tutoring Program, Inc.
The Rotunda, Suite 310
711 W. 40th Street
Baltimore, MD 21211
410-889-5487
Family Navigator Services
Baltimore County*
2600 Pot Spring Road
Timonium, MD 21093
667-600-3074
Independent IEP Meeting
Facilitation
Conflict Resolution Center of
Baltimore County
410-780-1206
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Maryland Coalition for Inclusive
Education (MCIE)
6810 Deerpath Road, Suite 300
Elkridge, MD 21075
410-859-5400
1-800-899-8837 (toll free)
Maryland Department of
Disabilities (MDOD)
217 East Redwood Street
Baltimore, MD 21202
410-767-3660
Maryland State Department of
Education (MSDE)
Division of Special Education and
Early Intervention Services
200 W. Baltimore Street, 9th floor
Baltimore, MD 21201
410-767-0238
Maryland Division of
Rehabilitation Services (DORS)
2301 Argonne Drive
Baltimore, MD 21218
410-554-9442
Mental Health Association of
Maryland
Heaver Plaza
1301 York Road, Suite 505
Lutherville, MD 21093
410-901-1550
National Alliance on Mental
Illness NAMI Metropolitan
Baltimore, Inc.*
6600 York Road Suite 204
Baltimore, MD 21212
410-435-2600
The International Dyslexia
Association
40 York Road, 4th floor
Baltimore, MD 21204
410-296-0232
Kennedy Krieger
Department of Behavioral
Psychology Child & Family
Therapy Clinic
443-923-7508
LOCATE: Child Care
Special Needs Service
1001 Eastern Avenue, 2nd floor
Baltimore, MD 21202
1-800-999-0120
The Parents’ Place of Maryland
801 Cromwell Park Dr, Suite103
Glen Burnie, MD 21061
410-768-9100
Pathfinders for Autism
303 International Circle,
Suite 110
Hunt Valley, MD 21030
443-330-5341 (helpline)
866-806-8400 (toll free)
Resource Finder at
Kennedy Krieger Institute
801 North Broadway
Baltimore, MD 21205
1-800-390-3372
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Contact Log Use this page to keep track of school communication.
Date Contact Person (teacher, therapist, nurse,
principal etc.)
Type of Contact
(phone call, email, handwritten note)
Purpose of Contact/Notes
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IEP Team Meeting Tips for Parents
Be prepared to describe your child. You know your child best. Tell the IEP team what you
think your child is capable of doing now, and what you see your child doing in the future.
Bring someone who knows your child. If you wish to request the presence of someone who tested your child or whose input you feel may be helpful, tell the team leader before the meeting. If the person is available, they may attend. You may also bring a friend or advocate who knows your child.
Stay focused on your child’s needs. Stick to matters that relate to your child’s educational
needs and development of your child’s IEP.
Write down your questions and comments. Bring them with you.
Use other IEP team members as resources for you and your child.
Understand your options about attending the IEP meeting. If you are unable to attend
an IEP meeting, other methods, such as video conferencing or teleconference calling, can be used to ensure your participation. In addition, for any IEP meeting other than the annual IEP meeting, you and your local school system can agree not to convene an IEP meeting and instead develop a written document to amend or modify your child’s IEP.
Parent consent is required in order to initiate special education and related services. However, a parent’s signature is not required for changes or subsequent IEPs. A school
system may request your signature to indicate your attendance at an IEP meeting.
Maryland State Department of Education Publication “Building IEPs With Maryland Families, What a Great Idea!”
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More ways to keep informed…
Disability Scoop –The Premier Source for Developmental Disability News
Learning Disabilities Association of America
Maryland Learning Links
Maryland Technology Assistance Program
Maryland Transitioning Youth
National Center for Learning Disabilities
Wrightslaw – Special Education Law and Advocacy
Stop Bullying
Understood – For Learning & Attention Issues
To learn more about Baltimore County Public Schools visit our BCPS Website
Baltimore County Public Schools 6901 Charles Street Towson, MD 21204
Creating a Culture of Deliberate Excellence for Every Student, Every School, Every
Community
Published by: The Special Education Resource Center Ellen Galvez, Parent/Family Liaison Lisa Diffenderfer, Parent Resource Assistant BCPS Copy and Print Services