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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 serc@bcps.org, 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 lwebbert@bcps.org

Allied Sports Brad Kressman Resource Teacher

443-809-2328 bkressman@bcps.org

Art Therapy Bonnie Kauffman Therapist 443-809-3660 bkauffman@bcps.org

Assistive Technology Kama Dwyer Team Leader 410-887-2299 kdwyer@bcps.org

Audiology Diane Perkins Team Leader 443-809-3660 dperkins2@bcps.org

Autism Waiver Emily Watts Coordinator 443-809-4130 ewatts@bcps.org

Bilingual Family School Liaisons

Emee Abellana Admin. Secretary 443-809-6752 eabellana@bcps.org

Child Find Christel Marsh Specialist 443-809-3017 cmarsh@bcps.org

Compliance Conya Bailey Supervisor 443-809-3660 cbailey@bcps.org

Deaf and Hard of Hearing Diane Perkins Team Leader 443-809-3660 dperkins2@bcps.org

Disability Awareness 443-809-3660

Health Deborah Somerville

Coordinator 443-809-6368 dsomerville@bcps.org

Home & Hospital G. Denise Saulsbury

Supervisor 410-887-3222 gsaulsbury@bcps.org

Infants & Toddlers Sally Chapman Specialist 443-809-2169 schapman@bcps.org

Instructional Support - Elementary

Connee Hart Supervisor 443-809-3660 chart2@bcps.org

Instructional Support - Secondary

Michele Murphy Specialist 443-809-3660 mmurphy@bcps.org

Mediation/Due Process J. Stephen Cowles

General Counsel 443-809-2990 jcowles@bcps.org

Music Therapy Bayla Cohen Therapist 443-809-3660 bcohen4@bcps.org

Occupational Therapy Beth George Team Leader 410-887-5441 egeorge2@bcps.org

Parent Surrogates 443-809-3660

Physical Therapy Karen Greeley Team Leader 410-887-5441 kgreeley@bcps.org

Placement Linda Prucino Supervisor 443-809-3660 lprucino@bcps.org

Preschool Christel Marsh Specialist 443-809-3660 cmarsh@bcps.org

Psychological Alicia Bennett Coordinator 443-809-0303 mbennett3@bcps.org

School Counseling Melanie Martin Coordinator 443-809-0291 mmartin7@bcps.org

School Social Work Gail Martin Team Leader 443-809-0305 gmartin2@bcps.org

Special Education Resource Center

Ellen Galvez Parent/Family Liaison

410-887-5443 egalvez@bcps.org

Speech/Language Therapy Sara Silverman Team Leader 443-809-3660 ssilverman@bcps.org

SST /IST/504 Plans Beth Lambert Facilitator 443-809-9524 blambert2@bcps.org

Transition Joyce Serio Team Leader 443-809-3660 eserio@bcps.org

Transportation Brenda Borisevic Assistant 443-809-4321 bborisevic@bcps.org

Vision Linda Starner Team Leader 410-887-7502 lstarner@bcps.org

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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