Special Education

Resolving Disputes Through the Office of Special Education

If you have any concerns regarding the IEP process, the Office of Special Education Parent Response Unit (SEPRU) can help.

The Special Education Parent Response Unit aims to investigate the complaints and parent concerns for children and young adults with special needs. SEPRU also helps parents participate in the referral process for special education services. In addition, SEPRU provides a safe platform for parents toshare feedback and have their concerns documented.

SEPRU offers a full range of support for families of children with special needs, from preschool through 21 years old. Our work helps families and educators by:

• Providing direct parent or guardian support, information, and resources on disabilities and community services
• Helping families to resolve concerns and make informed decisions regarding their child's education
• Helping families navigate the IEP process and offering dispute resolution as an option to mediation or attorney involvement.
• Increasing parent involvement and collaborative partnerships between families and educators

City Schools is passionate about providing our parents the opportunity to resolve situations efficiently. SEPRU seeks to serve as a link between family, school, and community. We communicate with parents and keep our students' academic and social well-being as our primary focus. We aim to keep a positive relationship between families/caregivers and the school(s)during investigation times.

Download Flyer: English | Spanish

Lois L. Jones-Smith

Coordinator - Parent Response Unit & Due Process

LLJones01@bcps.k12.md.us

As a parent, you have the right to file a formal complaint beyond City Schools through the Family Support and Dispute Resolution Branch of the Maryland State Department of Education (MSDE). MSDE staff will respond to parent or guardian concerns, assist with early intervention and special education and/or provide additional resources to support family needs.

Below are Dispute Resolution Resources:

+    Special Education State Complaint Resolution Procedure is provided.

+    State Complaint Form Ba (Ages 3-21) | State Complaint Form (Ages Birth-3)

+    Request for Mediation/Due Process Form

+    Listing of Free/Low-Cost Assistance

+    State Complaint, Frequently Asked Questions (FAQ)

+    Due Process (FAQ)

+    Mediation (FAQ)

The MSDE Family Support Section of the Family Support and Dispute Resolution Branch, responds to parent inquiries, assists parents with navigating Maryland's early intervention and special education systems, and provides parents with school system resources.

Additional MSDE Resources.

MSDE contact:

Ken Hudock
Section Chief, Family Support Services
Maryland State Department of Education
Division of Early Intervention and Special Education Services
410-767-0255 or kenneth.hudock@maryland.gov

Partners for Success (PFS) provides guidance, resources and trainings to parents and families of students with disabilities in partnership with City Schools.

PFS goal is to provide the skills and information that will allow families of children and youth with disabilities, ages 3 through 21, to collaborate as equal partners in the educational decision-making process and to assist families in accessing special education services for their children.

PFS provides:

• Special Education support, information, and resources;
• Support to families to resolve concerns and make informed decisions egarding their child’s education;
• Special Education Parent/Family Trainings;
• A Resource Center, including a multimedia library, resource DVD's and a Computer and printer
• A course which will provide basic information needed to participate in the development of IEPs for children with disabilities.

For more information, please review our Partners For Success website.

Download PFS Flyer: English | Spanish

Partners for Success Contact:
Michelle Grant-Thornton

mgrant02@bcps.k12.md.us

2500 E. Northern Parkway,

Lower Level Rooms 20 & 22

Baltimore, MD 21214

OUR HOURS:

Monday - Wednesday 9:30 AM - 4:00 PM

Thursday & Friday (available upon request)

Child Find is the process for locating, evaluating and identi­fying all children from birth through age 21 who are suspectedof having a disability. Parents who suspect your child may have an educational disability should reach out to your child’s school.

For children ages 3 to 21, please call 443-984-1011. For children younger than 3, call the Infants and Toddlers Program at 410-396-1666 or complete and submit the Child Find Referral Form.

For additional information see the Child Find brochure 

Child Find Contact Information:

Crystal Smith
Staff Specialist – Child Find 
csmith02@bcps.k12.md.us
Phone: 410-396-8900
Fax: 410-361-9806

Local Preschool Special Education Coordinators

Crystal Francis
Director, Early Learning Programs
Phone: 443-984-2000 ext. 4106
clfrancis@bcps.k12.md.us

Jessica Henkin
Coordinator, Early Learning Programs
Phone: 443-240-8082
jlhenkin@bcps.k12.md.us

For more information about Maryland Preschool Services, contact the City School’s Child Find office at 443-984-1011 or the MSDE - Division of Early Intervention and Special Education Services, Preschool Services Section at 1-800-535-0182.

Family Guide to Preschool Special Education Services

The Family Guide to Preschool Special Education Services in Maryland provides families with an overview of the steps in Maryland’s IEP team process for preschool children, from referral through eligibility determination to IEP development and implementation. In addition, this guide includes information about a family’s rights under the IDEA. It also contains a summary of essential information that can help support a family’s engagement as active partners in all aspects of the child’s educational experience.

Individualized Education Program (IEP)  

Individualized Education Programs outline accommodations, services, and supports to ensure that students with disabilities can access a Free and Appropriate Public Education (FAPE). An IEP is a written document that describes how schools will provide specialized instruction and related services for students that qualify for a disability under the Individuals with Disability Education Act (IDEA).  

Special Education and Related Services.

This describes the set of services that may be identified on the IEP and determine how the services will be delivered. Also include in the IEP will be:

• Time during which the child will not participate with nondisabled peers in the regular class and other school activities
• When services will begin, where and how often they will be provided, and how long they will last
• Transition services (for students who are 14 or within the current IEP if the student is 13 years of age during the life of that IEP)
• Supports and strategies for behavior management (if behavior interferes with the child’s or others’ learning)
• Speech or language needs as related to the IEP
• Assistive technology devices or services
• Necessary accommodations (testing, modified work, etc.)
• Transportation arrangements, if required

How is it determined if a child needs an IEP? 

After an adult contact Child Find or school staff, the school’s IEP team meets to review information about the child. If the team suspects that the child has a disability and may need special education, assessments in all areas related to the suspected disability are recommended. These can usually be completed by staff at the school. The IEP team reviews written reports of the assessments, which include summaries of how any identified disabilities may affect the child’s progress in school. The IEP team then completes the evaluation (within 60 days of receiving signed permission from the parent/guardian to assess the child or 90 days from the date of receipt of the written referral, whichever comes first). The parent is given a copy of the assessment reports, the evaluation report, and the IEP team meeting summary. The evaluation report includes a determination of whether: 

• A disability has been identified
• Because of the disability, the child requires special education to be successful in the education setting.
• If both these things have been determined, an IEP is developed. 

Who to Contact if My Child Needs an IEP? 

Parents or guardians should reach out to their child(s) school or contact the Child Find Office for support. The school’s IEP team will meet to review information about the child. If the team suspects that the child has a disability and may need specialized instruction, assessments in all areas related to the suspected disability will be recommended.  The parent is a crucial member of the IEP process.

Who is on the IEP team? 

• Typically, the IEP team includes the following: 
• Parent/guardian (Student if appropriate)
• General education teacher 
• Special education teacher 
• School administrator or designee 
• IEP Chair or designee  
• Other staff members as identified by the IEP team based on the individualized need(s) of the student. 

Who should I contact if I have question beyond the school?

If you do not receive the information, you requested or you have an additional concern that isn’t being addressed at the school, please contact the Director of Inclusion in the Special Education Office.

Donnae B. Bushrod, Director-Inclusion

DBBushrod@bcps.k12.md.us

443-642-4253

Maryland Procedural Safeguards Notice - English  |  Spanish  |  Haitian Creole

Procedural Safeguards Summary -  English  |  Spanish  | Haitian Creole

Section 504 refers to a part of the Rehabilitation Act of 1973, as amended. The primary purpose of the Rehabilitation Act of 1973 is to ensure that persons with disabilities are not discriminated against.  Section 504 guarantees that students with disabilities who qualify must have equal access to all academic and nonacademic activities and programs, including after school programs.

What’s the difference between a 504 plan and an IEP? 

A 504 plan provides accommodations and supports to students so that they can access the educational program as their non-disabled peers.  A 504 plan is designed to minimize or remove the barriers the student’s disability is having on the student accessing the educational program.  Section 504 is about ensuring equitable access to the educational program.  An IEP provides a specialized program of instruction by way of goals and objectives along with accommodations and supplementary aides to reduce achievement gaps related to the student’s disability, as well as access to the educational program.  A student may require 504 accommodations but not IEP services.

How do I request an evaluation for 504 eligibility? 

If you believe that your child may be eligible for a 504 plan, contact your school’s principal and request a 504 eligibility meeting.  

How is it determined if a child is eligible for a 504 plan? 

The school-based 504 team determines a student’s eligibility for 504 services.  Members of the 504 Team must include persons knowledgeable about the student, evaluation data/information and placement/services. City Schools recommends each 504 Team to include, the 504 Chair, administrator/designee, parent, at least 1 teacher of the student, and a qualified 

To qualify for services, the 504 team must confirm that a student (1) has a disability that substantially limits one or more major life activities/Major bodily functions, (2) have a record of having a disability, or (3) be regarded as having a disability(the student has been treated as though they have a disability.)  If one of the three is confirmed, the team develops a 504 plan.

Examples of Major Life Activities include, but are not limited to:

• Caring for oneself
• Walking
• Seeing, hearing, or speaking
• Breathing
• Concentration
• Thinking
• Working or performing manual tasks
• Learning
• Examples of Major Bodily Functions include, but are not limited to:
• functions of the immune system,
• normal cell growth,
• digestive,
• bowel,
• bladder, 
• respiratory,
• circulatory,
• endocrine

(34 C.F.R. 11 104.3)

What do I do if I have concerns about a 504 plan? 

If you have concerns about the manner in which 504 decisions have been made or accommodations have been delivered, please contact the Office of Special Education and Student Supports. You may also complete a 504 complaint form. 

Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools 

504 Complaint Form 

Phone No. 410-396-8900

Fax No. 410-361-9806

Division Special Education

Contact Wendy Barnes wnbarnes@bcps.k12.md.us

Resources

Assistive Technology

Devices, software, or equipment can help with learning for students with disabilities. A student's IEP or 504 plan often indicates the technology needed. The following may be helpful in meeting a specific student's needs.

Digital text (written text to speech) and computer accessibility

• Adding accessibility extensions to Google Chrome
• Microsoft Word: Adding speak and immersive reader
• Bookshare.org
• Picture communication and vocabulary boards
• PrAActical AAC provides resources, visual supports, and strategies to improve communication and literacy for students with significant communication difficulties.
• Core Vocabulary Boards  can be used with nonverbal and low verbal children to help them learn to use picture symbols to communicate. Contact your school's speech-language pathologist for support.
•  The Speaking of Speech Materials Exchange provides picture-based ideas, resources, and activities in the areas of augmentative communication, literacy, recipes, life skills, language, and more.
•  SET Picture Set has a collection of downloadable visual supports that can be used by students for both receptive and expressive language.
• Symbol World from Widgit software has picture-based stories, games, and interactive activities for all levels.
• Pics4Learning is a copyright-friendly library of images that can be used in an educational setting.
• Universal Design for Learning
• National Center on Accessible Materials
• CAST
• Maryland Learning Links: UDL in Your Classroom

Technical Assistance Bulletin

The MSDE Family Support Section of the Family support and Dispute Resolution Branch, responds to parent inquiries, assists parents with navigating Maryland’s early intervention and special education systems, and provides parents with school system resources.

Click here to access it 

MSDE Contact:Ken Hudock

Section Chief, Family Support Services

Maryland State Department of Education

Division of Early Intervention and Special Education Services

410-767-0255 or kenneth.hudock@maryland.gov

The Baltimore City Special Education Citizens Advisory Committee (BC-SECAC) works in collaboration with schools, students, families, and the community to advise the office of special education and the Board of Education. The committee focus on open and honest communication, improving effectiveness and accountability, advocating for appropriate resources, and identifying individual issues that may often be systemic for families of students with disabilities. BC-SECAC meetings are held September through May. 

Download the SECAC brochure here.