Special Education

How do I know who my students case manager is?

At the beginning of the school year and anytime there is a change parents of students with IEPs should be given a letter of introduction from the case manager. If this communication was not received or has been misplaced, the principal, assistant principal or IEP Facilitator will be able to provide it to you.

What if the school team members are not able to help me?

Special Education Leadership also has eight highly qualified and expert teachers of special education that support schools directly will all IEP and specially designed instructionally needs. If you don’t get the support, you are looking for in the school building please reach out to any one of them and they will be able to provide guidance.

Special Education Instructional Specialist Teams:

In the rare and unfortunate incident that none of the above professionals provide the help you are seeking, please reach out to the Director of Special Education.

CCPS Dept. of Special Education - Who to Call?

Forms

Special Education State Complaint Resolution Procedure

State Complaint Form - Part B

State Complaint Form - Part C

Request for Mediation and Due Process Complaint

Resources

Listing of Free or Low Cost Assistance for Special Education Disputes

State Complaint, Frequently Asked Questions

Due Process Complaint, Frequently Asked Questions

Mediation, Frequently Asked Questions

The Maryland State Department of Education (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.

Local Family Support Center

Debbie Gilley
Charles County Parent Center
301-934-7456 or pfs@ccboe.com

Parent Center

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

Procedural Safeguards

There is a step-by-step educational decision making process in the provision of special education and related services to a child with a disability. As a parent, you have rights in the process. These rights are outlined in the procedural safeguards.

You have the right to 

• participate in your child's special education program.
• participate in meetings regarding the identification, evaluation, educational placement of your child, and the provision of a free appropriate public education. 
• to have an interpreter, translator, and/or have other individuals accompany you to any of your child’s meetings.

Becoming familiar with these rights will enable you to be a well-informed advocate for your child. The document entitled "Parental Rights Maryland Procedural Safeguards Notice" provides detailed information about the following:

• Notice
• Consent
• Educational Evaluation Process
• Independent Educational Evaluation
• Parent Surrogate
• Procedures Regarding Educational Records
• Extended School Year Services
• Discipline of students with disabilities
• Unilateral placement of students in private schools
• Resolving disagreements
• Attorney's fees

A copy of this document is to be provided to you at the IEP meeting. Any time you wish to have additional copies of this document, please contact the IEP Facilitator at your child's school or use this link:

Parental Rights: Maryland Procedural Safeguards Notice

Infants and Toddlers Program provides services for babies and young children up to age three who have developmental delays and disabilities. Children may be eligible for services if they are not able to learn, speak or play like other children who are the same age. Services are in the family’s home or in a community setting such as a childcare center. The Infants and Toddlers Program supports families to help their children grow and learn throughout their day. Families may receive speech therapy, physical therapy or other types of services based on the child and family’s need.

Sheila Myers
Early Intervention Coordinator
301-753-1745
smyers@ccboe.com

Preschool Child Find Services

Families of children three through five with concerns about their child’s learning and development can contact Preschool Child Find to schedule a screening appointment.  Children may be eligible for services if they are not able to learn, speak or play like other children who are the same age.

Preschool Special Education provides services for children, three through five, with developmental delays and disabilities. Special education services for preschool age students are determined by the needs of the student and their family and may include specially designed instruction, speech therapy or occupational therapy. Many students attend inclusive prekindergarten programs located in most elementary schools. However, some students may attend the Early Intervention Program located at the F. B. Gwynn Educational Center.

For more information contact:

Sheila Myers
Early Intervention Coordinator
301-753-1745
smyers@ccboe.co

The Emotional Adjustment (EA) Program is a therapeutic program for special education students. The program provides psychological, educational, and behavioral supports in a small group setting for part of the school day. Students participate in individual and group counseling sessions for social skills and emotional learning skills development. The behavior management system helps students learn and practice appropriate behaviors. Staff, led by the EA School Psychologist, work together as a team to help students. These supports increase the student’s ability to be academically successful. The EA program is located in two elementary schools, two middle schools, four high schools, and one educational center.

For further information, please contact:

Cathryn Lopez
EA Program and Special Education Coordinator
301-934-7387
clopez@ccboe.co

Structured teaching
Opportunities for inclusion
Active learning
Rigor

SOAR is a regionalized program for students with Autism, who require specialized instruction to access curriculum and develop skills essential to achieving independence. The SOAR program promotes self-advocacy, flexibility and generalization. The program serves students beginning in kindergarten through the end of the student’s high school career and utilizes evidence-based practices to support academic, communication, social, adaptive and behavioral development.

Classrooms are purposefully arranged to integrate visual supports, principles of applied behavior analysis and structured work systems. SOAR classrooms maintain high levels of structure, have increased staff to student ratio and provide intensive case management. Students in the SOAR program are on track to receive a high school diploma and when appropriate, are educated in the same

environments as their typically developing peers. Placement in the SOAR program is determined through an Individualized Education Program (IEP) meeting. School placements may be at the student’s home school or a nearby school location.

For additional information, please contact:

Christine Prozik
Coordinator of Autism Services
301-934-7433
cprozik@ccboe.com

ACHIEVE is a regionalized special education program for students in kindergarten through age 21, with significant cognitive disabilities. The ACHIEVE Program supports learning in:

Academics
Communication and
Heightened
Independence for
Education
Vocation and
Engagement

The ACHIEVE Program provides academic instruction in reading, mathematics, and science based on alternate academic achievement standards for the state of Maryland.   The ACHIEVE Program uses evidence-based practices for teaching students with intellectual disabilities, autism, and multiple disabilities.

Students in the ACHIEVE Program are getting a Maryland State Certificate of Completion. ACHIEVE classrooms are located in many elementary, middle, and high schools; and whenever appropriate, students are learning in the same environments as their peers.

Placement in the ACHIEVE program is determined through an Individualized Education Program (IEP) meeting and may be at the student’s home school or a nearby school.'

For further information, please contact:

Ms. April Westgaard
Instructional Specialist
awestgaard@ccboe.com
301-392-7502

The Transition Team ensures uniform case management and compliance with Individuals with Disabilities Education Act (IDEA) by providing direct services to 14- to 21-year-old students with IEPs and their teachers. Transitions for each student with disabilities from school to adult life requires collaborations among family, school, and community; all working together to support the student to reach his or her postsecondary goals for employment, education, or training, and/or independent living. Transition Team members review each student’s IEP for COMAR and IDEA compliance. Then, assist the student’s teacher and IEP team, identifying and coordinating community resources and adult services, which include linkages to: employers and employment, work-based learning, college support services, community rehabilitation providers, and State agencies (Maryland Developmental Disabilities Administration, Division of Rehabilitation Services/Maryland State Department of Education, Mental Hygiene Administration/Department of Health and Mental Hygiene, and the Office of Workforce Development and Adult Learning/Maryland Department of Labor. The Transition Team also provides training and supports for developing IEP Transition Plans, writing Exit Documents, and identifying students’ career interest

For further information regarding the Transition services, please contact:

Ivalynn Gist
Transition Coordinator
301-302-8307
igist@ccboe.com

Adult Independence is a vocational rehabilitation program serving students 18 to 21, who have completed the requirements for a State Certificate. IEP teams identify students who wish to enroll and whose participation in the program is likely to improve their employment outcome. Instruction often occurs in the community, where students experience adult life first hand, acquiring environmentally specific skills that support personal goals and seamless transitions to employment, travel, and community integration. Through practice, repetition, and individualized service coordination, each student develops and experiences a sustainable life system that includes all aspects of his or her adult life. Students who take part in Adult Independence become fully engaged with their adult life, while parents and guardians become adept at navigating community systems. The transition from school to adulthood becomes seamless when individuals notice no difference between their last day as public school students and their first day as independent adults.

For further information about the Adult Independence Program services, please contact:

Ivalynn Gist
Transition Coordinator
301-302-8307
igist@ccboe.co