-
You can access the most recent Maryland State Department of Education Division of Early Intervention/Special Education Services Technical Assistance Bulletins below.
COVID-19 Technical Assistance Bulletins (TABs)
Continuity of Learning
- Continuity of the IFSP for Young Children (Birth – Age 4) with Developmental Delays/Disabilities and their Families During Extended School/Closure Due to the COVID-19 Pandemic*
- Providing Continuity of Learning to Students with Disabilities During COVID-19*
- Providing Continuity of Learning to Students with Disabilities Through Nonpublic Special Education Schools During COVID-19
- Providing Continuity of Learning to Deaf, Hard-of-Hearing, Blind, Low-Vision, and DeafBlind Students During COVID-19*
- Providing Continuity of Learning for Students with Disabilities Who Require Extensive, Intensive, Individualized Instruction and Support During the COVID-19 Pandemic *
- Navigating Secondary Transition Services for Students with Disabilities During COVID-19 *
- Supporting the Use of Assistive Technology in a Virtual and/or Distance Learning Environment *
- Serving Children with Disabilities Under IDEA During School Closures Due to the COVID-19 Pandemic
Recovery Planning
- Maryland Infants and Toddlers Program: Recovery Efforts to Support a Continuum of IFSP Service Delivery During the COVID-19 Pandemic and Beyond*
- Recovery Efforts: Addressing the Provision of FAPE through Alternative Service Delivery Models for Students with Disabilities During the Reopening of Schools
- Recovery Efforts: Addressing the Reopening of Nonpublic Special Education Schools*
- Tips for Recovery Planning for Secondary Transition
- Tips for Recovery Planning for Students who are Blind, Low-Vision, Deaf, Hard-of-Hearing, and DeafBlind
Tips for Curriculum, Instruction, and Assessment
- Specially Designed Instruction through Alternative Service Delivery Models
- Supporting Students who Require Extensive, Intensive, Individualized Instruction and Supports through Alternative Service Delivery Models
- Teaching/Learning and Least Restrictive Environment in Alternative Service Delivery Models
- Tips for Monitoring Student Progress Through Alternative Service Delivery Models
- Tips for Supporting Engagement for Students with Disabilities through Alternative Service Delivery Models
- Tips to Support Mask-Wearing for Students with Disabilities
Technical Assistance Bulletins
- 22-01: Special Education – Learning Continuity Plan – Requirement
- 16-01: Transportation of Children with Disabilities (revised)
- 16-02 - Child Outcome Summary (COS)
- 16-03 - Specific Learning Disability Technical Assistance Bulletin and Supplement: Focus on Dyslexia, Dyscalculia and Dysgraphia) with Five Questions Parents and Educators Can Ask to Start Conversations
AACPS Summary Sheet
Highlighted TAB - 17-01 - Effective Transition Practices: Supporting Family Choice At Age 3
- 17-01a - Appendix A: Transition at Beginning of School Year Following 4th Birthday
- 17-01b - Appendix B: Transition After Age 3 flowchart
- 17-01c - Appendix C: Transition By Age 3 flowchart
- 17-02 - Parental Consent Under Maryland Law
AACPS Summary Sheet
Highlighted TAB - 17-03 - Inclusive Early Childhood Services in the LRE
- 17-04 - Translations/Native Language/Multilingual Learners (revised)
18-01 - Home and Hospital Teaching Supplement on Students with Disabilities
AACPSSummary Sheet
Highlighted TAB - 18-02 - Early Intervention Services for Children Who Are Deaf or Hard-of-Hearing and Their FamiliesDate: Revised October 2019
AACPS Summary Sheet
Highlighted TAB - 18-03 - Orientation and Mobility (OEM) Assessment Guidelines
AACPS Summary Sheet
Highlighted TAB - 18-04 - Secondary Transition: Legal Policy, Implementation, Tools
Date: November 2018 - 19-01 - Improving Outcomes for Students with Disabilities Curriculum, Instruction and Assessment
AACPS Summary Sheet - 19-02 - Student Behavior Interventions: Physical Restraint and SeclusionDate: July 2019 Supplement to the MSDE Division of Student Support, Academic Enrichment, and Education Policy Guidance Document for General Education: Student Behavior Interventions: Restraint & SeclusionDate: 7/22/2019
AACPS Summary Sheet
Highlighted TAB - 19-03 - Missed IEP Services AACPS Summary Sheet
Highlighted TAB
19-04 - The Early Intervention Record: Transfer and Release - 19-05 - Improving Results for Children: The Sharing of Child/Student Early Intervention and Special Education Information for “Legitimate Educational Interests”
- 19-06 - Improving Outcomes for SWD Consideration & Documentation of Assistive Technology Delivery
- 19-07 - Improving Outcomes For Students With Significant Cognitive Disabilities: Eligibility: Eligibility, Instruction, and Assessment
- 20-01 - Serving Children with Disabilities under IDEA during School Closures due to the Covid-19 PandemicDate: Issued March 2020, Revised October 2020
- 20-01 Supplement - Recovery Efforts to Support a Continuum of IFSP Service Delivery during the COVID-19 Pandemic and BeyondDate: 5/31/2020
- 20-02 - Providing Continuity of Learning to Students with Disabilities Through Nonpublic Special Education Schools during COVID-19Date: 4/6/2020
- 20-04 - Providing Continuity of Learning to Deaf, Hard-of-Hearing, Blind, Low-Vision, and DeafBlind Students during COVID-19Date: 4/2020
- 20-05 - Navigating Secondary Transition Services for Students with Disabilities during COVID-19 Date: Issued April 2020, Revised October 2020
- 20-06 - Continuity of the IFSP for Young Children (Birth - Age 4) with Developmental Delays/Disabilities and their Families during Extended School/Closure due to the COVID-19 Pandemic
Date: April 2020 - 20-07 - Providing Continuity of Learning for Students with Disabilities who require Extensive, Intensive, Individualized Instruction and Support during the COVID-19 PandemicDate: Issued April 2020, Revised October 2020
- 20-08 - Supporting the use of Assistive Technology in a Virtual and/or Distance Learning EnvironmentDate: May 2020
- 20-09 - Recovery Efforts: Addressing the Provision of FAPE through Alternative Service Delivery Models for Students with Disabilities during the Re-Opening of SchoolsDate: Issued June 2020, Revised October 2020
- 20-10 - Recovery Efforts: Addressing the Reopening of Nonpublic Special Education Schools Date: June 2020
- 20-11 - Interagency Coordinating Council (ICC), which captures the roles and responsibilities of the State Interagency Coordinating Council (SICC) and each Local Interagency Coordinating Council (LICC)Date: October 2020
- 21-01 - Interprofessional Collaboration: Related and Support ServicesDate: 1/27/2021 NEW
- 21-02 - Special Education Citizens Advisory Committee (SECAC) Questions & Answers (Q&A) Date: 3/17/2021 NEW
-
23-01 - Students Tranferring Between Maryland Local Education Agencies and Into Maryland Schools from Out of State
23-02 - Extended School Year Services
TIPs
- TIPs for Assistive Technology Across Service Delivery Models: A Resource for Educators and Families
- TIPS for Adapted Physical Education in a Virtual Environment
- TIPs for Classroom Teachers to Make Content Accessible for All Students
- TIPs for Classroom Teachers to Make the Virtual Classroom Accessible for Deaf and Hard-of Hearing Students
- TIPs for Collaborating to Provide Special Education Services in Childcare and Community-Based Programs Across Varied Services Delivery Models
- TIPs for Recovery Planning for Students who are Blind, Low-Vision, Deaf, Hard-of-Hearing, and Deaf/Blind
- TIPs for Supporting the Engagement of Students with Disabilities through Varied Services Delivery Models
- TIPs for Supporting Students Who Require Extensive, Intensive, Individualized Instruction and Supports through Varied Service Delivery Models
- TIPs for Teaching and Learning and the Least Restrictive Environment (LRE) in Varied Service Delivery Models
- TIPs for Speech-Language Therapy Telepractice During COVID-19
- TIPs for the Safe Provision of Occupational Therapy (OT) and Physical Therapy (PT) Services Upon Return to In-person Learning
- TIPs to Address Special Education Staff Shortages, Scheduling, and Logistical Challenges Across Varied Service Delivery Models
- TIPs to Implement Specially Designed Instruction through Varied Service Delivery Models
- TIPs to Support Behavior and Social Emotional Transition
- TIPs to Support Concurrent Virtual and Face to Face Instruction
- TIPs to Support Data Collection by Parents During Virtual or Hybrid Learning
- TIPs to Support Mask-Wearing for Students with Disabilities
- TIPs for Recovery Planning for Secondary Transition
- TIPs for Monitoring Students Progress through Alternative Service Delivery Models
- TIPs to Support Secondary Transition in Virtual and Hybrid Learning
Guidance Documents
- A Parents' Guide to Navigating Compensatory Education/Recovery Services during the COVID-19 PandemicDate Issued: April 2021
- School Discipline Basics & Integrating Supports: A Focus on Students With Disabilities - November 2020Date: November 2020
- Extended School Year (ESY) Services during the COVID-19 Pandemic
- Supporting Students with Disabilities During COVID-19 and AfterwardsDate: November 2020
- Maryland Guidance for IEP Teams: Participation Decisions for the Alternate Assessments and Instruction Using Alternate StandardsDate Revised: 03/20/2019
- Assessment Crosswalk: Changes to the Maryland Guidance for IEP Teams on Participation Decisions for the Alternate AssessmentsDate Revised 03/20/2019
- Assessment Chart: Differences Among the PARCC, HSA Government, HS MISA, MSAA, and Alt-MISA AssessmentsDate Revised 03/20/2019
- Use of Recording Devices - Guidance Memo Date Issued: 10/11/2016
- Maryland State Guidelines: Management of the Needs of the Oxygen-Dependent StudentDate June 2002
- Epilepsy and the School Bus Driver A publication of Epilepsy Foundation
- A Parent's Guide: Navigating Special Education during COVID-19 Pandemic
