Technical Assistance Bulletins

• 16-01 - FAQ About: Transportation of Children with Disabilities
  
• 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
  
• 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
  
• 17-03 - Inclusive Early Childhood Services in the LRE
  
• 17-04 - Native Language
• 18-01 - Home and Hospital Teaching Supplement on Students with Disabilities
  
• 18-02 - Early Intervention Services for Children Who Are Deaf or Hard-of-Hearing and Their Families- Revised October 2019
  
• 18-03 - Orientation and Mobility (OEM) Assessment Guidelines
  
• 18-04 - Secondary Transition: Legal Policy, Implementation, Tools - November 2018
  
• 19-01 - Improving Outcomes for Students with Disabilities Curriculum, Instruction and Assessment
• Gen. Ed - Student Behavior Interventions: Restraint & Seclusion
  
• 19-02 - Student Behavior Interventions: Physical Restraint and Seclusion - Supplement on Students with Disabilities
  
• 19-03 - Missed IEP Services
  
• 19-04 - The Early Intervention Record: Transfer and Release
  
• 19-04a - Appendix A –EIR/IFSP Transfer Job Aid
• 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 Pandemic
• 20-01 Supplement - Recovery Efforts to Support a Continuum of IFSP Service Delivery during the COVID-19 Pandemic and Beyond- NEW
  
• 20-02 - Providing Continuity of Learning to Students with Disabilities Through Nonpublic Special Education Schools during COVID-19- NEW
• 20-03 - Providing Continuity of Learning to Students with Disabilities during COVID-19 - NEW
• 20-03 Supplement - Tips for Monitoring Students Progress through Alternative Service Delivery- NEW
• 20-03 Supplement-Tips for Recovery Planning for Students who are Blind, Low-Vision, Deaf, Hard-of-Hearing, and DeafBlind- NEW
• 20-03 Supplement - Specially Designed Instruction through Alternative Service Delivery Models: Implementation Tips- NEW
• 20-03 Supplement - Teaching/Learning and the Least Restrictive Environment in Alternative Service Delivery Models- NEW
• 20-03 Supplement - Supporting Students Who Require Extensive, Intensive, Individualized Instruction and Supports through Alternative Service Delivery Models- NEW
  
• 20-04 - Providing Continuity of Learning to Deaf, Hard-of-Hearing, Blind, Low-Vision, and DeafBlind Students during COVID-19- NEW
• 20-05 - Navigating Secondary Transition Services for Students with Disabilities during COVID-19 - NEW
• 20-05 Supplement - Tips for Recovery Planning for Secondary Transition- NEW
• 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- NEW
  
• 20-07 - Providing Continuity of Learning for Students with Disabilities who require Extensive, Intensive, Individualized Instruction and Support during the COVID-19 Pandemic- NEW
• 20-07 Supplement - Tips to Support Mask-Wearing for Students with Disabilities- NEW
• 20-08 - Supporting the use of Assistive Technology in a Virtual and/or Distance Learning Environment- NEW
• 20-09 - Recovery Efforts: Addressing the Provision of FAPE through Alternative Service Delivery Models for Students with Disabilities during the Re-Opening of Schools- NEW
• 20-10 - Recovery Efforts: Addressing the Reopening of Nonpublic Special Education Schools- NEW
• 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)- NEW

Guidance Documents

• School Discipline Basics & Integrating Supports: A Focus on Students With Disabilities - November 2020- NEW
  
• Extended School Year (ESY) Services during the COVID-19 Pandemic
  
• Supporting Students with Disabilities During COVID-19 and Afterwards- November 2020
• A Parents' Guide: Navigating Special Education during the COVID-19 Pandemic
• Maryland Guidance for IEP Teams: Participation Decisions for the Alternate Assessments and Instruction Using Alternate Standards - Revised 03/20/19
• Assessment Crosswalk: Changes to the Maryland Guidance for IEP Teams on Participation Decisions for the Alternate Assessments - Revised 03/20/19
  
• Assessment Chart: Differences Among the PARCC, HSA Government, HS MISA, MSAA, and Alt-MISA Assessments
  
• Maryland State Guidelines: Management of the Needs of the Oxygen-Dependent Student
  
• Epilepsy and the School Bus Driver
  
• Use of Recording Devices - Guidance Memo - October 2016