STATE DEPARTMENT OF EDUCATION

FUNCTIONS

Nancy S. Grasmick State Education Building, 200 West Baltimore St., Baltimore, Maryland, March 2014. Photo by Diane F. Evartt.

STATE BOARD OF EDUCATION

Organized in 1864, the State Board of Education reformed as the Board of State School Commissioners in 1870 (Constitution of 1864, Art. VIII, sec. 2; Chapter 311, Acts of 1870). It again reorganized as the State Board of Education in 1916 (Chapter 506, Acts of 1916).

The State Board of Education has general control and supervision over public schools and the educational interests of the State. It sets policy for the administration of the public school system by adopting bylaws and regulations which have the force of law. The Board, often through the State Superintendent of Schools, consults with and advises county boards of education, superintendents of schools and their staffs, principals, and teachers. It also mediates disputes arising from the twenty-four independent local school systems in Maryland.

With the advice and counsel of the State Superintendent of Schools, the State Board of Education sets standards for instruction in schools, and for requirements to graduate high school. Moreover, the Board sets standards for programs in public libraries and vocational rehabilitation. In addition, the Board sets the standards for certification of teachers and other professional personnel.

Twelve members constitute the State Board of Education. Appointed by the Governor with Senate advice and consent, eleven members serve four-year terms. A student member also is appointed by the Governor to a one-year term (Code Education Article, secs. 2-201 through 2-205).

State Education Building, 200 West Baltimore St., Baltimore, Maryland, July 2003. Photo by Diane F. Evartt.

STATE SUPERINTENDENT OF SCHOOLS

The State Department of Education is directed by the State Superintendent of Schools who executes policy and enforces regulations adopted by the State Board of Education. Appointed by the Board to a four-year term, the Superintendent serves as the Board's secretary-treasurer (Code Education Article, secs. 2-301 through 2-303).

The State Superintendent of Schools chairs the Coordinating Council for Juvenile Services Educational Programs, the Interagency Committee on School Construction, and the Superintendent's Family Engagement Council. The State Superintendent also co-chairs the Pathways in Technology Early College High (P-TECH) Schools Stakeholder Work Group, and the Maryland Partnership for Children in Nature, and serves on the Governor's Executive Council and the Children's Cabinet. In addition, the State Superintendent is a member of the Advisory Council for Alternative Response; the Behavioral Health Advisory Council; the State Child Fatality Review Team; the State Children's Environmental Health and Protection Advisory Council; the Commission on Climate Change; the Correctional Education Council; the Interagency Disabilities Board; the State Early Childhood Advisory Council; the Maryland Education Council; Maryland State Council on Educational Opportunity for Military Children; the Governor's Family Violence Council; the Financial Education and Capability Commission; the Maryland 529 Board; the Interagency Food Desert Advisory Committee; the Maryland Green Purchasing Committee; the Work Group on Health in All Policies; the Governor's Interagency Heroin and Opioid Coordinating Council; the Governor's Commission on Hispanic Affairs; the Interagency Council on Homelessness; the State Coordinating Committee on Human Services Transportation; Commission on Innovation and Excellence in Education; the Maryland Longitudinal Data Systems Center Governing Board; the Maryland Manufacturing Advisory Board; the Council on Open Data; the P-20 Leadership Council of Maryland; the Council for the Procurement of Health, Educational and Social Services; the Maryland Public Broadcasting Commission; the Work Group to Study Safe Harbor Policy for Youth Victims of Human Trafficking; the Maryland Council on Advancement of School-Based Health Centers; the Governing Board of the Maryland Center for School Safety; the Commission on the School-to-Prison Pipeline and Restorative Practices; the Governor's Commission on Service and Volunteerism; the Interdepartmental Advisory Committee on Small, Minority, and Women Business Affairs; the Maryland Commission on Suicide Prevention; the Maryland Sustainable Growth Commission; the Two-Generation Family Economic Security Commission; the Maryland Advisory Council for Virtual Learning; the Governor's Workforce Development Board; the Advisory Council on Workforce Shortage; the Youth Apprenticeship Advisory Council; and the Interagency Transition Council for Youth with Disabilities.

Under the State Superintendent of Schools are three deputy superintendents. They are responsible for Finance and Administration; School Effectiveness; and Teaching and Learning. Since October 2016, the Superintendent directly oversees the Division of Academic Policy and Innovation, and is responsible for two offices: Audit; and Education Policy and Governmental Relations. In addition, the Superintendent is assisted by eleven advisory boards. These include the State Early Childhood Advisory Council; the Every Student Succeeds Act (ESSA) Stakeholder Committee; the Superintendent's Family Engagement Council; the Financial Literacy Education Advisory Council; the Fine Arts Education Advisory Panel; the Maryland State Advisory Council for Gifted and Talented Education; the Advisory Council on Health and Physical Education; the Pathways in Technology Early College High (P-TECH) Schools Stakeholder Work Group; the Race-to-the-Top Performance Compensation Work Group; the Teacher Induction, Retention, and Advancement Act of 2016 Work Group; and the Maryland Advisory Council for Virtual Learning.

STATE EARLY CHILDHOOD ADVISORY COUNCIL
In June 2014, the State Early Childhood Advisory Council was authorized within the State Department of Education (Chapter 232, Acts of 2014; Code Education Article, secs. 9.5-201 through 9.5-208).

The Council coordinates the work of early childhood care and education programs. For those programs, it conducts periodic needs assessments, and develops a statewide strategic plan.

On December 1, 2015, the Council submitted its statewide strategic report to the Governor, the General Assembly, and the State Superintendent of Schools. Since then, the Council periodically meets to review implementation of its recommendations, and assess the changing needs of early childhood care and education programs.

EVERY STUDENT SUCCEEDS ACT (ESSA) STAKEHOLDER COMMITTEE
In December 2015, the federal Every Student Succeeds Act (ESSA) (P. L. 114-95) was signed into law by the President, replacing the federal No Child Left Behind Act. Accordingly, in March 2016, the State Department of Education convened the Every Student Succeeds Act (ESSA) Stakeholder Committee. In June 2016, the Committee was mandated by statute (Chapter 702, Acts of 2016).

The Committee provides guidance to the Department as it transitions from the requirements of one federal law to another. Further, the Committee makes recommendations to the State Superintendent of Schools and the State Board of Education as they prepare Maryland's plan as required by the new law. The Plan was due to the U.S. Department of Education in March 2017.

By October 1, 2017, the Committee will report to the State Board of Education and the Commission on Innovation and Excellence in Education.

Authorization for the Committee ends May 31, 2018.

SUPERINTENDENT'S FAMILY ENGAGEMENT COUNCIL
In March 2006, the State Superintendent of Schools established the Superintendent's Family Involvement Council. In 2010, the Council adopted its present name.

The Superintendent's Family Engagement Council advises the State Superintendent and the Department on the implementation of recommendations made in October 2005 by Maryland's Parent Advisory Council, particularly those pertaining to issues of parental involvement in their children's education.

Council members are appointed by the State Superintendent of Schools to two-year terms. The Council meets twice yearly.

FINANCIAL LITERACY EDUCATION ADVISORY COUNCIL
The State Superintendent of Schools convened the Financial Literacy Education Advisory Council in June 2009.

The Council advises the State Department of Education on how to develop, implement, monitor, and sustain financial literacy education in Maryland schools. Such education prepares students to make prudent financial decisions and effectively use their resources for postsecondary education and competitive employment.

FINANCIAL LITERACY EDUCATION DESIGN TEAM
In June 2009, the Financial Literacy Education Design Team began its work of developing a voluntary State curriculum for financial literacy education. In January 2010, the State Board of Education accepted the Maryland Personal Financial Literacy Education State Curriculum.

The Team's work also is overseen by the Financial Literacy Education Advisory Council which annually reports to the State Board of Education on the Team's progress. The Council and the Design Team continue to monitor the Curriculum's progress and implementation.

FINE ARTS EDUCATION ADVISORY PANEL


MARYLAND STATE ADVISORY COUNCIL FOR GIFTED & TALENTED EDUCATION
The State Board of Education established the Maryland State Advisory Council for Gifted and Talented Education in 1996.

The Council researches best practices for educating gifted and talented students, and advises the State Superintendent of Schools on developing, implementing, and monitoring programs for these students. Further, the Council works to inform parents, caretakers, and educators about the special educational needs of gifted and talented children, and to ensure equal access statewide to programs for such children.

ADVISORY COUNCIL ON HEALTH & PHYSICAL EDUCATION
In October 2009, the Advisory Council on Health and Physical Education was created under the Gwendolyn Britt Student Health and Fitness Act (Chapter 623, Acts of 2009).

With local school systems, the Council works to develop and coordinate programs that stress to students the importance of physical activity. Such programs also emphasize the relationship of physical activity with health, improved fitness, maintaining a healthy weight, and how this can lead to improved academic achievement.

The Council identifies promising practices for health and physical education, builds a professional network to share that information and strengthens partnerships, and supports and expands successful health and physical education programs in Maryland (Code Education Article, sec. 7-409).

PATHWAYS IN TECHNOLOGY EARLY COLLEGE HIGH (P-TECH) SCHOOLS STAKEHOLDER WORK GROUP
In June 2016, the Pathways in Technology Early College High (P-TECH) Schools Stakeholder Work Group was convened by the State Department of Education and the Maryland Higher Education Commission.

P-TECH is a six-year program, encompassing both high school and two years of college, in which students finish with an associate degree and priority status for a high-tech job. Each P-TECH program requires a partnership among three entities: a local school system, a local institution of higher education, and a local employer in the technology field.

The Work Group oversees implementation of P-TECH in Maryland, and also compiles an annual report due December 1, and required by statute (Chapter 144, Acts of 2016; Code Education Article, sec. 7-1801).

RACE-TO-THE-TOP PERFORMANCE COMPENSATION WORK GROUP
Backed by historic levels of federal financial support, the federal Race-to-the-Top Program is a national competition for states to lead the way in school reforms. It is designed to narrow the school-readiness gap for children in poverty, English-language learners, and those with disabilities.

In July 2011, Maryland's Race-to-the-Top Performance Compensation Work Group began meeting. The Work Group is investigating model and alternative performance compensation systems for teachers and principals which take into account evaluation results, career and leadership roles, and their subject areas.

In December 2011, Maryland was awarded a federal Race-to-the Top Early Learning Challenge Fund Grant.

TEACHER INDUCTION, RETENTION & ADVANCEMENT ACT OF 2016 WORK GROUP


• Interim Report, November 2016

In July 2016, the State Department of Education convened the Teacher Induction, Retention and Advancement Act of 2016 Work Group (Chapter 740, Acts of 2016).

The Work Group is to determine how Maryland can recruit, retain, and promote the best teachers statewide at all educational levels. Further, it will consider how to incorporate the principles for National Board Certification with other teacher preparation and training programs; link teacher recertification to career ladders and content or specializations of high need; connect loan forgiveness with teaching in high-need schools; and incorporate induction best practices into professional eligibility certificates. Moreover, the effectiveness of the stipend in retaining certain teachers in Anne Arundel County will be analyzed, as will how current State laws and regulations affect teacher recruitment, retention, and promotion.

In November 2016, the Work Group submitted an interim report to the Governor and General Assembly. By November 1, 2017, its final report is due.

MARYLAND ADVISORY COUNCIL FOR VIRTUAL LEARNING
Within the State Department of Education, the Maryland Advisory Council for Virtual Learning was established in October 2012 (Chapter 291, Acts of 2012). The Council encourages and supports students in on-line education in accordance with national standards and State law.

To prepare teachers and principals for digital instruction and blending virtual with traditional teaching, the Council considers and makes recommendations concerning their professional development. It also considers funding strategies for high quality, innovative on-line courses and services; and how to ensure student assessment and accountability. Further, the Council examines issues, such as what infrastructure is required to support digital learning; planning ahead for changes in technology; and expanding the virtual curriculum in mathematics, science, foreign languages, and advanced placement courses. Other recommendations will be made by the Council on mobile learning and mobile applications; coordinating digital learning programs to prevent duplication and inefficiency; and aligning State agency digital resources and learning initiatives. Finally, the Council is working to implement plans for digital learning opportunities for all Maryland students, and increase virtual education opportunities for at-risk, home-bound, special needs and alternative placement students.

Twenty-three members constitute the Council. Of these, eleven are appointed by the Governor, and six by the State Department of Education. Two members are appointed by the Senate President, and two by the House Speaker. Two serve ex officio (Code Education Article, secs. 7-10B-01 through 7-10B-06).

CHIEF OF STAFF

OFFICE OF COMMUNICATIONS & PARTNERSHIPS
At first, the Office of Communications and Partnerships started under the Division of Academic Policy as the School and Community Outreach Office. Later, it became the Communications and Strategic Planning Office, and in 2005, was renamed the Communications and Policy Branch. The Branch merged with the Office of Partnerships, Grants, and Resource Development to form the Office of Communications, Partnerships and Grants in July 2013. The Office adopted its present name in October 2016.

Under the Chief of Staff, the Office develops corporate and other partnerships; secures underwriting and other grants for programs not funded by the State or federal government; and develops special programs, such as Harvest for the Hungry and the Maryland Comic Book Initiative. Moreover, award programs which recognize innovation and excellence, such as the Maryland Teacher of the Year, are administered by this office. Other such programs include the Blue Ribbon Schools Program, and the Milken National Educator Awards Program.

Further, the Office ensures that schools, school districts, the public, and the media are informed on Department actions and initiatives. Through websites, video technology, newsletters, and other publications, the Office provides timely information on Department policies and programs.

OMBUDSMAN

FINANCE & ADMINISTRATION

Finance and Administration began as Finance, which was organized in 1992 from the Office of Administration and Finance. Formerly under the supervision of the Deputy State Superintendent for Finance, it transferred to Administration as the Division of Business Services in 2003. In February 2010, it was restructured as Finance under the supervision of a Deputy State Superintendent to oversee the Division of Business Services. In July 2013, it reformed as Finance and Administration, and also became responsible for the Division of Rehabilitation Services.

Today, two divisions are overseen by Finance and Administration: Business Services, and Rehabilitation Services, as well as four offices: Equity Assurance and Compliance; Fiscal Planning, Research, and Evaluation; Human Resources; and Information Technology.

OFFICE OF EQUITY ASSURANCE & COMPLIANCE
As the Office of Equal Opportunity, the Office of Equity Assurance and Compliance organized in 1976. In 1993, it became the Equity Assurance and Compliance Branch within the Division of Instruction, later the Division of Instruction and Staff Development. The Branch was reconstituted as the Equity Assurance and Compliance Office and moved to Administration on July 1, 2002. It became part of School Effectiveness in July 2013, and under its present name later transferred to Finance and Administration.

The Office gives technical aid to local school systems to ensure that all Maryland students have equal educational opportunities in accordance with State and federal law. Staff provide training on issues of disability, gender, national origin, and race as they relate to instruction, classroom management, accessibility to facilities and programs, group and personal relations, and employment. The Office also implements State regulations on multicultural education, assignment of personnel, and pupil integration. Training and technical assistance also is available for preventing harassment; increasing disability awareness and sensitivity; improving minority achievement; and making Maryland schools more multi-cultural.

For the Department, the Office investigates complaints of employment discrimination due to age, race, disability, religion, sexual orientation, country of origin, or any other discrimination prohibited by law.

OFFICE OF FISCAL PLANNING, RESEARCH, & EVALUATION
In May 2011, the Office of Fiscal Planning, Research, and Evaluation was organized.

OFFICE OF INFORMATION TECHNOLOGY
In 1971, the Office of Information Technology was created as the Information Processing Branch. It became the Information Technology Branch in 1999 under the Division of Planning, Results, and Information Management. In July 2001, the Office received its present name and moved from the Division of Planning, Results, and Information Management to the Office of the Deputy State Superintendent for Administration. In July 2013, it transfered to School Effectiveness and, in October 2016, was moved to Finance and Administration.

The Office develops and implements the Department's technology plans, policies, and projects, and provides network management and expertise to the Department.

DIVISION OF BUSINESS SERVICES

Four branches are overseen by the Division: Accounting; Administrative Services; Budget; and Finance, Reporting, and Coordination. In addition, the Division is responsible for the Local Finance Reporting Office, and is aided by the Broadening Options and Opportunities for Students Today (BOOST) Advisory Board.

BROADENING OPTIONS & OPPORTUNITIES FOR STUDENTS TODAY (BOOST) ADVISORY BOARD
In March 2016, the Broadening Options and Opportunities for Students Today (BOOST) Program was created by Maryland's annual Budget Bill (Chapter 143, Acts of 2016).

Administered by the State Department of Education, the Program provides scholarships for low-income students who participate in the free or reduced-price lunch program to attend eligible private elementary, middle or high schools. The Board reviews and certifies the ranked list of applicants provided by the Department, and determines scholarship amounts.

Of the Board's seven members, two are appointed by the Governor, two by the Senate President, and two by the House Speaker. The Chair is chosen jointly by the Senate President and House Speaker (Chapter 143, Acts of 2016).

LOCAL FINANCE REPORTING OFFICE
Since 2002, the Local Finance Reporting Office develops, collects, reviews, evaluates, edits, and publishes financial data from the local school systems. The Office ensures that data required for federal programs is available, and that the local school systems are complying with Maintenance of Effort requirements.

DIVISION OF REHABILITATION SERVICES

In 1929, the Division of Rehabilitation Services began as the Division of Vocational Rehabilitation. In 1992, it received its present name (Chapter 42, Acts of 1992). Formerly under the Office of State Superintendent of Schools, the Division transferred to Finance and Administration in July 2013.

The Division of Rehabilitation Services helps enable persons with physical or mental disabilities to live and work independently (Code Education Article, sec. 21-301 through 21-309). Through five regional offices and twenty-two local offices, the Division provides medical and vocational evaluation, counseling and guidance, and training in vocations and independent-living skills. These offices give reader and interpreter services, physical and mental restoration, and rehabilitation engineering. They help persons with disabilities find and keep jobs. Through supported employment, the offices monitor clients' job performance and provide on-the-job training and coaching. They also assist former clients, as needed, who are employed.

The Interagency State Plan for Transitioning Students with Disabilities is developed and implemented by the Division (Chapter 435, Acts of 1995). To coordinate postgraduate services to students with disabilities, Division staff work with other divisions; the Department of Commerce; the Department of Disabilities; and the Maryland Department of Health (Code Education Article, sec. 21-305).

Under the Division are Disability Determination Services, and three offices: Blindness and Vision Services; Business Support Services; and Field Services. The Division is assisted by the Maryland State Rehabilitation Council.

MARYLAND STATE REHABILITATION COUNCIL
The Maryland State Rehabilitation Council was created as the Maryland State Rehabilitation Advisory Council in October 1993 (Executive Order 01.01.1993.25). It reorganized under its current name in October 2001 (Executive Order 01.01.2001.18).

The Council advises the Division of Rehabilitation Services (federal Rehabilitation Act of 1973, as amended). It helps the Division prepare applications; strategic plans; amendments to plans, reports, needs assessments, and evaluations required by federal law; and the State Plan for Vocational-Rehabilitation Services. The Council coordinates its work with the Maryland Statewide Independent Living Council, the Maryland Developmental Disabilities Council, and the Behavioral Health Advisory Council.

Council members are appointed by the Governor to three-year terms.

DISABILITY DETERMINATION SERVICES

Established in 1955, Disability Determination Services adjudicates claims for federal Social Security Disability Insurance (Title II) and Supplemental Security Income (Title XVI). The office provides direct access to rehabilitation for persons with disabilities through expedited referrals to the Office of Field Services. Under contract with the federal Social Security Administration, the Division of Rehabilitation Services administers the program.

OFFICE FOR BLINDNESS & VISION SERVICES

All Division programs designed for the blind or vision impaired are overseen by the Office. These include preparation for employment and independent-living, and community-based services, such as mobility training and communication device training. The Office also oversees programs offered by the Workforce and Technology Center: evaluation and training, Braille instruction, mobility and orientation, and peer support. In addition, the Office administers the Maryland Business Enterprise Program for the Blind.

OFFICE OF BUSINESS SUPPORT SERVICES

For the Division of Rehabilitation Services, the Office of Business Support Services oversees seven units: the Client Assistance Program; Facility Operations; Fiscal Operations; Human Resources; Management Information Services; Program Income; and Program Support Services.

OFFICE OF FIELD SERVICES

The Office of Field Services serves persons with severe disabilities and secures competitive employment for them. At 22 local offices and the Workforce and Technology Center, the Office provides counseling, physical restoration, vocational training, and job placement.

WORKFORCE & TECHNOLOGY CENTER
2301 Argonne Drive, Baltimore, MD 21218 - 1696

In northeast Baltimore, the Workforce and Technology Center opened as the Maryland Rehabilitation Center in 1972. It received its present name in September 2001.

For individuals with disabilities who want to find or keep employment, the Center offers vocational and functional assessments, vocational training in 16 vocational fields, independent-living skills training, support services, residential assistance, job placement, and rehabilitation technology services. Also, the Center advises employers on the workplace needs of persons with disabilities.

SCHOOL EFFECTIVENESS

Organized in July 2013, School Effectiveness originally oversaw three divisions: Academic Policy and Innovation; Educator Effectiveness; and Student, Family and School Support. It also was responsible for the School and Community Nutrition Programs Branch.

Nancy S. Grasmick State Education Building, 200 West Baltimore St., Baltimore, Maryland, March 2014. Photo by Diane F. Evartt.

PUPIL TRANSPORTATION OFFICE
In July 2002, the Pupil Transportation Office formed within the Division of Business Services. Previously, the Nutrition and Transportation Services Branch oversaw pupil transportation. In October 2016, the Office moved to School Effectiveness.

Transportation of pupils to and from public schools is supervised by the Office. Data on the number of pupils transported and on school bus accidents also is compiled by the Office. In school year 2010-2011, the Office oversaw transportation for 618,742 pupils. Moreover, the Office helps school systems test school bus drivers for drug or alcohol use.

JUVENILE SERVICES EDUCATION PROGRAM

For youth who are detained or committed in a residential facility of the Department of Juvenile Services, the Juvenile Services Education Program teaches them core academic subjects, as well as career and technology education, life skills, computer literacy, special education services, and preparation for the General Equivalency Diploma (GED).

Since July 2013, education is provided for students at the Alfred D. Noyes Center, the Baltimore City Juvenile Justice Center, the Charles H. Hickey, Jr. School, the Cheltenham Youth Facility, the J. DeWeese Carter Center, the Victor Cullen Center, the Lower Eastern Shore Children's Center, the Thomas J. S. Waxter Children's Center, the Western Maryland Children's Center; and the Western Region Youth Centers.

Appointed by the State Superintendent of Schools in consultation with the Secretary of Juvenile Services, the Executive Director of the Program implements and administers the educational programs developed by the Coordinating Council for Juvenile Services Education Programs, and assesses regularly whether the educational needs of each child under the Program are being met (Code Education Article, secs. 22-301 through 22-310).

COORDINATING COUNCIL FOR JUVENILE SERVICES EDUCATION PROGRAMS
In June 2004, the Coordinating Council for Juvenile Services Education Programs was created (Chapter 535, Acts of 2004). In October 2016, the Council was reconstituted (Chapter 63, Acts of 2016).

For each residential facility under jurisdiction of the Department of Juvenile Services, the Council develops, recommends, and approves an educational program that meets the specialized educational needs of the children in that facility. The Council advocates for and promotes educational opportunities for children in the custody of the Department of Juvenile Services, and works to ensure that quality education is available to them. Periodically, the Council assesses the effectiveness of each educational program it has approved.

The Council consists of sixteen members. Nine are appointed by the Governor to four-year terms. Five members serve ex officio. Chosen by the Public Schools Association of Maryland, one member is a county superintendent of schools from a county in which a juvenile residential facility is located. Another member is named by the Maryland Association of Boards of Education (Code Education Article, sec. 22-305).

OFFICE OF SCHOOL & COMMUNITY NUTRITION PROGRAMS

To local school systems, the Office offers nutrition education and training, professional development, and technical assistance. While working with Maryland's twenty-four public school systems, the Office also helps over 700 public and nonprofit private agencies feed children and adults in approximately 7,000 schools, family day-care homes, child- and adult-care centers, and other sites throughout the State.

Started by the Nutrition and Transportation Services Branch in 1998, Maryland Meals for Achievement is an innovative, State-funded classroom breakfast project. Free to all students and served right in the classroom, this project shows a higher participation rate than other breakfast programs. It has decreased tardiness and suspensions, and helped improve test scores in the 196 schools participating in the project.

Eleven additional federal and other food and nutrition programs are administered by the Office:

At-Risk After-School Meal Program;
At-Risk After-School Snack Program;
Child and Adult Care Food Program;
Food Distribution Program;
Fresh Fruit and Vegetable Program;
Meals for Achievement Program;
National School Lunch Program;
Professional Development and Technical Assistance Program;
School Breakfast Program;
Special Milk Program; and
Summer Food Service Program.

SCHOOL FACILITIES BRANCH

The School Facilities Branch helps local school systems plan capital improvements, and sets guidelines and standards for school design, construction, and management. The Branch oversees approval by the State Superintendent of Schools for locally funded school construction projects that cost more than $350,000. The Branch also collects and analyzes data on energy use in each public school, and represents the State Department of Education on the Interagency Committee on School Construction.

DIVISION OF EDUCATOR EFFECTIVENESS

Functions of the Division of Educator Effectiveness extend back to 1945 and were formalized in 1970 when the Division of Certification and Accreditation was created. In July 2013, the Division assumed its present name and was placed under School Effectiveness.

The Division of Educator Effectiveness certifies teachers and other professional personnel. It oversees the preparation and assessment of candidates for principalship, and approves the educational programs of nonpublic schools.

Under the Division are three branches: Certification; Nonpublic Schools Approval; and Program Approval and Assessment. The Division is assisted by the Professional Standards and Teacher Education Board.

PROFESSIONAL STANDARDS & TEACHER EDUCATION BOARD
As an advisory board established by the State Board of Education, the Professional Standards and Teacher Education Board originated in 1971. It was authorized by statute in 1991 (Chapter 662, Acts of 1991).

With the State Board of Education, the Professional Standards and Teacher Education Board sets the standards and regulations by which teachers and other professionals are prepared and licensed for Maryland public schools.

The Board's twenty-five members are appointed to three-year terms by the Governor with Senate advice and consent (Code Education Article, secs. 6-701 through 6-708).

CERTIFICATION BRANCH

The Certification Branch certifies teachers, specialists, and administrators in public schools, and in approved schools operated by State agencies.

NONPUBLIC SCHOOLS APPROVAL BRANCH

The Nonpublic Schools Approval Branch approves the educational programs of nonpublic nursery schools, kindergartens, elementary schools, middle schools, secondary schools, schools for the disabled, and programs in facilities licensed by other State agencies, such as the Department of Juvenile Services. These programs must conform to Maryland law and to State Board of Education regulations. The Branch also registers nonpublic church schools that are exempt from education regulations, and church education boards that supervise schooling at home by parents who, due to philosophical differences, do not want to be overseen by local boards of education.

Annually, the Branch publishes the Directory of Approved Nonpublic Schools in the State of Maryland.

PROGRAM APPROVAL & ASSESSMENT BRANCH

Programs to educate teachers and prepare other professionally certified personnel are evaluated and approved by the Program Approval and Assessment Branch, which also coordinates assessments of teachers and principals.

DIVISION OF STUDENT, FAMILY & SCHOOL SUPPORT

The Division of Student, Family and School Support originated in 1966 as the Division of Federal-State Programs. In 1972, it reorganized as the Division of Compensatory, Urban, and Supplemental Programs. It became the Division of Compensatory Education and Support Services in 1988, and was renamed Division of Student and School Services in 1999. In March 2006, the Division reorganized under its present name. Formerly directly under the Office of State Superintendent of Schools, the Division transferred to School Effectiveness in July 2013.

Federal and State programs to educate children who may fail academically due to social or economic disadvantages are administered and supervised by the Division (P.L. 103-382; Code Education Article, secs. 5-204; 5-206; 5-207; 8-101 through 8-107).

Under the Division are three branches: Program Improvement and Family Support; Student Services and Strategic Planning, and Youth Development. The Division also is responsible for two offices: Comprehensive Planning and School Support, and School Innovations.

OFFICE OF SCHOOL INNOVATIONS

For Maryland public schools, the Office of School Innovations designs, develops, and implements creative and innovative new programs.

CHARTER SCHOOLS
Since April 2014, the Office of School Innovations provides leadership and technical assistance to local school districts in establishing public charter schools in accordance with the Maryland Public Charter School Program Act of 2003 (Chapter 358, Acts of 2003; Chapter 311, Acts of 2015; Code Education Article, secs. 9-102 through 9-111). The public chartering authority lies with each county board of education (Chapter 358, Acts of 2003; Chapter 25, Acts of 2004; Chapter 311, Acts of 2015; Code Education Article, sec. 9-103).

RESIDENTIAL BOARDING EDUCATION PROGRAMS
In July 2006, the Department was mandated to set up a residential boarding education program, beginning with grades 5 and 6, for at-risk and disadvantaged students (Chapter 397, Acts of 2006). Running the tuition-free, public boarding school was contracted to the SEED Foundation.

In August 2008, the SEED School of Maryland opened as a statewide college-preparatory public boarding school. The School provides a remedial curriculum for middle school grades; a college preparatory curriculum for high school students; college admissions counseling; extra-curricular activities; health and mental health services; tutoring; community services opportunities; and a residential student life program. Students are chosen by lottery and must meet certain eligibility criteria, such as poverty, disability, chronic truancy or trouble in school, poor achievement in school, or family problems. The School is subject to the same accountability standards and compliance with federal law as are other Maryland schools (Code Education Article, secs. 8-701 through 8-710).

While the Seed School's first class had eighty 6th graders, for the 2013-2014 school year, the School had places for 400 students enrolled in grades 6 through 11. Its first senior class will graduate in 2015.

BOARD OF TRUSTEES OF RESIDENTIAL BOARDING EDUCATION PROGRAMS
The Residential Boarding Education Programs are overseen by its Board of Trustees (Chapter 397, Acts of 2006).

Twenty-five members constitute the Board. With advice of the State Superintendent of Schools and Senate advice and consent, the Governor appoints five of its members to three-year terms. The remaining twenty members are appointed in accordance with the charter and bylaws of the residential boarding school operator (Code Education Article, sec. 8-705).

PROGRAM IMPROVEMENT & FAMILY SUPPORT BRANCH

The Program Improvement and Family Support Branch helps local school systems and other agencies design education programs for disadvantaged children. For students in high poverty areas, the Branch supplements instruction and devises ways to increase family literacy. Schools are aided by the Branch to hire extra teachers, buy additional equipment and materials, teach before and after school, and train staff. The Branch funds education for neglected and delinquent youth in juvenile detention centers and adult prisons.

STUDENT SERVICES & STRATEGIC PLANNING BRANCH

The Student Services and Strategic Planning Branch helps local school systems with programs to improve the emotional, mental and physical well-being of students. Programs include child abuse and youth suicide prevention; drug and alcohol abuse prevention and intervention; health services; school guidance and psychology; and teen pregnancy and parenting. The Branch also works to educate homeless children and youth.

To schools with disruptive students or students who may not complete high school, the Branch allocates federal and State funds. These funds help pupil personnel directors reduce truancy; provide alternative education and develop home instruction guides for children absent from school.

Rural School Nurses Program. The Program is overseen by the Branch. Through this program, matching funds are provided to Maryland's seven poorest counties for hiring school nurses. In schools, nurses attend to the general health of students, health education, and drug abuse prevention.

MARYLAND SCHOOL-BASED HEALTH CARE POLICY OFFICE
In 1994, the Maryland School-Based Health Center Initiative started as Maryland Making the Grade within the Office for Children, Youth, and Families. It was renamed the Maryland School-Based Health Center Initiative in January 1998 and, since 1996, has been supported by a grant from the Robert Wood Johnson Foundation. In July 2005, the Initiative transferred from the Office for Children, Youth, and Families to the State Department of Education as the Maryland School-Based Health Care Policy Office (Chapter 585, Acts of 2005).

The Maryland School-Based Health Care Policy Office helps communities establish health centers in schools. For children from low-income families who otherwise might not receive medical care, the centers provide access to comprehensive health care. Services includes preventive dental care, health education, mental health services, medical care, and social services. Most centers are based in elementary schools and are managed locally. As of July 2008, sixty-one centers operated in ten counties and Baltimore City.

MARYLAND COUNCIL ON ADVANCEMENT OF SCHOOL-BASED HEALTH CENTERS
In October 2015, the Maryland Council on Advancement of School-Based Health Centers was established (Chapter 417, Acts of 2015).

The Council works to improve both health and education for students who receive services from school-based health centers. To advance these purposes, the Council seeks to integrate school-based health centers into State and local health care systems and educational systems (Code Education Article, sec. 7-4A-01).

Twenty-one members constitute the Council. Fifteen members are appointed by the Governor, and six are nonvoting ex officio members. The Council elects the Chair to a two-year term (Code Education Article, secs. 7-4A-01 through 7-4A-05).

YOUTH DEVELOPMENT BRANCH

The Branch is responsible for the Character Education Office, the Extended Learning Section, Maryland Association of School Councils, and Student Service Learning.

CHARACTER EDUCATION OFFICE
The Character Education Office was created in 1996.

The Office coordinates character education programs and implements recommendations of the Values Education Commission, which submitted its final report in 1983.

STUDENT SERVICE LEARNING
In 1988, Student Service Learning formed as the Maryland Student Service Alliance under the former Division of Instruction. The Alliance transferred to the Youth Development Branch of the Division of Student and School Services in 2002, and reorganized as Student Service Learning in June 2004.

Student Service Learning helps local schools provide opportunities for students to serve their community. In Maryland, such service has been mandated for high school graduation since 1997. This office also approves local plans for new community service programs in high schools.

21st-CENTURY COMMUNITY LEARNING CENTERS
Through federal grants, 21st-Century Community Learning Centers are created throughout the State. These centers provide academic enrichment opportunities to students when school is not in session, either after school or during the summer. Under federal mandate, the Centers also are required to provide literacy and other educational development programs to families of participating students.

TEACHING & LEARNING

Nancy S. Grasmick State Education Building, 200 West Baltimore St., Baltimore, Maryland, March 2014. Photo by Diane F. Evartt.

To local school systems, the Office provides leadership, support, and technical assistance to improve low-performing schools and the leadership abilities of their principals and teachers.

DIVISION OF CAREER & COLLEGE READINESS

In Maryland, the Division of Career and College Readiness was initiated within the State Department of Education in 1941 as an adult education program. Financed with federal funds, it trained persons for war production in industry and agriculture. From 1945 to 1950, the program was continued by the State Board of Education and local boards of education.

By 1950, the Division of Career Technology and Adult Learning formed as the Division of Vocational Education within the State Department of Education. Renamed the Division of Vocational-Technical Education in 1968, and the Division of Career and Technology Education in 1991, it became the Division of Career Technology and Adult Learning in 1992. In July 2009, when its adult learning and correctional education functions transferred to the Division of Workforce Development and Adult Learning in the Department of Labor, Licensing, and Regulation, the Division reformed as the Division of Career Technology Education (Chapter 134, Acts of 2008). In September 2009, the Division adopted its present name. Formerly directly under the Office of State Superintendent of Schools, the Division transferred to Teaching and Learning in July 2013.

The Division is responsible for career and college-readiness education. For State and federal occupational programs, the Division develops and recommends to the State Superintendent of Schools policies, guidelines, and services. The Division also helps local school systems and educational agencies, institutions, businesses, industries, and community organizations plan and evaluate their education and training programs. In both public and private institutions, Division programs are offered to students of all ages.

Under the Division are three branches: Career and Technology Education Instructional; Career and Technology Education Student and Assessment Services; and Career and Technology Education Systems. The Division is aided by the State Board of Career and Technology Education.

STATE BOARD OF CAREER & TECHNOLOGY EDUCATION
The State Board of Education serves as the State Board of Career and Technology Education. In 1991, the Board was fashioned in accordance with 1990 amendments to the federal Carl D. Perkins Vocational and Applied Technology Education Act (P.L. 101-392).

State vocational education is supervised and administered by the Board.

CAREER & TECHNOLOGY EDUCATION INSTRUCTIONAL BRANCH

Local school systems are assisted with career and technology education by the Career and Technology Education Instructional Branch. Programs cover agriculture, business and office education, consumer education, distribution and marketing, entrepreneurship, health occupations, home economics, postsecondary and adult programs, technology, teen parenting, trade and industry, and youth organizations. With local schools, the Branch also works on curriculum, and programs for students who are disadvantaged, or have disabilities or a limited command of English.

The Branch helps local school systems and community colleges teach students how to choose and prepare for a career. Beginning in kindergarten and continuing through grade 12, students are introduced to different careers. Programs cover apprenticeships, career academies, and other school- and work-based projects. The Branch assists with programs on sex equity, single parents, displaced homemakers, and community organization projects. Beginning in 2002, the Branch also became responsible for coordinating Americorps Vista, the Core Learning Program, High School Graduation Requirements, Middle Schools Learning, Service Learning, and Year-Round Schools.

CAREER & TECHNOLOGY EDUCATION STUDENT & ASSESSMENT SERVICES BRANCH

The Branch collects, analyzes, and reports outcome data on career and technology education programs and students. For local school systems and community colleges, the data targets what programs work and which need to be improved. The data is available to students for making informed enrollment decisions. The Branch also is developing a statewide credentialing system for career and technology students.

Further, the Branch provides State-level leadership and conducts statewide conferences and competition for student organizations, including: Distribution Education Clubs of America (DECA); Future Business Leaders of America (FBLA); Future Consumer and Community Leaders of America (FCCLA); Health Occupations Students of America (HOSA); and SkillsUSA-Vocational Industrial Clubs of America.

CAREER & TECHNOLOGY EDUCATION SYSTEMS BRANCH

Local school systems, community colleges, the Division of Career and College Readiness, and other State agencies are helped by the Career and Technology Education Systems Branch to develop, finance, and administer career and technology education. The Branch also helps them with data analysis.

DIVISION OF CURRICULUM, RESEARCH, ASSESSMENT, & ACCOUNTABILITY

The Division of Curriculum, Research, Assessment, and Accountability evolved from the Division of Curriculum, Assessment, and Accountability. That division had been created from the merger in July 2013 of two older agencies: the Division of Instruction, and the Division of Accountability, Assessment, and Data Systems.

Although its earliest duties had been carried out by the State Department of Education since 1920, the Division of Instruction was not formally organized until 1945. The Division became the Division of Instruction and Staff Development in 1994, and resumed its earlier name as the Division of Instruction in July 2000. With the Division of Accountability, Assessment, and Data Systems, the Division merged in July 2013 to form the Division of Curriculum, Assessment, and Accountability. Formerly directly under the Office of State Superintendent of Schools, the Division transferred to Teaching and Learning in July 2013, when it merged with the Division of Accountability, Assessment, and Data Systems.

Duties of the Division of Curriculum, Research, Assessment, and Accountability started in 1921 when the Bureau of Educational Measurements formed within the State Department of Education (one year after the Division of Instruction had formed). By 1945, the Division of Finance, Statistics, and Educational Measurements replaced the Bureau. The Division was renamed Division of Finance and Research in 1949, Division of Research and Development by 1963, and Division of Research, Evaluation and Information Systems by 1971. The Division of Administration assumed information system functions by 1979, as did the Division of Administration and Finance by 1983. The Office of Management Information Systems emerged in 1987 and was replaced by the Division of Planning, Results, and Information Management in 1992. In July 2003, the Division moved under the Deputy Superintendent for Administration. In July 2004, it became the Division of Accountability and Assessment and, in October 2010, reformed as the Division of Accountability, Assessment, and Data Systems. With the Division of Instruction, the Division merged in July 2013 to form the Division of Curriculum, Assessment, and Accountability. The Division reorganized as the Division of Curriculum, Research, Assessment, and Accountability in October 2016, the Division of Standards, Research, Assessment, and Accountability in February 2017, and under its present name in April 2017.

Today, for public schools, the Division of Curriculum, Research, Assessment, and Accountability formulates guidelines for curriculum to be approved by the State Superintendent of Schools. Guidelines also set standards for educational programs of State agencies. Moreoever, with the Department of Health, the Division sets standards and guidelines for school health programs. The Division also trains staff; audits programs; and sponsors conferences on curriculum and learning. It approves plans to reform schools that receive help from the Challenge System Initiative or through Carnegie Foundation grants.

The Division develops, administers, scores, reports, and monitors student assessment tests. In addition, it conducts evaluation and statistical services, and research for the Department. Annually, the Division produces the Maryland School Performance Report. Further, the Division is responsible for developing the longitudinal data system needed for the State's Race-to-the-Top initiative.

Maryland School Assessment. In March 2003, the first Maryland School Assessment tests were given to students in grades 3, 5, and 8 for reading and mathematics, and to students in grade 10 for reading. Since 2008, students have been tested for science achievement. These tests meet the requirements of the federal No Child Left Behind Act and replaced the Maryland School Performance Assessment Program, which functioned from 1989 to 2002.

Alternate Maryland School Assessment. Under the 1997 federal Individuals with Disabilities Education Act, states are required to offer students with significant cognitive disabilities an alternative to their statewide assessments. In Maryland, students with disabilities in grades 3 through 8 and grade 10 take either the Maryland School Assessment or the Alternate Maryland School Assessment, whichever is most appropriate according to their Individualized Education Program.

High School Assessment Program. Beginning with the class of 2005, the Program tests students who have completed required courses in English, mathematics, science, and social studies. These tests replaced functional tests as a requirement for graduation from high school.

Modified High School Assessment Program. First implemented in May 2008, Modified High School Assessments are administered to special education students who have Individualized Education Programs.

Under the Division are two branches: Accountability; and Planning and Assessment.

BRIDGE PLAN FOR ACADEMIC VALIDATION
Formerly under the Division of Academic Policy and Innovation, oversight of the Bridge Plan transferred to the Division of Curriculum, Research, Assessment, and Accountability in April 2017.

In 2007, the State Board of Education approved an alternative path for students who, after two attempts, did not pass High School Assessment exams. That path is called the Bridge Plan for Academic Validation, and it has been available since 2009 for high school students who seek to graduate. Under the Plan, students complete projects which demonstrate their knowledge and skills. Bridge Plans are particularly useful for English Language Learners, and students with test anxiety or other disabilities.

ACCOUNTABILITY BRANCH

The Education Data Warehouse is maintained by the Accountability Branch. For the Warehouse, the Branch collects, validates, and compiles data from local school systems for local, State and federal reports. The Branch assigns and maintains a unique identifier for each Maryland student, and since the 2007-08 school year, has begun linking student data longitudinally. This method tracks individual student data over multiple years and through multiple schools.

Annually, the Branch reports (by school system) on curriculum, staffing, students, facilities, and finance. The Branch also compiles data on students taught at home and through correspondence courses. In addition, the Branch helps develop and administer tests, scores them, and reports the results. Maryland School Assessment and High School Assessment scores annually are reported to the U.S. Department of Education.

CURRICULUM
Curriculum develops and oversees the implementation of the Voluntary State Curriculum, precise standards that define what students at each grade level should know and be able to accomplish in four areas: mathematics; reading and English language arts; science; and social studies. Curriculum also provides technical assistance to local school systems for early childhood education on how to identify which children are ready for school, and who will require additional help to succeed in school. Although Curriculum provides standards for instruction, most decisions concerning curriculum - what to teach and in what grades - are made by local boards of education.

Curriculum started as the Curriculum Development Branch, part of the former Division of Instruction.

Today, Curriculum is responsible for seven units: Fine Arts; Health; Mathematics; Physical Education; Reading and English Language Arts; Science; and Social Studies.

INSTRUCTIONAL ASSESSMENT & PROFESSIONAL DEVELOPMENT
In July 2003, Instructional Assessment and Professional Development originated within the Division of Instruction as two separate units: Assessment, and Teacher Professional Development. Those units merged in July 2004 to form Assessment and Professional Development, and restructured as Instructional Assessment and Teacher Effectiveness in 2010. In July 2012, it was renamed Instructional Assessment and Professional Development and became part of the Division of Curriculum, Assessment, and Accountability in July 2013.

INSTRUCTIONAL PROGRAMS
Instructional Programs started as the Instructional Development, Enrichment, and Advancement Branch, became Curriculum and Administration in September 2002, and Administration and Instructional Programs in July 2003. It reorganized under its present name in July 2004.

State programs for gifted and talented students, fine arts, comprehensive health education, physical education, and athletics are overseen by Instructional Programs.

The work of Instructional Programs is carried out by three sections: English Language Learner Requisite and Title III; Gifted and Talented; and World Languages.

INSTRUCTIONAL TECHNOLOGY & SCHOOL LIBRARY MEDIA SERVICES
Origins of Instructional Technology and School Library Media Services trace to 1968 when the Office of School Libraries and Instructional Materials Services was created. The Office reorganized as the School Library Media Services Section in 1970, as the School Library Media Services Branch in 1978; and became the School Library Media Services and State Media Services Branch in 1987. Formerly within the Division of Library Development and Services, the Branch joined the Division of Instruction and Staff Development in 1995 and was renamed the School Library Media Services Branch in 1997. Under the Division of Instruction, functions of the Branch merged with the Instructional Technology Branch on July 1, 2002, when it reformed as the Instructional Technology and School Library Media Services Branch. In July 2003, it received its present name, and became part of the Division of Curriculum, Assessment, and Accountability in July 2013.

Instructional Technology and School Library Media Services administers federal and State programs that provide funding for technology in local school systems. It also helps public and private schools use school library media in print, audiovisual and electronic formats, and use electronic information technology in teaching. For Department staff, the State Media Center provides information and audiovisual services.

Since 2002, the Department has provided virtual learning opportunities for both Maryland students and teachers. For students, distance-learning programs offer access to on-line courses not available in their schools. For teachers and staff, professional development courses and services are available on-line (Chapter 412, Acts of 2002).

PLANNING & ASSESSMENT BRANCH

The Division develops the budget, oversees procurement, and monitors projects and contracts in the Division of Curriculum, Research, Assessment, and Accountability.

DIVISION OF EARLY CHILDHOOD DEVELOPMENT

The Division oversees the Office of Child Care, and two branches: Collaboration and Program Improvement, and Early Learning. In addition, the Division is assisted by the Child-Care Dispute Resolution Work Group.

CHILD-CARE DISPUTE RESOLUTION WORK GROUP
In October 2013, the Child-Care Dispute Resolution Work Group began its work (Chapter 566, Acts of 2013).

To establish a dispute resolution process that resolves claims of discrimination based on a child's disability, the Work Group recommends rules and regulations to the State Superintendent of Schools.

The Work Group's nine members are appointed by the State Superintendent of Schools.

OFFICE OF CHILD CARE

The Office of Child Care originated as the Office of Child-Care Licensing and Regulation within the Department of Human Resources in 1988 when the Secretary of Human Resources was authorized to adopt rules and regulations for the licensing and operation of child-care centers (Chapter 247, Acts of 1988). The Office merged with the Child Care Unit of the Social Services Administration to form the Child Care Administration in December 1990. In July 2005, the Child Care Administration reformed as the Office of Child Care and transferred to the Division of Early Childhood Development in the State Department of Education (Chapter 585, Acts of 2005).

Child-care centers must provide children with proper care, protection, and supervision; safe and sanitary conditions; and promote good health, and sound growth and development. To achieve these ends, the Office of Child Care regulates child-care centers, family day-care homes, certified child-care providers, and nonpublic nursery schools. The Office may suspend, revoke, or deny licenses to child-care facilities. To increase the number of child-care facilities in Maryland, the Office works with consumers and advocacy groups (Code Education Article, secs. 9.5-401 through 9.5-505).

Under the Office are four branches: Child Care Subsidy; Credentialing; Licensing; and Maryland EXCELS. The Office also is responsible for regional child-care offices, and is advised by the Office of Child Care Advisory Council.

OFFICE OF CHILD CARE ADVISORY COUNCIL
The Office of Child Care Advisory Council formed in 1991 as the Advisory Council, and became the Early Childhood Development Advisory Council in 2005 (Chapter 394, Acts of 1991; Chapter 585, Acts of 2005). In June 2016, it adopted its present name (Chapter 185, Acts of 2016; Code Education Article, sec. 99.5-802).

The Council advises the Office of Child Care on regulations, issues, problems, and interagency priorities.

Some twenty-five to thirty members constitute the Council. They serve three-year terms, and include a senator named by the Senate President, and a delegate selected by the House Speaker. Other members are appointed by the State Superintendent of Schools (Code Education Article, secs. 9.5-801 through 9.5-804).

COLLABORATION & PROGRAM IMPROVEMENT BRANCH

The Branch oversees the Head Start Collaboration; and the Judith P. Hoyer Early Childhood Education Enhancement (Judy Centers) Program, as well as certain grants for early child care, such as the Family Child-Care Provider Grant.

HEAD-START COLLABORATION
Head-Start Collaboration formed as Early Childhood Partnerships within the Office for Children, Youth, and Families in 1996. Renamed Early Childhood and Head-Start Partnerships in 1997, it reorganized under its current name in 2000. The unit transferred to the Early Learning Office within the State Department of Education in July 2003. Since November 2008, the Collaboration has been under the Collaboration and Program Improvement Branch.

The Head-Start Collaboration Network is overseen by the Head-Start Collaboration. To better serve families in the federal Head-Start Program, the Network began in 1993 to coordinate the Program with services in the community. The Network links Head-Start services with those of local health-care providers, education agencies, child care programs, employment projects, and community organizations.

The Collaboration is aided by the Maryland Advisory Council on the Head-Start Collaboration Network.

MARYLAND ADVISORY COUNCIL ON THE HEAD-START COLLABORATION NETWORK
The Maryland Advisory Council on the Head-Start Collaboration Network was established in 1995 within the Office for Children, Youth, and Families. In July 2003, the Council transferred to the State Department of Education.

The Council works through a steering committee and three standing committees concerned with Child Care, Health, and Community Capacity-Building.

The Program is implemented through Judith P. Hoyer Early Child Care and Family Education Centers (Judy Centers). Under the Program, Judy Centers throughout Maryland promote school readiness for pre-schoolers and their families through collaboration with community-based agencies, organizations, and businesses. Most services or assistance that a famly may need can be provided directly onsite at these Centers, or nearby. Services include healthcare, adult education, identification of special needs; and early intervention, child care, parenting classes, and family literacy.

EARLY LEARNING BRANCH

The Early Learning Branch provides technical assistance and support for early child care and education programs working for accreditation. It is responsible for public pre-kindergarten initiatives for disadvantaged students. Moreover, it coordinates and monitors the use of the Maryland Model for School Readiness, an assessment tool which evaluates each child's abilities as they enter kindergarten.

DIVISION OF SPECIAL EDUCATION & EARLY INTERVENTION SERVICES

Established in 1978 as the Division of Special Education, the Division of Special Education and Early Intervention Services received its present name in April 1999. Formerly directly under the Office of State Superintendent of Schools, the Division transferred to Teaching and Learning in July 2013.

The Division works with parents and local school systems to educate all children and youth with disabilities. It assists local school systems with early childhood programs, individual education plans, nondiscriminatory testing, personnel development, and program evaluation. Further, it supervises education in approved public and private institutions, and assesses the educational needs of children with profound or complex disabilities.

Administering both federal and State programs for special education, the Division directs five branches: Family Support and Dispute Resolution; Interagency Collaboration; Performance Support and Technical Assistance; Policy and Accountability; and Resource Mangement and Monitoring.

Within the Division is the Maryland Infants and Toddlers Program, an early intervention program. The Division is assisted by the State Interagency Coordinating Council.

STATE INTERAGENCY COORDINATING COUNCIL
In 1988, the Governor started the State Interagency Coordinating Council within the State Department of Education to advise the Infants and Toddlers Program in accordance with the federal Education of the Handicapped Act (Executive Order 01.01.1988.15; P.L. 99-457). In 1990, the Council transferred to the Office for Children, Youth, and Families (Chapter 419, Acts of 1990), and in 1997 returned to the State Department of Educuation (Chapter 386, Acts of 1997).

The Council helps develop and implement the Maryland Infants and Toddlers Program, and advises and assists the Department in the supervision and monitoring of the Program. Moreover, the Council identifies resources, and assists with interagency agreements. Annually, the Council reports to the Governor and the federal government.

Council members are appointed by the Governor with Senate advice and consent (Code Education Article, sec. 8-416).

FAMILY SUPPORT & DISPUTE RESOLUTION BRANCH

The Family Support and Dispute Resolution Branch ensures that the dispute resolution process under the federal Individuals with Disabilities Education Act is available and conducted according to regulation. Further, the Branch maintains data and reports on complaint investigation, mediation, and due process hearings.

Parents of children with disabilities are helped by the Branch to find those State early intervention and special education systems which will benefit their children.

INTERAGENCY COLLABORATION BRANCH

Working with the Department of Disabilities, the Department of Health, the Department of Human Services, and the Department of Juvenile Services, the Interagency Collaboration Branch coordinates State initiatives for disabled children from birth through age 21.

Under the Branch are two sections: Autism Waiver and Health-Related Services; and Interagency Initiatives.

PERFORMANCE SUPPORT & TECHNICAL ASSISTANCE BRANCH

To improve the performance of students with disabilities on statewide testing, the Branch works with local school systems. Also, it helps prepare federal, State and local plans, programs, and budgets for special education. For children with disabilities, the Branch monitors local programs and coordinates training for their parents. The Branch also oversees the Principals' Academy, which consists of professional development institutes sponsored by the Division of Special Education and Early Intervention Services.

Local education agencies and the State Department of Education are helped by the Branch to develop and implement programs for young people with disabilities. The Branch provides technical assistance in evaluating individual progress, and helps local school systems with issues arising from the federal No Child Left Behind Act of 2001 and its impact on students with disabilities.

Early Intervention Program. In 1988, the State Department of Education was designated by the Governor to administer the federal Early Intervention Program in Maryland (Executive Order 01.01.1988.15). The Program concerns youngsters from birth through age three. It provides health and medical services, family training, counseling, and specialized child care (federal Education of the Handicapped Act amendments; P.L. 99-457). The Branch also supports preschool special education for children, ages three to five (Code Education Article, sec. 8-416).

The Branch oversees three sections: Assessment, Early Education, and Specialized Instruction, and is helped by the Special Education State Advisory Committee.

SPECIAL EDUCATION STATE ADVISORY COMMITTEE
The Special Education State Advisory Committee was convened by the State Superintendent of Schools following passage of the federal Individuals with Disabilities Act amendments of 1997. Required by the federal law, the Committee advises the State Department of Education on unmet needs of students with disabilities. The Committee develops evaluations, reports, and corrective action plans in response to federal monitoring, and implements policies and procedures to coordinate services for students with disabilities.

Appointed to three-year terms by the State Superintendent of Schools, the Committee consists of between fifteen and twenty-seven members. A majority of the members must be individuals with disabilities or the parent of an individual (from birth to age 26), who has a disability.

POLICY & ACCOUNTABILITY BRANCH

This branch helps local school systems, public agencies, and other groups develop, revise, and submit applications for federal funds available to serve students with disabilities.

RESOURCE MANAGEMENT & MONITORING BRANCH

The Resource Management and Monitoring Branch assures that all federal and State funds for children with disabilities are administered in compliance with all applicable regulations and policy.

For out-of-home residential programs for children, the Branch administers the rate-setting process. With the State Interagency Coordinating Council [for Infants & Toddlers], the Branch also reviews all residential placements of special education students in out-of-state private schools. In addition, the Branch coordinates its work with the Governor's Office for Children and other State agencies to strengthen community programs that enable children with disabilities to return from out of state to regular classrooms in Maryland.

INTERAGENCY RATES SECTION
The Interagency Rates Section manages the rate-setting process of reimbursement to providers of out-of-home residential services for children. It does this for the Governor's Office for Children and the Department of Budget and Management, the Department of Education, the Department of Health, the Department of Human Services, and the Department of Juvenile Services. The Section also staffs the Interagency Rates Committee.

INTERAGENCY RATES COMMITTEE

NONPUBLIC SPECIAL EDUCATION SECTION
Under the Resource Management and Monitoring Branch, the Nonpublic Special Education Section administers the Nonpublic Tuition Assistance Program. Through this program, the Section partially reimburses local school systems for the cost of educating children with disabilities in private schools that have programs to meet their special needs. The Section ensures that the children are placed in regular classrooms or in programs that encourage their independence. To comply with State and federal regulations, the Section monitors day and residential schools.

Maryland Constitutional Offices & Agencies
Maryland Departments
Maryland Independent Agencies
Maryland Executive Commissions, Committees, Task Forces, & Advisory Boards
Maryland Universities & Colleges
Maryland Counties
Maryland Municipalities
Maryland at a Glance

Maryland Manual On-Line

Search the Manual
e-mail: mdmanual@mdarchives.state.md.us

© Copyright Maryland State Archives