Student and School Information
The intent of this section is to provide a quick summary of student and school information. This information is initially completed within other sections of the IEP. The information includes:
- Demographic information about the student;
- Student’s disability;
- Areas affected by the disability;
- Important relative dates for past and future IEP team meetings, as appropriate;
- Exit information if the student has exited special education services; and
- A list of the IEP team members present.
Student Information
Enter Student Name:
First Name: Enter up to fifteen (15) characters of the student’s first name.
Middle Initial: Enter the student’s middle name, if available. If the student does not have a middle name, enter “NMN.” “NMN” means “No Middle Name.” Entering “NMN” assures local school personnel and the local data manager that school personnel have overtly responded to the requirement to provide a student’s middle name and have verified that the student does not have a middle name.
Last Name: Enter up to twenty-five (25) characters of the student’s last name.
Address: Address where the student resides, including City Name, State, and Zip Code
Provision has been made for the student’s address. It is intended that the address of the student’s primary residence, i.e., where he or she spends most of his or her time, be entered on the Student Address line. This convention was adopted to help public agency staff identify where the student is to be transported if special transportation is required. It is recognized that there are various forms of living arrangements and guardianships for students. Public agencies fill in these fields with the most appropriate information aligned with the data maintained in your larger public agency database of all students. Additionally, spaces are provided for phone numbers and public agencies should, likewise, use them for their convenience.
Unique Student Identification Number (State)
MSDE has developed a system of unique student identification numbers for ALL students. Each public agency will access a unique student identification number for each student. Please contact your local school system data managers if you have a question in regard the process of selecting a unique student identification number.
Student ID Number
The number assigned by the local education agency. The number can be any combination of numbers and letters, but not more than 10 characters in length. If fewer than 10 characters are used, zeros fill the remaining positions.
A public agency may also use a student's social security number. If the social security number is unavailable, the public agency should provide a 9-digit pseudo code, which begins with “9”, followed by the public agency 2-digit identifier, and an additional 6 digits.
NOTE: Please follow local public agency policies and procedures relative to the use of the social security number or developing and assigning pseudo codes, as applicable.
Race Codes
The race of the student
Ethnicity
A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
Indicate
Yes, student is Hispanic or Latino; or
No, student is not Hispanic or Latino
Following the Hispanic question (“yes” or “no”) a “Race Code” must also be selected.
American Indian or Alaska Native - A person having origins in any of the original peoples of North and South America (including Central America), and who maintains a tribal affiliation or community attachment.
Asian - A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
Black or African American - A person having origins in any of the black racial groups of Africa.
Native Hawaiian or Other Pacific Islander - A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
White - A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
Limited English Proficient
Limited English proficient is defined as an individual who does not speak English as his or her primary language and who has a limited ability to read, speak, write, or understand English.
COMAR 13A.05.01.03B(37)
When completing the English Learning field, the response entered must be based on information obtained from the parent or student. Most typically, this information is collected when a student is first enrolled and parents complete language survey forms, or when a student is evaluated to determine his or her dominant language. Please follow local public agency policies and procedures relative to language identification.
Indicate:
YES (English Learner proficient); or
NO (not English Learner proficient)
Student’s Native Language
If YES is indicated above, identify the student’s native language. Native language is defined as the language normally used by an individual who is limited English proficient, or the language normally used by the parent of the student. This includes American Sign Language for students who are deaf or hard of hearing, when applicable. On the Student Record Card 1 Side 1 school personnel are to document the language spoken in the home.
[COMAR 13A.08.02.01; and Student Records Manual 2008]
Service School
The public agency school, nonpublic school, or private school that identifies where the student receives special education service(s). In addition to public and nonpublic schools, this includes:
- Students identified as receiving home instruction;
- Students parentally placed in a private school; and
-
Homeless students, unknown school.
Emergency Evacuation Accommodations
The public agency school, nonpublic school, or private school are required to consider whether a student with an IEP requires an accommodation during an emergency.
Indicate:
YES (accommodation is needed); or
NO (no accommodation is needed)
If yes, state the evacuation accommodation(s) needed.
Financially Responsible
Out of County Living Arrangement
Jurisdiction
The financially responsible county is the county where the parent or legal guardian of a student in an out-of-county living arrangement resides. If the parents of the student live apart, the financially responsible county is:
- The county where the parent who has been awarded custody of the student resides;
- If custody has not been awarded, the county where the parent with whom the student lives when not in a foster care home or residential facility resides;
- If custody has been awarded to both parents and the parents reside in different counties, both counties shall be considered financially responsible and shall pay one-half the amount; or
- If custody has been awarded to both parents and one parent resides in a county and the other resides out-of-state, the county shall be considered the financially responsible county.
Informal Kinship Care
"Informal kinship care" means a living arrangement in which a relative of a student, who is not in the care, custody, or guardianship of the local department of social services, provides for the care and custody of the student due to a serious family hardship.
"Serious family hardship" means:
- Death of a parent or legal guardian of the student;
- Serious illness of a parent or legal guardian of the student;
- Drug addiction of a parent or legal guardian of the student;
- Incarceration of a parent or legal guardian of the student;
- Abandonment by a parent or legal guardian of a student; or
- Assignment of a parent or legal guardian of a student to active military duty.
"Receiving agency" means the local education agency for the county where the relative of a student in an informal kinship care relationship resides.
"Sending agency" means the local education agency for a county where the parent or legal guardian of a student in an informal kinship care relationship resides, and as further defined in Education Article, §4-122.1, Annotated Code of Maryland.
A local school superintendent shall allow the student, who is a Maryland resident to attend a public school in a county other than the county where the student is domiciled with the student's parent or legal guardian if:
- The student lives with a relative providing informal kinship care in the county; and
- The relative verifies the informal kinship care relationship through a sworn affidavit.
The relative providing informal kinship care shall make the full range of educational decisions for the student unless the court:
- Appoints a guardian for the student; or
- Awards custody of the student to someone other than the relative providing informal kinship care.
The parent or legal guardian of a student in an informal kinship care relationship shall have final decision-making authority regarding the educational needs of the student.
Education funding of a student in informal kinship care shall be provided in accordance with Education Article, §4-122.1, Annotated Code of Maryland.
The student in an informal kinship care relationship shall receive an appropriate education from the receiving agency.
The receiving agency shall include a student enrolled as the result of an informal kinship care relationship in its full-time equivalent enrollment as provided by Education Article, §5-202(a), Annotated Code of Maryland.
Care and Custody of a State Agency
Indicate YES or NO.
YES, if a court has appointed a state agency the responsibility for care or custody of a student. The public agency may need to invite the student’s caseworker to attend the student’s IEP team meetings. The public agency may also need to determine whether or not the public agency may need to appoint a parent surrogate to represent the student.
NO, if the student is represented by a parent/guardian.
Parent/Guardian 1 and 2
Enter the name of the parent/guardian with whom the student lives. It is recognized that there are various forms of living arrangements and guardianships for students. Additionally, spaces have been provided for phone numbers and public agencies should, likewise, use them for their convenience.
NOTE: A public agency may collect more than two sets of information for parent/guardian. The Maryland online tool will only display information for two parent/guardians.
Parent’s Native Language
An individual’s primary language or the language normally used by an individual who has a limited ability to read, speak, write, or understand English. On the Student Record Card 1 Side 1 school personnel are to document the language spoken in the home.
[COMAR 13A.08.02.01; and Student Records Manual 2008]
IEP Team Meeting Date(s)
Enter the date of the most recent IEP team meeting on which the IEP team met to develop, review, or revise the student’s IEP, as appropriate.
NOTE: Additional dates may also be listed to identify the date(s) of additional IEP team meetings to develop, review, or revise the student's IEPs, and dates of IEP addendums.
Procedural Safeguards Document
Document the parent's receipt of the Procedural Safeguards – Parental Rights document. A copy of the Procedural Safeguards – Parental Rights document must be given to the parent of the student only one time a school year. An additional copy must also be given to the student's parent:
- Upon initial referral or parent request for evaluation;
- At their child’s initial evaluation IEP team meeting;
- Upon receipt of the first State complaint under 34 C.F.R. §§300.151 – 300.153 in a school year;
- Upon receipt of the first due process complaint under 34 C.F.R. §300.507 in a school year;
- In accordance with the discipline procedures in §300.530(h); and
- Upon request by a parent.
[ 34 C.F.R. §300.504; Education Article §8-405(b); COMAR 13A.05.01.11]
Verbal and Written Explanation of the Parents’ Rights and Responsibilities in the IEP Process
INITIAL ELIGIBILITY IEP TEAM MEETING
Document the parent's receipt of verbal and written explanation of the parents' rights in the IEP team process and a copy of Parents’ Rights and Responsibilities in the Individualized Education Program Process
In accordance with an amendment to Education Article §8-405, adopted during the Maryland 2014 General Assembly, as a results of House Bill (HB 413), at a child’s initial evaluation meeting, the parents are to be provided a verbal and written explanation of the:
- Parents’ Rights and Responsibilities in the Individualized Education Program Process; and
- The Parental Rights: Maryland Procedural Safeguards Notice
NOTE: The initial evaluation meeting is the IEP team meeting when an IEP team determines whether a child is a child with a disability who requires special education services, in accordance with the 34 CFR §300.8 and COMAR 13A.05.01.03B(78).
Parent Request At Any Subsequent IEP Team Meeting
Document the parents’ receipt of a verbal and written explanation of the parent’s rights in the IEP team process and a copy of Parents’ Rights and Responsibilities in the Individualized Education Program Process if requested by the parent at any subsequent IEP team Meeting.
Verbal and Written Explanation of the Parents’ Guide to Habilitative Services
As a results of Senate Bill (SB 701), the 2014 Maryland General Assembly adopted Education Article §8-418. Local school systems are to provide the parents of a child with a disability verbal and written information about access to habilitative services, including a copy of the Maryland Insurance Administration’s Parents’ Guide to Habilitative Services, at the following times:
- The transition meeting for a child moving from the Maryland Infants and Toddlers program to a local school system;
- A child’s initial Individualized Education Program (IEP) meeting;
- At least one time each year at a child’s Individualized Education Program meeting; and
- On the approval or denial of a parent’s request for a related service to enable a child with a disability to benefit from special education.
NOTE: The verbal explanation is: “Local school systems are required to share with you that your child may be eligible to access additional habilitative services through your private insurance carrier. Additional information is included in the Maryland Insurance Administration’s Parents’ Guide to Habilitative Services.”
The Maryland Insurance Administration’s Parents’ Guide to Habilitative Services may be accessed at http://www.mdinsurance.state.md.us/sa/docs/documents/consumer/publicnew/parents'-guide-to-habilitative-services.pdf
Native Language
If the native language spoken by the parents is spoken by more than one percent (1%) of the student population in the local school system, school system staff must provide the parents with the translated documents within thirty (30) calendar days after the date of request.
Parent Informed
Indicate:
YES (parents were informed that documents could be translated into their native language);
NO (parents were not informed that documents could be translated into their native language); or
NA (the parents’ native language is not at or above the 1% threshold).
Parent Requested
Indicate:
YES (parent requests document be translated); or
NO (parent declined translation)
Most Recent Evaluation Date
Initial Evaluation
The date the student’s IEP team met to consider existing data, information from parents, and additional data to complete an initial evaluation of a student within:
- Sixty (60) days of parental consent for assessments; and
- Ninety (90) days of the public agency receiving a written referral.
[34 C.F.R §300.300; COMAR 13A.05.01.06A]
Reevaluation
The date the IEP team met to consider existing data, information from parents, additional data, if determined needed. A reevaluation shall occur:
- Not more frequently than once a year, unless the parent and public agency agree otherwise; and
- At least once every three years, unless the parent and public agency agree that a reevaluation is not necessary.
If after the review of existing data and information from the parents, the IEP team and parents agree no additional data or assessments are necessary to determine whether the student continues to be a student with a disability requiring the provision of special education and related services that date is the date of the reevaluation.
If the IEP team determines the need for additional data, the public agency shall conduct assessment procedures. The results of assessment procedures shall be used by the IEP team in reviewing, and, as appropriate, revising the student's IEP within 90 days of the IEP team meeting when the IEP team determined that additional data was needed to determine whether the student continues to be a student with a disability requiring the provision of special education and related services.
[20 U.S.C. §§1401(30); 1414(b)(6); 34 C.F.R. §§300.15; 300.303 – 305 COMAR 13A.05.01.06E]
Projected Evaluation Date
Subsequent evaluations are called reevaluations and shall occur:
- Not more frequently than once a year, unless the parent and public agency agree otherwise; and
- At least once every three years, unless the parent and public agency agree that a reevaluation is not necessary.
[20 U.S.C. §§1401(30); 1414(b)(6); 34 C.F.R. §§300.15; 300.303 – 300.311(d); COMAR 13A.05.01.06E(2)]
Primary Disability
Although it is possible that a student may have more than one disability, enter the disability most indicative of the student’s primary disability. A student evaluated and determined by an IEP team to be a student with a disability or a student with a developmental delay, who, because of the disability requires special education and related services:
• Autism,
• Deaf-blindness,
• Deafness,
• Developmental delay,1
• Emotional disability,
• Hearing impairment,
• Intellectual disability,
• Multiple disabilities,2
• Orthopedic impairment,
• Other health impairment,
• Specific learning disability,
• Speech or language impairment,
• Traumatic brain injury, or
• Visual impairment, including blindness
NOTE:
1 Please refer to local policies, procedures, and practices relative to students with a developmental delay.
2 1. Specify each disability from any of the three categories of disabling conditions the student’s IEP team identifies as concomitant that causes such severe educational problems that the student cannot be accommodated in special education instructional services solely for one of the impairments.
• Cognitive includes: Autism, Emotional Disability, Intellectual Disability, Specific Learning Disability, Speech or Language Impairment, and Traumatic Brain Injury.
• Sensory includes: Deaf-Blindness, Deafness, Hearing Impairment, and Visual Impairment including Blindness.
• Physical includes: Orthopedic Impairment, and Other Health Impairment.
2. Concomitant means happening or existing along with or at the same time as something else.
3. A student is not required to be identified as a student with an intellectual disability as one of the disabilities.
Autism
A developmental disability which:
(a) Does not include emotional disability;
(b) Significantly affects verbal and nonverbal communication and social interaction;
(c) Is generally evident before 3 years old;
(d) Adversely affects a student's educational performance; and
(e) May be characterized by:
(i) Engagement in repetitive activities and stereotyped movements,
(ii) Resistance to environmental change or change in daily routines, and
(iii) Unusual responses to sensory experiences.
[34 C.F.R. §300.8(c)(1) COMAR 13A.05.01.03B(8)]
Deaf-Blindness
A concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that the student cannot be accommodated solely as a student with deafness or a student with blindness.
[34 C.F.R. §300.8(c)(2) COMAR 13A.05.01.03B(17)]
Developmental Delay, ages three – seven
This code may be used by a public agency utilizing the MSDE developmental delay definition. A student from three through seven years old assessed and evaluated as having:
(a) A 25 percent or greater delay in adaptive, cognitive, communicative, emotional, physical, or social development;
(b) Atypical development or behavior; or
(c) A diagnosed physical or mental condition.
NOTE:
Please refer to local policies, procedures, and practices relative to students with a developmental delay.
[34 C.F.R. §300.8(b) COMAR 13A.05.01.03B(77)]
Emotional Disability
A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, that adversely affects a student’s educational performance:
a. An inability to learn that cannot be explained by intellectual,sensory or health factors;
b. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
c. Inappropriate types of behavior or feelings under normal circumstances;
d. A general, pervasive mood of unhappiness or depression; or
e. A tendency to develop physical symptoms or fears associated with personal or school problems.
Emotional disability includes schizophrenia. Emotional disability does not include a student who is socially maladjusted, unless it is determined that the student has an emotional disability.
[34 C.F.R. §300.8(c)(4)] COMAR 13A.05.01.03.B(22)]
Intellectual Disability
General intellectual functioning, adversely affecting a student’s educational performance, which:
(a) Is significantly sub average;
(b) Exists concurrently with deficits in adaptive behavior; and
(c) Is manifested during the developmental period.
[34 C.F.R. §300.8(c)(6) COMAR 13A.05.01.03B(42)]
Multiple Disabilities
Concomitant impairments, such as intellectual disability-blindness or intellectual disability-orthopedic impairment, the combination of which causes such severe educational problems that the student cannot be accommodated in special education programs solely for one of the impairments. “Multiple disabilities” does not include students with deaf-blindness.
NOTE:
1. Specify each disability from any of the three categories of disabling conditions the student’s IEP team identifies as concomitant that causes such severe educational problems that the student cannot be accommodated in special education instructional services solely for one of the impairments.
• Cognitive includes: Autism, Emotional Disability, Intellectual Disability, Specific Learning Disability, Speech or Language Impairment, and Traumatic Brain Injury.
•Sensory includes: Deaf-Blindness, Deafness, Hearing Impairment, and Visual Impairment including Blindness.
•Physical includes: Orthopedic Impairment, and Other Health Impairment.
2. Concomitant means happening or existing along with or at the same time as something else.
3. A student is not required to be identified as a student with an intellectual disability as one of the disabilities.
[34 C.F.R. §300.8(c)(7) COMAR 13A.05.01.03B(44)]
Orthopedic Impairment
A severe orthopedic impairment that adversely affects a student's educational performance. Orthopedic impairment includes impairments:
(a) Caused by congenital anomaly, such as clubfoot or absence of some member;
(b) Caused by disease such as poliomyelitis or bone tuberculosis; and
(c) From other causes such as cerebral palsy, amputations, and fractures or burns which cause contractures.
[34 C.F.R. §300.8(c)(8) COMAR 13A.05.01.03B(50)]
Other Health Impairment
Having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment that is adversely affecting a student’s educational performance, due to chronic or acute health problems such as:
- Asthma;
- Attention deficit disorder or attention deficit hyperactivity disorder;
- Diabetes;
- Epilepsy;
- A heart condition;
- Hemophilia;
- Lead poisoning;
- Leukemia;
- Nephritis;
- Rheumatic fever;
- Sickle cell anemia; or
- Tourette Syndrome.
[34 C.F.R. §300.8(c)(9); COMAR 13A.05.01.03B(51))]
Specific Learning Disability
A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. It includes conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
It does not include students who have learning problems primarily the result of:
• Visual;
• Hearing;
• Motor impairment;
• Intellectual disability;
• Emotional disability;
• Environmental;
• Cultural; or
• Economic disadvantage.
[34 C.F.R. §300.8(c)(10); COMAR 13A.05.01.03B(7)]
Traumatic Brain Injury
An acquired injury to the brain, caused by an external force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a student's educational performance. Traumatic brain injury includes open or closed head injuries resulting in impairments in one or more areas such as:
(i) Cognition;
(ii) Language;
(iii) Memory;
(iv) Attention;
(v) Reasoning;
(vi) Abstract thinking;
(vii) Judgment;
(viii) Problem solving;
(ix) Sensory, perceptual and motor abilities;
(x) Psychosocial behavior;
(xi) Physical functions;
(xii) Information processing; and
(xiii) Speech.
Traumatic brain injury does not include brain injuries that are congenital, degenerative, brain injuries induced by birth trauma.
[34 C.F.R. §300.8(c)(12); COMAR 13A.05.01.03B(82)]
Areas Affected by Disability
The identified academic, health, physical, and behavioral area(s), as appropriate, identified by the IEP team as areas affected by the disability, including developmental, and functional needs of the student to enable the student to be involved in and progress in the general curriculum, and each special education and related service needed by the student, regardless of whether the need is commonly linked to the student's disability.
[34 C.F.R. §300.320; COMAR 13A.05.01.04 – .06;
COMAR 13A.05.01.09A(1)(a)]
