STATE DEPARTMENT OF EDUCATION

FUNCTIONS

Nancy S. Grasmick State Education Building, 200 West Baltimore St., Baltimore, Maryland, October 2019. 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.

If local school systems do not comply with State standards, the Board may recommend that State funds be withheld from those districts (Code Education Article, sec. 5-213). For schools which consistently fail to improve, the Board, through the State Department of Education, may intervene to help restructure their administration, organization, or instruction (Code Education Article, sec. 2-205).

Of the two members added to the Board in June 2019, one is a teacher elected by certified teachers in the State and then appointed by the Governor. The other is a parent, appointed by the Governor from a list of three names submitted by the Maryland Parent Teacher Association. Both took their seats in January 2020 (Chapter 577, Acts of 2019).

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

MENTAL HEALTH COMMITTEE
In July 2016, the State Board of Education formed the Mental Health Committee to explore mental health issues, particularly focusing on youth suicide and human trafficking.

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.

The State Superintendent of Schools serves on the Governor's Executive Council, the Governor's Council on the Chesapeake Bay (Governor's Chesapeake Bay Cabinet), the Children's Cabinet, and chairs the School Safety Subcabinet 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 Project Green Classrooms Initiative.

As a member, the State Superintendent serves on the Advisory Stakeholder Group on Autism-Related Needs; the Behavioral Health Advisory Council; the Cannabis Public 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 Maryland Consortium on Coordinated Community Supports; the Coronavirus Response Team; the Correctional Education Council; the Interagency Disabilities Board; the Work Group on English Language Learners in Public Schools; the Equitech Growth Commission; the Governor's Family Violence Council; the Financial Education and Capability Commission; the Maryland Green Purchasing Committee; the State Advisory Council on Health and Wellness; 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; Statewide Advisory Commission on Immuninizations; the Juvenile Services Education Board; the Maryland Longitudinal Data Systems Center Governing Board; the Commission to Study Mental and Behavioral Health in Maryland; the Council on Open Data; the Governor's P-20 Leadership Council of Maryland; the Procurement Improvement Council; the Maryland Public Broadcasting Commission; the Maryland Council on Advancement of School-Based Health Centers; the Governor's Commission on Service and Volunteerism; the Interdepartmental Advisory Committee on Small, Minority, and Women Business Affairs; the Interagency Committee on Specialized Transportation; the Maryland Commission on Suicide Prevention; the Commission on Trauma-Informed Care; the State Traumatic Brain Injury Advisory Board; 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. In addition, the State Superintendent is a member of two councils related to interstate agencies: the Maryland Education Council (Education Commission of the States), and the Maryland State Council on Educational Opportunity for Military Children (Interstate Commission on Educational Opportunity for Military Children).

Appointed by the Board to a four-year term, the State Superintendent of Schools serves as the Board's secretary-treasurer (Code Education Article, secs. 2-301 through 2-303).

Under the State Superintendent of Schools are three deputy superintendents. They are responsible for Finance and Administration, School Effectiveness, and Teaching and Learning. In addition, the Superintendent directly oversees two offices: Audit, and Government Relations.

The Superintendent is assisted by nine advisory boards. They include the State Early Childhood Advisory Council; the Work Group on English Language Learners in Public Schools, the Every Student Succeeds Act (ESSA) Stakeholder Committee; the Superintendent's Family Engagement 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; and the Pathways in Technology Early College High (P-TECH) Schools Stakeholder Work Group.

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.

Children's mural, Anne Arundel County Animal Control Section, 411 Maxwell Frye Road, Millersville, Maryland, July 2016. Photo by Diane F. Evartt.

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.

WORK GROUP ON ENGLISH LANGUAGE LEARNERS IN PUBLIC SCHOOLS
In February 2021, the Work Group on English Language Learners in Public Schools was authorized by the General Assembly (Chapter 36, Acts of 2021).

The Work Group is charged with collecting data on: the number of English language learners at each public early childhood, primary and secondary school in the State; percentage of English language learners in total public school population; services available to English language learners; the effectiveness of those services; and the accessibility of staff, teachers, and administrators to English language learners. Further, methods of teaching and providing services to English language learners will be reviewed, and recommendations made on how to improve the education of English language learners in Maryland.

An interim report is due to the Governor and General Assembly by December 1. 2021, and a final report by December 1, 2022

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.

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. A draft Plan was due to the U.S. Department of Education in March 2017.

After receiving and responding to comment, Maryland's final plan was submitted to the U.S. Department of Education in January 2018, and final approval was received that same month.

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.

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 the annual report due December 1 from the Department to the Governor and General Assembly (Chapter 144, Acts of 2016; Code Education Article, secs. 7-1801 though 7-1806).

AUDITS OFFICE

RECORDS MANAGEMENT
Since October 1, 2017, the State Department of Education has had a program for the continual, economical and efficient management of its records. The Department's Records Officer develops and oversees the program, and serves as liaison to the Records Management Division of the Department of General Services, and to the State Archives (Chapter 539, Acts of 2017; Code State Government Article, secs. 10-608 through 10-611).

OFFICE OF COMMUNICATIONS & COMMUNITY ENGAGEMENT
The Office of Communications and Community Engagement 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. It became the Office of Communications and Partnerships in October 2016. Formerly under the Chief of Staff, the Office moved to School Effectiveness in August 2019. Renamed the Office of Communications, Partnership, and Recognition in September 2019, it transferred to the Office of Secretary in July 2021 as the Office of Communications and Community Engagement.

Corporate and other partnerships are developed by the Office of Communications and Community Engagement, which secures underwriting and other grants for programs not funded by the State or federal government. The Office also 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.

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.

OFFICE OF GOVERNMENT AFFAIRS, EDUCATION POLICY, & EXTERNAL RELATIONS
Under the State Superintendent of Schools, the Office was restructured as the Office of Education Policy and Government Relations in December 2014, and reverted to Office of Government Relations in July 2018. It later assumed its current name.

OFFICE OF POLICY ANALYSIS & FISCAL COMPLIANCE

LOCAL ACCOUNTABILITY AND FISCAL COMPLIANCE BRANCH
Created in 2002 as the Local Finance Reporting Office - formerly was part of the Division of Business Services, but was later placed directly under the Deputy State Superintendent for Finance and Administration. It was then moved under the State Superintendent of Schools. It received its current name in December 2022.

The Branch develops, collects, reviews, evaluates, edits, and publishes financial data from the local school systems. The Branch also ensures that data required for federal programs is available, and that the local school systems are complying with Maintenance of Effort requirements.

OFFICE OF RESEARCH, PLANNING, & PROGRAM EVALUATION
In September 2017, the Office of Research and Strategic Data Use formed under Teaching and Learning. In July 2018, it was renamed Office of Research. It was later given its current name and moved under the State Superintendent of Schools.

The Office of Research designs and conducts research projects that provide data for decisionmaking within the State Department of Education, its divisions, and local school systems. Further, the Office partners with academic institutions in developing research projects.

CHIEF OF STAFF

DIVISION OF ASSESSMENT, ACCOUNTABILITY, & PERFORMANCE REPORTING

The Division of Assessment, Accountability, and Performance Reporting 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. By June 2018, the Division of Curriculum, Assessment, and Accountability was renamed the Division of Assessment, Accountability, and Information Technology. It received its current name later.

Division of Instruction. 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 to form the Division of Curriculum, Research, Assessment, and Accountability.

Division of Curriculum, Research, Assessment, & Accountability. 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 the Division of Assessment, Accountability, and Information Technology in April 2017. Curriculum became a separate division in June 2018, when the Division restructured under its present name.

The Division of Assessment, Accountability, and Performance Reporting 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.

Folger McKinsey Elementary School, 175 Arundel Beach Road, Severna Park, Maryland, February 2020. Photo by Diane F. Evartt.

Governor Thomas Johnson High School, 1501 North Market St., Frederick, Maryland, August 2019. Photo by Diane F. Evartt.

Under the Division are two branches: Accountability, and Planning and Assessment, as well as the Bridge Plan for Academic Validation, and the Office of Information Technology.

BRIDGE PLAN FOR ACADEMIC VALIDATION
Formerly under the Division of Academic Policy and Innovation, oversight of the Bridge Plan for Academic Validation 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.

DIVISION OF EDUCATOR CERTIFICATION & PROGRAM APPROVAL

Functions of the Division of Educator Certification and Program Approval extend back to 1945 and were formalized in 1970 when the Division of Certification and Accreditation was created. In July 2013, the Division was named the Division of Educator Effectiveness and was placed under School Effectiveness. It reorganized in July 2018 under its present name.

The Division of Educator Certification and Program Approval 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 four branches: Educator Certification; Nonpublic Schools Approval; State and Federal Reporting Educator Assessment; and Teacher Preparation and Program Approval. 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).

EDUCATOR CERTIFICATION BRANCH

The Educator 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.

TEACHER PREPARATION & PROGRAM APPROVAL BRANCH

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

DIVISION OF FINANCIAL PLANNING, OPERATIONS, & STRATEGY

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 the General Assembly within 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).

OPERATIONS

Operations 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. It was later renamed Operations.

Today, Operations oversees seven offices: Equity Assurance and Compliance; Facilities and Operations; Human Resources; Information Technology; Procurement and Contract Management; Pupil Transportation and Emergency Management; and School Facilities.

OFFICE OF COMPLIANCE & MONITORING
Established in September 2018, the Office of Compliance and Monitoring investigates adherence to policy, and reviews data on grading and graduation for all public school systems in Maryland. Specifically, the Office conducts comprehensive reviews of local school systems to ensure they are in compliance with regulations governing the validation of graduation rates, as well as evaluation of principals. Also, the Office conducts on-site reviews of facilities and schools participating in the Nonpublic School Textbook Program. Finally, the Office investigates allegations of grade manipulation, misuse of educational funds, or any other fraud in local school systems.

OFFICE OF FISCAL PLANNING, RESEARCH, & EVALUATION
In May 2011, the Office of Fiscal Planning, Research, and Evaluation was organized under Finance, which reformed as Finance and Administration in July 2013. In September 2018, the Office moved under the Office of Policy and Fiscal Analysis.

OFFICE OF EQUITY ASSURANCE & COMPLIANCE
As the Office of Equal Opportunity, the Office of Equity Assurance and Compliance organized in 1976. It reorganized as the Equity Assurance and Compliance Branch in 1993 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, now Operations.

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 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 transferred to School Effectiveness and, in October 2016, was placed under Finance and Administration. In June 2018, the Office moved to the Division of Assessment, Accountability, and Information Technology. The Office later moved under Operations.

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

OFFICE OF PUPIL TRANSPORTATION & EMERGENCY MANAGEMENT
In July 2002, the Pupil Transportation Office formed within the Division of Business Services. Previously, the Nutrition and Transportation Services Branch had overseen pupil transportation. In October 2016, the Office moved to School Effectiveness, and in July 2018, the Office was restructured as the Pupil Transportation and Emergency Services Office. It later moved under Operations and adopted its current name.

Data on the number of pupils transported and on school bus accidents is compiled by the Office. Moreover, the Office helps school systems test school bus drivers for drug or alcohol use.

School buses at Stephen Decatur High School, 9913 Seahawk Road, Berlin, Maryland, June 2018. Photo by Diane F. Evartt.

The Office of School Facilities provides leadership and technical assistance to Maryland’s 24 school systems and the Maryland School for the Blind. It helps them with long-range facility planning; capital improvement program development; educational specifications; and the design, construction, and maintenance of school facilities. The Office administers the review and approval of locally funded school construction projects and leases by the State Superintendent of Schools. It reviews feasibility studies, educational specifications, and schematic designs, and with the Department of General Services reviews design development and construction documents. Responsible for developing guidelines and standards for the planning, construction, and maintenance of school facilities, the Office also supports the Nonpublic Aging Schools Program, and the Nonpublic Schools Health and Security Program..

On the Interagency Commission on School Construction, the Office represents the State Department of Education.

ORGANIZATIONAL EFFECTIVENESS

Organizational Effectiveness was formed in July 2013 as School Effectiveness. It 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.

OFFICE OF SCHOOL & COMMUNITY NUTRITION PROGRAMS

To Maryland's twenty-four public school systems, the Office offers nutrition education and training, professional development, and technical assistance. 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, meals are served in the classroom. Probably because of its convenience, 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.

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 and to School Effectiveness in July 2018.

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 Department divisions, as well as 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; Financial Services; 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.

DIVISION OF STUDENT SUPPORT, ACADEMIC ENRICHMENT, & EDUCATIONAL POLICY

The Division of Student Support, Academic Enrichment, and Educational Policy 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 as the Division of Student, Family and School Support. Formerly directly under the Office of State Superintendent of Schools, the Division transferred to School Effectiveness in July 2013. The Division restructured under its present name in July 2018.

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 two branches: Student Services and Strategic Planning, and Youth Development. The Division also is responsible for the Office of School Innovations and the Director of Community Schools.

COMMUNITY SCHOOLS

A community school is a public school that establishes strategic community partnerships to promote student achievement. Such a school also provides an array of wrap-around services, such as extended learning time outside of school hours; safe transportation to and from school; vision and dental care; and access to social workers, mentors, and psychologists.

The Director of Community Schools coordinates the professional development of community school coordinators in each community school.

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). 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 public boarding school for middle and high school students. A statewide college-preparatory school, it 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, the School now has places for 400 students enrolled in grades 6 through 11. Its first senior class graduated 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).

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.

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.

North County High School, 10 East 1st Ave., Glen Burnie, Maryland, October 2018. Photo by Diane F. Evartt.

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.

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.

PLANNING & ASSESSMENT BRANCH

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

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 it adopted the name of Division of Career and College Readiness. Formerly directly under the Office of State Superintendent of Schools, the Division transferred to Teaching and Learning in July 2013. It later changed to its current name.

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 Programs; Data and Accountability for Career Programs; and Finance and Legislation for Career Programs. The Division also oversees the Office of Leadership Development and School Improvement, and 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.

OFFICE OF LEADERSHIP DEVELOPMENT & SCHOOL IMPROVEMENT
Under Teaching and Learning, the Office of Leadership Development and School Improvement organized in January 2017. In August 2019, it moved to the Division of Career and College Readiness.

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.

CAREER PROGRAMS

Local school systems are assisted by Career Programs with career and technology education, including 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, Career Programs also works on curriculum, and programs for students who are disadvantaged, or have disabilities or a limited command of English.

Career Programs 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. Career Programs assists with programs on sex equity, single parents, displaced homemakers, and community organization projects. Beginning in 2002, Career Programs also became responsible for coordinating Americorps Vista, the Core Learning Program, High School Graduation Requirements, Middle Schools Learning, Service Learning, and Year-Round Schools.

DATA & ACCOUNTABILITY FOR CAREER PROGRAMS

Data and Accountability for Career Programs 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, Data and Accountability for Career Programs 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.

FINANCE & LEGISLATION FOR CAREER PROGRAMS

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

DIVISION OF CURRICULUM, INSTRUCTIONAL IMPROVEMENT, AND PROFESSIONAL LEARNING

Today, for public schools, the Division of Curriculum, Instructional Improvement, and Professional Learning 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 Maryland 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.

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. It also oversees three sections formerly under the Accountability Branch of the Division of Assessment, Accountability, and Information Technology. These sections include: Instructional Assessment and Professional Development, Instructional Programs, and Instructional Technology and School Library Media Services.

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).

DIVISION OF EARLY CHILDHOOD

Children's mural, Anne Arundel County Animal Control Section, 411 Maxwell Frye Road, Millersville, Maryland, July 2016. Photo by Diane F. Evartt.

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.

Since June 2018, the State's Head Start Program is known as the Ulysses Currie Head Start Program in honor of Senator Ulysses Currie (Chapters 555 & 556, Acts of 2018).

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.

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.

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.

Children's mural, Anne Arundel County Animal Control Section, 411 Maxwell Frye Road, Millersville, Maryland, July 2016. Photo by Diane F. Evartt.

DIVISION OF EARLY INTERVENTION & SPECIAL EDUCATION SERVICES

In 1978, the Division of Early Intervention and Special Education Services was established as the Division of Special Education. It became the Division of Special Education and Early Intervention Services in April 1999. Formerly directly under the Office of State Superintendent of Schools, the Division transferred to Teaching and Learning in July 2013. It adopted its present name in July 2018.

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

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).

NONPUBLIC SPECIAL EDUCATION
Formerly under the Resource Management and Monitoring Branch, the Nonpublic Special Education Section transferred to the Division of Early Intervention and Special Education Services by 2023. The 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.

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.

AUTISM WAIVER & HEALTH-RELATED SERVICES SECTION
The Autism Waiver and Health-Related Services Section is part of the Interagency Collaboration Branch.

INTERAGENCY INITIATIVES SECTION
The Interagency Initiatives Section began as the Interagency Rates Section by July 1997, and later reformed under its present name.

The Interagency Initiatives 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 State Department of Education, the Maryland 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

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.

Under the Resource Management and Monitoring Branch are two sections: Grants Management, and Nonpublic Special Education.

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