![[photo, State Department of Education, 200 West Baltimore St., Baltimore, Maryland]](/msa/mdmanual/13sdoe/images/1198-1-421b.jpg)
The general care and supervision of public education are vested in the State Department of Education, consisting of the State Superintendent of Schools, appointed by the State Board of Education, and the professional staff employed by the Board to assist the Superintendent.
State Department of Education, 200 West Baltimore St., Baltimore, Maryland, July 2003. Photo by Diane F. Evartt.
The State Board of Education was organized in Maryland in 1864. It reformed as the Board of State School Commissioners in 1870, and again became the State Board of Education in 1916. The Board 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 programs in public libraries and vocational rehabilitation. The Board also sets the standards for certification of teachers and other professional personnel and for requirements to graduate high school. If local school systems do not comply with State standards, the Board may recommend that State funds be withheld from those districts. For schools which consistently fail to improve, the Board, through the State Department of Education, also may intervene to help restructure their administration, organization, or instruction.
The Board has twelve members. Appointed by the Governor with Senate advice and consent, eleven serve four-year terms. A student member is appointed by the Governor to a one-year term (Code Education Article, secs. 2-201 through 2-205).
The State Department of Education is directed by the State Superintendent of Schools who executes policy and enforces regulations adopted by the State Board of Education. Appointed by the Board to a four-year term, the Superintendent serves as the Board's secretary-treasurer (Code Education Article, secs. 2-301 through 2-303).
The State Superintendent of Schools chairs the Interagency Committee on School Construction, and the Superintendent's Family Involvement Council and serves on the Governor's Executive Council, the Children's Cabinet; and the Cabinet Council on Criminal and Juvenile Justice. The State Superintendent also is a member of the State Child Fatality Review Team; the State Coordinating Council for Children; the State Children's Environmental Health and Protection Advisory Council; the Climate Change Commission; the Interagency Disabilities Board; the Education Coordinating Committee; the College Savings Plans of Maryland Board; the Maryland Education Council; the Task Force to Study Group-Home Education and Placement Practices; the Governor's Commission on Hispanic Affairs; the Governor's Interagency Council on Homelessness; the Maryland Advisory Commission on Manufacturing Competitiveness; the Advisory Board to the Maryland Mediation and Conflict Resolution Office; the Intergovernmental Advisory Committee for Minority Affairs; the Maryland Advisory Council for New Americans; the Professional Standards and Teacher Education Board; the Maryland Public Broadcasting Commission; the Board of Trustees, State Retirement and Pension System; the Governor's Commission on Service and Volunteerism; the Women's Health Promotion Council; and the Governor's Workforce Investment Board.
Under the State Superintendent of Schools are three deputy superintendents. One is responsible for Academic Policy, one for Administration, and one for Instruction and Academic Acceleration. The State Superintendent of Schools also directly oversees the Partnerships, Grants, and Resource Development Office, and three divisions: Leadership Development; Library Development and Services; and Rehabilitation Services. In addition, the Superintendent is assisted by the Superintendent's Family Involvement Council, the Intensive Management and Capacity Improvement Team, the Maryland Mathematics Commission, the Middle School Steering Committee, the Social Studies Task Force, and the Maryland Teacher Professional Development Advisory Council.
Council members are appointed by the State Superintendent of Schools to two-year terms. The Council meets twice yearly.
INTENSIVE MANAGEMENT & CAPACITY IMPROVEMENT TEAM (Baltimore City Special Education)
MARYLAND STATE ADVISORY COUNCIL FOR GIFTED & TALENTED EDUCATION
MARYLAND MATHEMATICS COMMISSION
The Commission submitted its recommendations to the State Board of Education in June 2001. Currently, the Commission advises the State Superintendent on developing a plan that incorporates its recommendations.
SOCIAL STUDIES TASK FORCE
The Task Force was to report its recommendations to the State Superintendent of Schools in August 2006.
MARYLAND TEACHER PROFESSIONAL DEVELOPMENT ADVISORY COUNCIL
In August 2005, the Intensive Management and Capacity Improvement Team began its work to improve all aspects of special education in the Baltimore City Public School System. Selected by the State Superintendent of Schools, the team is implementing the Department's plan to resolve a longstanding special education lawsuit filed against the Baltimore City Public School System.
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.
In October 1999, the State Superintendent of Schools formed the Maryland Mathematics Commission. The Commission reviewed data on how Maryland students perform in mathematics, and considered ways to improve that performance statewide. Issues studied included integration of the math curriculum from prekindergarten through high school; qualifications of teachers in mathematics and opportunities for professional development; time devoted to mathematics during the school day; the role of technology in mathematics instruction; and public awareness of the importance of mathematics for every student.
The State Superintendent of Schools convened the Social Studies Task Force in November 2004. The Task Force will study and review data on best practices for social studies education. It will evaluate the adequacy of instructional time and resources currently allotted to social studies. To enhance social studies education statewide, the Task Force will develop an action plan for professional development for social studies teachers and for creating partnerships with local museums and historical organizations.
In January 2003, the State Superintendent of Schools convened the Maryland Teacher Professional Development Advisory Council. The Council was charged with developing a set of standards for continuing education and professional development for teachers. In December 2004, the Council made its recommendations to the Superintendent in a report titled Helping Teachers Help Students: The Imperative for High-Quality Professional Development. The State Superintendent of Schools and the State Board of Education then requested that the Council continue to provide an annual update on the status of its recommendations and their implementation. In January 2006, the Council submitted another report, Helping Teachers Help All Students: Responding to the Imperative for High-Quality Professional Development for Maryland's Teachers.
In 1989, the Division of Leadership Development was created as the Office of Maryland School Performance. Under the School Improvement Services Office, it reorganized in 1993 as the School Performance, Product, and Service Development Office. In 1994, it was renamed School Performance: Research and Development, and in July 1997, the Office of Research and Development. The Office reformed as the Division of Professional and Strategic Development in July 2000 and transferred to the oversight of the State Superintendent in 2001. In January 2003, the Division adopted its present name.
The Division investigates ways to improve public education by improving its leadership. It develops and implements training for principals, assistant principals, assistant superintendents, and aspiring teacher leaders. 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, the Milken Awards Program, and the Christa McAuliffe Fellowship Award Program.
The Division oversees six branches: Elementary School Initiatives; Middle School Initiatives; High School and Postsecondary Initiatives; Grant Program Initiatives; School Improvement Initiatives; and Succession Initiatives.
Under the Division of Leadership Development, the Branch develops methodologies, tools, and services geared to improve school accountability and student achievement in reading and mathematics programs from early childhood through elementary school.
Maryland Academic Intervention and Support Program. For prekindergarten through 5th grade, the Branch coordinates implementation of this program which grants funds to local school systems for students with deficiencies in reading or mathematics (Chapter 492, Acts of 2000).
The Branch oversees regional staff development centers serving the Eastern Shore, Baltimore City, Prince George's County, and western Maryland. It provides leadership and coordinates the Teacher Mentoring Program. The Branch also is responsible for the Instructional Framework System; School Improvement Leadership Training, and Technical Assistance and Support Teams Training; and State-Aided Institutions Grants.
GOALS 2000 PROGRAM
This unit identifies critical issues in education and finds ways to use departmental resources effectively. It oversees State plans to meet national education goals set in the Goals 2000 Educate America Act (P.L. 103-227) passed by the U.S. Congress in 1994.
Schools for Success and Goals 2000 Program. Also administered by the unit, this program awards funds to local school systems for school improvement.
The Division of Library Development and Services began in 1935 as the Office of Public Libraries, and became the Division of Library Extension in 1946. It reorganized under its present name in 1969. As the State library agency, the Division administers State and federal programs to improve library services in public schools and libraries throughout the State (Code Education Article, secs. 23-102 through 23-105).
Under the Division are two branches: Maryland State Library for the Blind and Physically Handicapped; and Public Libraries and State Networking. The Maryland Advisory Council on Libraries advises the Division.
The Council has twelve members. Seven are appointed by the Governor to five-year terms. Five serve ex officio. The Governor names the chair. The Assistant State Superintendent for Library Development and Services is secretary to the Council (Code Education Article, sec. 23-106).
In 1968, the Maryland State Library for the Blind and Physically Handicapped opened. The Library serves eligible blind and physically handicapped residents of Maryland. It is the Maryland regional library under the National Library Services for the Blind and Physically Handicapped of the Library of Congress.
Maryland State Library for the Blind and Physically Handicapped, 415 Park Ave., Baltimore, Maryland, December 2007. Photo by Diane F. Evartt.
The Library has one subregional branch, the Special Needs Library.
Of the Committee's seventeen members, the Governor appoints fourteen, and three serve ex officio. Authorization for the Committee extends to December 1, 2010.
SPECIAL NEEDS LIBRARY
The Special Needs Library started in 1972. The Library serves the blind and physically handicapped residents of Montgomery County. It is closed on Wednesdays and Sundays.
Origins of the Public Libraries and State Networking Branch trace to 1902 when the State Library Commission was created (Chapter 47, Acts of 1902). Commission responsibilities for public library development were assigned to the Office of Public Libraries under the State Board of Education in 1935, and to the Division of Library Extension from 1947 to 1971. Within the Division of Library Development and Services, the Public Libraries Branch was formed in 1971 and renamed the Public Libraries and State Networking Branch in 1988. The Branch provides leadership and technical assistance to improve library service.
The Branch oversees the State Library Network through which Maryland residents obtain library materials and gain access to information not available in their local library. The Network provides interlibrary loan, direct lending of materials, technical assistance to libraries, and staff training. More than 400 Maryland libraries participate in the State Library Network. These include public, university, college and community college libraries. Centered at Enoch Pratt Free Library in Baltimore, the Network is aided by three regional resource centers: the Eastern Shore Regional Resource Center (Salisbury); Southern Maryland Regional Library Association (Charlotte Hall); and the Western Maryland Public Libraries Regional Resource Center (Hagerstown) (Code Education Article, secs. 23-201, 23-202).
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).
The Division of Rehabilitation Services helps enable persons with physical or mental disabilities to live and work independently (Code Education Article, sec. 21-301 through 21-309). Through five regional offices and twenty-two local offices, the Division provides medical and vocational evaluation, counseling and guidance, and training in vocations and independent-living skills. These offices give reader and interpreter services, physical and mental restoration, and rehabilitation engineering. They help persons with disabilities find and keep jobs. Through supported employment, the offices monitor clients' job performance and provide on-the-job training and coaching. They also assist former clients, as needed, who are employed.
The Interagency State Plan for Transitioning Students with Disabilities is developed and implemented by the Division (Chapter 435, Acts of 1995). To coordinate postgraduate services to students with disabilities, Division staff work with other divisions; the Department of Business and Economic Development; the Department of Health and Mental Hygiene; and the Office for Individuals with Disabilities (Code Education Article, sec. 21-305).
Under the Division are Disability Determination Services, and four offices: Blindness and Vision Services; Business Support Services; Field Services; and Program and Community Support. The Division is aided by the Maryland State Rehabilitation Council.
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, the Governor's Committee on Employment of People with Disabilities, and the Maryland Advisory Council on Mental Hygiene.
Council members are appointed by the Governor to three-year terms.
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 Client Services. Under contract with the federal Social Security Administration, the Division of Rehabilitation Services administers the program.
WORKFORCE & TECHNOLOGY CENTER
Located 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.
Academic Policy oversees the Communications and Policy Branch.
Administration oversees offices for Audit, Equity Assurance and Compliance, Human Resources, and Information Technology, as well as three divisions: Accountability and Assessment; Business Services; and Certification and Accreditation.
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.
Duties of the Division of Accountability and Assessment started in 1921 when the Bureau of Educational Measurements formed within the State Department of Education. 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, the Division assumed its current name.
The Division administers the 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.
Under the Division are three branches: Accountability; Assessment; and Planning.
The Branch maintains the Education Data Warehouse. From local school systems, the Branch collects and compiles data for local, State and federal reports. 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.
The Branch is responsible for the administration, scoring and validation of the Maryland School Assessment, as well as other student achievement tests.
Alternate Maryland School Assessment.
High School Assessment Program. Beginning with the class of 2005, the Program tests students who have completed required courses in English, mathematics, science, and social studies. These tests replaced functional tests as a requirement for graduation from high school.
Maryland School Assessment. In March 2003, the first Maryland School Assessment tests were given to students in grades 3, 5, and 8 for reading and mathematics, and to students in grade 10 for reading. By 2008, students also will be tested for science achievement. These tests meet the requirements of the federal No Child Left Behind Act and replace the Maryland School Performance Assessment Program.
Norm-Referenced Testing Program. This program uses the California Test of Basic Skills 5 to evaluate children in grades 2, 4, and 6. Their scores are compared with the performance of students in the same grade nationwide.
The Division of Business Services was organized in 1992 from the Office of Administration and Finance. Formerly under the supervision of the Deputy State Superintendent for Finance, the Division transferred to Administration in 2003. The Division develops and implements the administrative and financial policies, procedures, and systems of the Department.
The Office of Pupil Transportation is overseen by the Division along with six branches: Accounting; Administrative Services; Budget; Finance, Reporting, and Coordination; School and Community Nutrition Programs; and School Facilities.
OFFICE OF PUPIL TRANSPORTATION
Transportation of pupils to and from public schools is supervised by the Office. Data on the number of pupils transported and on school bus accidents also is compiled by the Office. In FY2005, the Office oversaw transportation for 617,494 pupils. Moreover, the Office helps school systems test school bus drivers for drug or alcohol use.
Besides working with Maryland's twenty-four public school systems, the Branch helps nearly 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. The Branch also offers nutrition education and training. In addition, the Branch administers eight federal food and nutrition programs:
Another program, Maryland Meals for Achievement, is an innovative, State-funded classroom breakfast project which began in 1998.
Functions of the Division of Certification and Accreditation extend back to 1945 and were formalized in 1970 when the Division was created. The Division certifies teachers and other professional personnel; oversees the preparation and assessment of candidates for principalship; and approves the educational programs of nonpublic schools.
Under the Division are three branches: Certification; Nonpublic School Approval; and Program Approval and Assessment.
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).
The 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 Justice. 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.
Instruction and Academic Acceleration started in 1988 when the Bureau of Educational Development formed. The Bureau reorganized as the School Improvement Services Office in 1992. In January 2003, it became Instruction and Academic Acceleration.
The office oversees the Bridge Plan for Academic Validation, the Office of School Innovations, Special Projects, and five divisions: Career Technology and Adult Learning; Early Childhood Development; Instruction; Special Education and Early Intervention Services; and Student, Family, and School Support.
In July 2006, the Office became responsible for oversight of Residential Boarding Education Programs.
For the 2008-09 school year, the Program will begin accepting qualified students from all over the State.
The Board consists of twenty-five members. 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).
In Maryland, an adult education program was initiated in 1941. 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 and counties. By 1950, the Division of Career Technology and Adult Learning started as the Division of Vocational 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).
Career and technology education are overseen by the Division. 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 the Juvenile Services Education Program, and three branches: Career and Technology Education Instructional; Career and Technology Education Systems; and Career and Technology Education Student and Assessment Services.
The Committee advises the State Department of Education, the State Superintendent of Schools, and the Governor's Workforce Investment Board on matters related to adult education.
The Board supervises and administers State vocational education.
Local school systems are assisted with career and technology education by the Branch. Programs cover agriculture, business and office education, consumer education, distribution and marketing, entrepreneurship, health occupations, home economics, postsecondary and adult programs, technology, teen parenting, trade and industry, and youth organizations. With local schools, the Branch also works on curriculum, and programs for students who are disadvantaged, or have disabilities or a limited command of English.
The Branch helps local school systems and community colleges teach students how to choose and prepare for a career. Beginning in kindergarten and continuing through grade 12, students are introduced to different careers. Programs cover apprenticeships, career academies, and other school- and work-based projects. The Branch assists with programs on sex equity, single parents, displaced homemakers, and community organization projects. Beginning in 2002, the Branch also became responsible for coordinating Americorps Vista, the Core Learning Program, High School Graduation Requirements, Middle Schools Learning, Service Learning, and Year-Round Schools.
Further, the Branch provides State-level leadership and conducts statewide conferences and competition for student organizations, including: Distribution Education Clubs of America (DECA); Future Business Leaders of America (FBLA); Future Consumer and Community Leaders of America (FCCLA); Health Occupations Students of America (HOSA); and SkillsUSA-Vocational Industrial Clubs of America.
Local school systems, community colleges, the Division of Career Technology and Adult Learning, and other State agencies are helped by the Bureau to develop, finance, and administer career and technology education. The Branch also assists them with data analysis.
The Director of the Program implements and administers the educational programs developed by the Coordinating Council for Juvenile Services Education Programs, and assesses regularly whether the educational needs of each child under the Program are being met. The Director is appointed by the State Superintendent of Schools in consultation with the Secretary of Juvenile Services.
The Council consists of seven members. Two are appointed by the Governor to four-year terms. Five members serve ex officio, one of whom is a county superintendent of schools designated by the State Superintendent of Schools from a county in which a juvenile residential facility is located.
The Office of Child Care originated as the Office of Child-Care Licensing and Regulation 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 safe and sanitary conditions; proper care, protection, and supervision; 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 Family Law Article, secs. 5-570 through 5-589).
The Office is responsible for regional child-care offices, and three branches: Credentialing; Licensing; and Program Development.
The Council has from twenty-five to thirty members. They 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 Family Law Article, secs. 5-590 through 5-593).
HEAD-START COLLABORATION
Head-Start Collaboration Network. The Network began in 1993. To better serve families in the federal Head-Start Program, the Head-Start Collaboration Network helps 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.
In 1945, the Division of Instruction was established, although its earliest duties have been carried out by the Department since 1920. The Division became the Division of Instruction and Staff Development in 1994, and resumed its former name in July 2000.
For public schools, the Division formulates guidelines for curriculum to be approved by the State Superintendent of Schools. Guidelines also set standards for educational programs of State agencies.
The Division approves plans to reform schools that receive help from the Challenge System Initiative or through Carnegie Foundation grants. With the Department of Health and Mental Hygiene, the Division sets standards and guidelines for school health programs. The Division also trains staff; audits programs; and sponsors conferences on curriculum and learning.
Under the Division are the Office of Reading First and four branches: Assessment and Professional Development; Curriculum; Instructional Programs; and Instructional Technology and School Library Media Services. Also, the Division is assisted by the Web-Based Learning Project Steering Committee.
Formerly the Curriculum Development Branch, Curriculum is responsible for six units: Fine Arts; Health and Physical Education; Mathematics; Reading and English Language Arts; Science; and Social Studies.
The work of Instructional Programs is carried out by five sections: Advanced Placement and College Board; Athletics; English Language Learner Requisite and Title III; Gifted and Talented; and World Languages.
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 reorganized as the Instructional Technology and School Library Media Services Branch. In July 2003, it received its present name.
The Office of Reading First distributes federal funds specifically targeted to improve children's reading abilities through scientifically proven methods of instruction.
Established in 1978 as the Division of Special Education, the Division of Special Education and Early Intervention Services received its present name in April 1999. The Division works with parents and local school systems to educate all children and youth with disabilities. The Division assists local school systems with early childhood programs, individual education plans, nondiscriminatory testing, personnel development, and program evaluation. It also supervises education in approved public and private institutions and assesses the educational needs of children with profound or complex disabilities.
Administering both State and federal programs for special education, the Division directs six branches: Complaint Investigation and Due Process; Early Childhood Intervention and Education; Family Services and Interagency; Special Education Administration and Quality Assurance; Special Services; and Student Achievement and Professional Development.
The Branch helps infants and toddlers with disabilities and their families.
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; P.L. 99-457). The Branch also supports preschool special education for children, ages three to five (Code Education Article, sec. 8-416).
The Council's fifteen members are appointed by the Governor with Senate advice and consent (Code Education Article, sec. 8-416).
The Branch administers the Nonpublic Tuition Assistance Program and the rate-setting process for out-of-home residential programs for children. With the State Coordinating Council, the Branch reviews all residential placements of special education students in out-of-state private schools. It also cooperates with the Governor's Office for Children and other State agencies to expand community programs so that children with disabilities may return from out of state to regular classrooms in Maryland.
INTERAGENCY RATES SECTION
NONPUBLIC SPECIAL EDUCATION SECTION
The Branch works with local school systems to provide special education. It also 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.
Local education agencies and the Department are assisted by the Branch to develop and implement programs for children ages 6 to 21 who have 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.
The Division of Student, Family and School Support originated in 1966 as the Division of Federal-State Programs. In 1972, it reorganized as the Division of Compensatory, Urban, and Supplemental Programs. It became the Division of Compensatory Education and Support Services in 1988, and was renamed Division of Student and School Services in 1999. In March 2006, the Division reorganized under its present name. The Division administers and supervises federal and State programs to educate children who may fail academically due to social or economic disadvantages (P.L. 103-382; Code Education Article, secs. 5-204; 5-206; 5-207; 8-101 through 8-107).
Under the Division are the Office of Comprehensive Planning and School Support, and three branches: Program Improvement and Family Support; Student Services and Alternative Programs; and Youth Development.
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.
The Office helps communities establish health centers in schools. For children from low-income families who otherwise might not receive medical care, the centers provide access to comprehensive health care. Services includes preventive dental care, health education, mental health services, medical care, and social services. Most centers are based in elementary schools and are managed locally. In seven counties and Baltimore City, fifty-five centers operated during the 1999-2000 school year.
The Advisory Council leads interagency efforts to set up health centers in Maryland's schools. It sets standards for school-based health centers, monitors their progress, recommends policy and legislation to promote the centers, and seeks out funding for their support.
The Governor appoints seventeen of the Council's twenty-five members, and also names the chair. Six members serve ex officio, and the Senate President and House Speaker each appoint one member (Code Education Article, secs. 7-4A-01 through 7-4A-05).
CHARACTER EDUCATION OFFICE
STUDENT SERVICE LEARNING
Student Service Learning helps local schools provide opportunities for students to serve their community. In Maryland, such service has been mandated for high school graduation since 1997. This office also approves local plans for new community service programs in high schools.
? Copyright Maryland State Archives
ELEMENTARY SCHOOL INITIATIVES BRANCH
The Elementary and Middle School Initiatives Branch formed within the Division of Professional and Strategic Development in July 2000 as Elementary and Middle School Initiatives. In October 2001, it split into two branches: Elementary School Initiatives; and Middle School Initiatives. The branches rejoined in July 2002 as the Elementary and Middle School Initiatives Branch and split again in 2005.
MIDDLE SCHOOL INITIATIVES BRANCH
HIGH SCHOOL & POSTSECONDARY INITIATIVES BRANCH
The High School and Postsecondary Initiatives Branch began in July 2000 under the Division of Professional and Strategic Development. The Branch coordinates high school improvement initiatives, and works on ways to improve student performance and high school school accountability. Leadership training for high school principals is coordinated and evaluated by the Branch.
GRANT PROGRAM INITIATIVES BRANCH
Within the Division of Certification and Accreditation, the Grant Program Initiative Branch formed in 1981 as the Staff Development Branch. In 1994, the Branch became part of the Division of Instruction and Staff Development, and in July 2000 moved to the Division of Professional and Strategic Development. In October 2001, the Branch restructured as the Professional Development Grants Branch which became part of the Division of Leadership Development in 2003. The Branch assumed its current name in July 2005.
The Goals 2000 Program began in 1995 when the State Superintendent of Schools formed the Strategic Planning Unit to conduct short- and long-term planning for Department divisions. The Unit in 1997 was renamed Grants and Goals 2000. In May 1999, it became Goals 2000 Program and transferred to the Office of Research and Development, which became the Division of Professional and Strategic Development in July 2000.
SCHOOL IMPROVEMENT INITIATIVES BRANCH
SUCCESSION INITIATIVES BRANCH
The Succession Initiatives Branch was established in July 2005 within the Division of Leadership Development. To improve school achievement for every Maryland child, the Branch works to build and sustain the State's network of principals, assistant principals, administrators and teachers who provide leadership within the public school system. For assistant school principals and potential school leaders, the Branch develops, implements, and coordinates programs for professional development opportunities. The Branch also assists local school systems in creating their own programs to assure the quality and quantity of persons trained and prepared for leadership positions in the public school system.
DIVISION OF LIBRARY DEVELOPMENT & SERVICES
Nancy S. Grasmick State Education Building, 200 West Baltimore St., Baltimore, MD 21201
MARYLAND ADVISORY COUNCIL ON LIBRARIES
In 1971, the Maryland Advisory Council on Libraries was created (Chapter 770, Acts of 1971). The Council advises the Division of Library Development and Services, the State Superintendent of Schools, the State Board of Education, and the Governor.
![[photo, Maryland State Library for the Blind and Physically Handicapped, 415 Park Ave., Baltimore, Maryland]](/msa/mdmanual/13sdoe/images/1198-1-2569.jpg)
MARYLAND STATE LIBRARY FOR THE BLIND & PHYSICALLY HANDICAPPED
415 Park Ave., Baltimore, MD 21201 - 3603
Through the Maryland State Library for the Blind and Physically Handicapped, those who are legally blind, visually limited, physically limited, or reading disabled may borrow books and recordings. These include books in braille or with large type, and recordings on discs and cassettes.
INSTRUCTIONAL MATERIALS ACCESS GUIDELINES COMMITTEE
To coordinate the distribution of instructional materials to blind and other print-disabled students, the Maryland State Library for the Blind and Physically Handicapped was authorized to convene the Instructional Materials Access Guidelines Committee, effective October 1, 2007 (Chapters 317 & 318, Acts of 2007).
6400 Democracy Blvd., Bethesda, MD 20817
PUBLIC LIBRARIES & STATE NETWORKING BRANCH
Nancy S. Grasmick State Education Building, 200 West Baltimore St., Baltimore, MD 21201
DIVISION OF REHABILITATION SERVICES
2301 Argonne Drive, Baltimore, MD 21218 - 1696
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).
DISABILITY DETERMINATION SERVICES
P. O. Box 6338, 170 West Ridgely Road, Suite 310, Baltimore, MD 21204 - 6338
OFFICE FOR BLINDNESS & VISION SERVICES
In December 2004, the Office for Blindness and Vision Services formed within the Division of Rehabilitation Services to improve services to persons who are blind or vision impaired. All Division programs designed for the blind or vision impaired are overseen by the Office. These include preparation for employment and independent-living; community-based services, such as mobility training and communication device training; and evaluation and training, Braille instruction, mobility and orientation, and peer support programs offered by the Workforce and Technology Center. The Office also administers the Maryland Business Enterprise Program for the Blind.
OFFICE OF BUSINESS SUPPORT SERVICES
The Office of Business Support Services formed as Program and Administrative Support Services and received its current name in January 1997. For the Division of Rehabilitation Services, the Office oversees Facilities Management; Fiscal Operations; Human Resources; Management Information Services; and Program Income.
OFFICE OF FIELD SERVICES
Within the Division of Rehabilitation Services, the Office of Field Services originated as the Office of Client Services and reorganized under its present name in 2003. The Office serves persons with severe disabilities and secures competitive employment for them. At 22 local offices and the Workforce and Technology Center, the Office of Field Services provides counseling, physical restoration, vocational training, and job placement.
2301 Argonne Drive, Baltimore, MD 21218 - 1696
OFFICE OF PROGRAM & COMMUNITY SUPPORT
Formerly the Office of Communications and Community Relations, the Office of Program and Community Support works through four programs: Client Assistance; Program Support; Public Information and Planning; and Volunteer Services.
ACADEMIC POLICY
Under the direction of a Deputy State Superintendent, Academic Policy formed in January 2003. This office creates and implements major strategic initiatives that ensure that the State meets its own educational goals, as well as accountability provisions from the federal No Child Left Behind Act of 2001.
COMMUNICATIONS & POLICY BRANCH
The Communications and Policy Branch originated as the School and Community Outreach Office, became the Communications and Strategic Planning Office and assumed its current name in 2005.
ADMINISTRATION
Nancy S. Grasmick State Education Building, 200 West Baltimore St., Baltimore, MD 21201
EQUITY ASSURANCE & COMPLIANCE OFFICE
As the Office of Equal Opportunity, the Equity Assurance and Compliance Office organized in 1976. In 1993, it became the Equity Assurance and Compliance Branch within the Division of Instruction, later the Division of Instruction and Staff Development. The Branch was reconstituted as the Equity Assurance and Compliance Office and moved to Administration on July 1, 2002.
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. The Office develops and maintains the Department's technology programs, strategies, policy, and standards that support critical business functions and departmental objectives.
DIVISION OF ACCOUNTABILITY & ASSESSMENT
Nancy S. Grasmick State Education Building, 200 West Baltimore St., Baltimore, MD 21201
ACCOUNTABILITY BRANCH
The Accountability Branch originated as the Statistical Services Branch. Renamed Results Branch, it was placed under the Division of Planning, Results, and Information Management in 1992. The Branch became the Information Management Branch in 1999, and adopted its present name in 2004.
ASSESSMENT BRANCH
Formerly within the Division of Instruction, the Assessment Branch joined the Division of Planning, Results, and Information Management in 1994 (renamed Division of Accountability and Assessment in 2004).
PLANNING BRANCH
Organized in 1992, the Planning Branch develops the budget and monitors projects in the Division of Accountability and Assessment. The Branch also helps develop and administer tests, scores them, and reports the results.
DIVISION OF BUSINESS SERVICES
Nancy S. Grasmick State Education Building, 200 West Baltimore St., Baltimore, MD 21201
In July 2002, the Office of Pupil Transportation formed within the Division of Business Services. Previously, the Nutrition and Transportation Services Branch oversaw pupil transportation.
SCHOOL & COMMUNITY NUTRITION PROGRAMS BRANCH
The School and Community Nutrition Programs Branch originated in 1981. First called the Nutrition and Transportation Services Branch, it began when programs for food service and pupil transportation merged within the Department. In 2002, it reorganized under its present name.
After-School Snack Program;
Child and Adult Care Food Program;
Food Distribution Program;
National School Lunch Program;
Nutrition Education and Training Program;
School Breakfast Program;
Special Milk Program; and
Summer Food Service Program.SCHOOL FACILITIES BRANCH
The School Facilities Branch helps local school systems plan capital improvements, and sets guidelines and standards for school design, construction, and management. The Branch oversees approval by the State Superintendent of Schools for locally funded school construction projects that cost more than $350,000. The Branch also collects and analyzes data on energy use in each public school and represents the Department on the Interagency Committee on School Construction.
DIVISION OF CERTIFICATION & ACCREDITATION
Nancy S. Grasmick State Education Building, 200 West Baltimore St., Baltimore, MD 21201
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.
CERTIFICATION BRANCH
The Certification Branch formed in 1981 as the Teacher Education and Certification Branch and received its present name in 1994. The Branch certifies teachers, specialists, and administrators in public schools, and in approved schools operated by State agencies.
NONPUBLIC SCHOOLS APPROVAL BRANCH
As the Nonpublic Schools Accreditation Branch, the Nonpublic Schools Approval Branch started in 1948. It adopted its present name in 1994.
PROGRAM APPROVAL & ASSESSMENT BRANCH
The Program Approval and Assessment Branch began in 1981 as a part of the Teacher Education and Certification Branch and reorganized under its present name in 1994. The Program Approval and Assessment Branch evaluates and approves programs to educate teachers and prepare other professionally certified personnel. The Branch also coordinates assessments of teachers and principals.
STATE TEACHER EDUCATION COUNCIL
The State Teacher Education Council was formed by the State Superintendent of Schools in 1984. Then, it was known as the State Coordinating Council on Field Experiences. Under its present name, it reorganized in April 1992. The Council advises the State Superintendent on issues and practices in teacher education.
INSTRUCTION & ACADEMIC ACCELERATION
Nancy S. Grasmick State Education Building, 200 West Baltimore St., Baltimore, MD 21201
BRIDGE PLAN FOR ACADEMIC VALIDATION
For graduation from high school in 2009 and after, the State Board of Education in 2007 approved an alternative path for students who, after two attempts, did not pass High School Assessment exams.
OFFICE OF SCHOOL INNOVATIONS
In 2005, the Office of School Innovations was created within the Office of the Deputy State Superintendent for Instruction and Academic Acceleration. The Office provides leadership and technical assistance to school districts in establishing public charter schools in accordance with the Public Charter School Act of 2003 (Chapter 358, Acts of 2003).
RESIDENTIAL BOARDING EDUCATION PROGRAMS
In July 2006, the Department was mandated to set up a residential boarding education program for at-risk and disadvantaged students beginning in grades 5 and 6 (Chapter 397, Acts of 2006). Students must meet certain eligibility criteria, such as poverty, disability, chronic truancy or trouble in school, poor achievement in school, or family problems. Run by an experienced operator, the Program 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. The Program is subject to the same accountability standards and compliance with federal law as are other Maryland schools.
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).
DIVISION OF CAREER TECHNOLOGY EDUCATION
Nancy S. Grasmick State Education Building, 200 West Baltimore St., Baltimore, MD 21201
STATE ADVISORY COMMITTEE FOR ADULT & COMMUNITY SERVICES
The State Advisory Committee for Adult and Community Services originated in December 1979 as the Advisory Committee for the School-Community Centers Program within the State Department of Education. In 1980, the Committee assumed its present name and broadened its responsibilities to cover adult and community education. In 1993, it was made part of the Workforce Investment Board (Executive Order 01.01.1993.30; Executive Order 01.01.1998.23). In 2004, it moved back to the State Department of 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).
CAREER & TECHNOLOGY EDUCATION INSTRUCTIONAL BRANCH
The Career and Technology Education Instructional Branch began in 1981 as the Program Development and Operations Branch. In 1992, it was renamed the Career and Technology Services Branch. In 1995, the Branch assumed functions of the School-to-Work Transition Services Branch and reorganized as the Career Connection Branch. Renamed the Career Technology Instructional Services Branch in 1997, it received its present name July 1, 1997.
CAREER & TECHNOLOGY EDUCATION STUDENT & ASSESSMENT SERVICES BRANCH
In July 2000, the Career and Technology Education Student and Assessment Services Branch formed within the Division of Career Technology and Adult Learning. The Branch collects, analyzes, and reports outcome data on career and technology education programs and students. For local school systems and community colleges, the data targets what programs work and which need to be improved. The data is available to students for making informed enrollment decisions. The Branch also is developing a statewide credentialing system for career and technology students.
CAREER & TECHNOLOGY EDUCATION SYSTEMS BRANCH
The Career and Technology Education Systems Branch organized in 1981 as the Support Services Branch. Renamed the Administrative Support Services Branch in 1992, it became the Program Support Services Branch in 1993; and the Career Technology Systems Support Branch in 1997. It reformed under its present name July 1, 1997.
JUVENILE SERVICES EDUCATION PROGRAM
In June 2004, the Juvenile Services Education Program was created within the Department (Chapter 535, Acts of 2004). By July 1, 2012, the Program is to have assumed responsibility for educational services at all residential facilities of the Department of Juvenile Services.
COORDINATING COUNCIL FOR JUVENILE SERVICES EDUCATION PROGRAMS
In June 2004, the Coordinating Council for Juvenile Services Education Programs was created (Chapter 535, Acts of 2004). For each residential facility under the jurisdiction of the Department of Juvenile Services, the Council develops, recommends, and approves an educational program that meets the specialized educational needs of the children in that facility. The Council advocates for and promotes educational opportunities for children in Department of Juvenile Services custody, and works to ensure that quality education is available to them. Periodically, the Council assesses the effectiveness of each educational program it has approved.
DIVISION OF EARLY CHILDHOOD DEVELOPMENT
In July 2005, the Division of Early Childhood Development was established under the Deputy State Superintendent for Instruction and Academic Acceleration (Chapter 585, Acts of 2005). The Division oversees the Office of Child Care, and the Early Learning Branch.
OFFICE OF CHILD CARE
Nancy S. Grasmick State Education Building, 10th floor, 200 West Baltimore St., Baltimore, MD 21201
EARLY CHILDHOOD DEVELOPMENT ADVISORY COUNCIL
Formed in 1991 as the Advisory Council, the Early Childhood Development Advisory Council adopted its present name in 2005 (Chapter 394, Acts of 1991; Chapter 585, Acts of 2005). It advises the Office of Child Care on regulations, issues, problems, and interagency priorities.
EARLY LEARNING BRANCH
Formerly under Curriculum within the Division of Instruction, the Early Learning Office transferred as the Early Learning Branch to the Division of Early Childhood Development in July 2005. The Branch provides technical assistance and monitors programs for primary education; school readiness assessment; parent involvement; child care for school children; and early identification of and intervention for children who begin kindergarten disadvantaged due to learning disabilities or socioeconomic factors.
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. Head-Start Collaboration oversees 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. The Council works through a steering committee and three standing committees concerned with Child Care, Health, and Community Capacity-Building. In July 2003, the Council transferred to the State Department of Education.
DIVISION OF INSTRUCTION
Nancy S. Grasmick State Education Building, 200 West Baltimore St., Baltimore, MD 21201
WEB-BASED LEARNING PROJECT STEERING COMMITTEE
At the request of the State Superintendent of Schools, the Web-Based Learning Project Steering Committee began its work in December 2000. The Committee is to develop an implementation plan and funding strategy to bring Internet-based learning (including credit courses) to teachers and students statewide. The plan should include nontraditional learning opportunities and financial options, and use resources already developed by other states and the Southern Regional Education Board. The Committee will oversee implementation of its plan, and update it to reflect new technologies.ASSESSMENT & PROFESSIONAL DEVELOPMENT
Within the Division of Instruction, Assessment and Professional Development originated in July 2003 as two separate units: Assessment, and Teacher Professional Development. Those units merged in July 2004 to form Assessment and Professional Development.
CURRICULUM
As part of the Division of Instruction, 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.
INSTRUCTIONAL PROGRAMS
Instructional Programs began as the Instructional Development, Enrichment, and Advancement Branch, became Curriculum and Administration in September 2002, Administration and Instructional Programs in July 2003, and reorganized under its present name in July 2004. It oversees State programs for gifted and talented students; fine arts; comprehensive health education; physical education; and athletics.
INSTRUCTIONAL TECHNOLOGY & SCHOOL LIBRARY MEDIA SERVICES
Instructional Technology and School Library Media Services administers State and federal programs that provide funding for technology in local school systems. The Branch 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.
OFFICE OF READING FIRST
Within the Office of State Superintendent of Schools, the Office of Reading First formed in May 2003. In July 2008, the Office transferred to the Division of Instruction.
DIVISION OF SPECIAL EDUCATION & EARLY INTERVENTION SERVICES
Nancy S. Grasmick State Education Building, 200 West Baltimore St., Baltimore, MD 21201
COMPLAINT INVESTIGATION & DUE PROCESS BRANCH
The Complaint Investigation and Due Process Branch was created in 2003.
EARLY CHILDHOOD INTERVENTION & EDUCATION BRANCH
The Early Childhood Intervention and Education Branch formed in 1988 as the Infants and Toddlers Program, initiated by the State Department of Education. The Program transferred to the Office for Children, Youth, and Families in 1990 (Chapter 419, Acts of 1990). When the Infants and Toddlers Program moved back to the State Department of Education in 1997, the Infants and Toddlers Program and Preschool Services Branch formed within the Division of Special Education on July 1, 1997 (Chapter 386, Acts of 1997). In September 2008, the Branch reformed under its present name within the Division of Special Education and Early Intervention Services.
STATE INTERAGENCY COORDINATING COUNCIL
In 1988, the Governor started the State Interagency Coordinating Council 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 was authorized by statute (Chapter 419, Acts of 1990). The Council helps develop and implement the Early Intervention Program, identifies resources, and assists with interagency agreements.
FAMILY SERVICES & INTERAGENCY BRANCH
The Family Services and Interagency Branch began as the Nonpublic Schools Branch in 1978, reorganized as the Community and Interagency Services Branch in July 1997, and in 2001 became the Divisional and State Interagency Services Branch. The Branch reformed under its present name in 2008.
For the Governor's Office for Children, Youth, and Families and the departments of Budget and Management, Education, Health and Mental Hygiene, Human Resources, and Juvenile Services, the Interagency Rates Section manages the rate-setting process of reimbursement to providers of out-of-home residential services for children. The Section also staffs the Interagency Rates Committee.
Nonpublic Tuition Assistance Program. Through this program, the Branch 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 Branch ensures that the children are placed in regular classrooms or in programs that encourage their independence. To ensure compliance with State and federal regulations, the Branch monitors day and residential schools.
STUDENT ACHIEVEMENT & PROFESSIONAL DEVELOPMENT BRANCH
The Program Administration, Staff Development and Support Branch started as the Program Administration and Evaluation Branch in 1978 and became the Program Administration and Support Branch in 1992. It reorganized as the Program Administration, Staff Development and Support Branch in 2001. In September 2008, it merged with the Student Achievement, and Results Branch (created in November 2002) to form the Student Achievement and Professional Development Branch.
DIVISION OF STUDENT, FAMILY & SCHOOL SUPPORT
Nancy S. Grasmick State Education Building, 200 West Baltimore St., Baltimore, MD 21201
PROGRAM IMPROVEMENT & FAMILY SUPPORT BRANCH
In 1988, the Program Improvement and Family Support Branch began as the Compensatory and Migrant Education Branch. Renamed Compensatory Education Branch in 1995, it received its present name in 1999. The Branch helps local school systems and other agencies design education programs for disadvantaged children. For students in high poverty areas, the Branch supplements instruction and devises ways to increase family literacy. Schools are aided by the Branch to hire extra teachers, buy additional equipment and materials, teach before and after school, and train staff. The Branch funds education for neglected and delinquent youth in juvenile detention centers and adult prisons.
STUDENT SERVICES & ALTERNATIVE PROGRAMS BRANCH
The Student Services and Alternative Programs Branch formed in 1966 as the Pupil Services Branch. It was renamed Pupil Services and Drug-Free Schools Branch in 1992. It resumed its former name in 1995 and became the Student Services and Alternative Programs Branch in 1999. The Branch assists local school systems with programs to improve the emotional, mental and physical well-being of students. These 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. To schools with disruptive students or students who may not complete high school, the Branch allocates federal and State funds. Funds help pupil personnel directors reduce truancy; provide alternative education and develop home instruction guides for children absent from school. The Branch also works to educate homeless children and youth.
MARYLAND SCHOOL-BASED HEALTH CARE POLICY OFFICE
In 1994, the Maryland School-Based Health Center Initiative began as Maryland Making the Grade within the Office for Children, Youth, and Families. It was renamed the Maryland School-Based Health Center Initiative in January 1998 and, since 1996, has been supported by a grant from the Robert Wood Johnson Foundation. In July 2005, the Initiative transferred from the Office for Children, Youth, and Families to the State Department of Education as the Maryland School-Based Health Care Policy Office (Chapter 585, Acts of 2005).
MARYLAND SCHOOL-BASED HEALTH POLICY ADVISORY COUNCIL
The Maryland School-Based Health Policy Advisory Council began its work in 1996. In 2002, it was established by statute within the Governor's Office for Children, Youth, and Families (Chapter 282, Acts of 2002). In July 2005, it transferred to the State Department of Education (Chapter 585, Acts of 2005).
YOUTH DEVELOPMENT BRANCH
The Youth Development Branch organized within the Division of Student and School Services in 2002. It includes the Character Education Office, Student Leadership and Outreach; and Student Service Learning.
The Character Education Office was created in 1996. The Office coordinates character education programs and implements recommendations of the Values Education Commission, which submitted its final report in 1983.
Student Service Learning formed in 1988 as the Maryland Student Service Alliance under the Division of Instruction. The Alliance transferred to the Division of Student and School Services in 2002. The Alliance reorganized as Student Service Learning in June 2004.
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