- Bill List - Mental Health Association of Maryland
- www.mhamd.org/wp-content/uploads/2015/04/2017-MHAMD-Bill-List-Final.pdf Apr 11, 2017 ... Education – Specialized. Intervention Services -. Reports. Requires county school boards to report on the number of K-12 students receiving ...
Please goggle this BILL LIST to see the Maryland Assembly bills tied to health and education as regards mental health.
Today let's look at the very first Senate bill 1 again HEALTH AND EDUCATION COMMITTEE this time pertaining to SPECIAL EDUCATION STUDENTS in K-3. If we read this bill we might think our Maryland Assembly cares about students with disabilities. Maryland being far-right global Wall Street has these few decades of CLINTON/BUSH/OBAMA allowed the worst of conditions for all Federal Education Title 8 rights----including special education students. Now, some counties may handle the funding they receive from this Federal program differently----there may be counties in Maryland that do the right thing and invest that Federal funding into strong programs for our special needs students----Baltimore City for one does not and the State of Maryland has over 3 decades allowed this failure to stand. Federal funding for special needs in Baltimore as with public K-12 funds in general were largely lost to misappropriation, fraud, and corruption. Parents of special needs in Baltimore have shouted these same decades about the failure to meet standards -----a transference of control of Baltimore City School Board to the STATE was predicated on these special needs failures 3 decades ago under the guise of the state correcting failures and VOILA----special needs in Baltimore is worse than 3 decades ago. In fact all in-school staff once charged with being those support staff have systematically been fired---down-sized---outsourced making matters worse.
This is not to say a Montgomery County does not use its Federal special needs and Title 8 funding as it should----we have not looked into that school system. The point is this: Race to the Top along with changes in PER PUPIL FUNDING FOR SPECIAL NEEDS STUDENTS lowered funding for these students and they are systematically being tracked into low-performing schools.
SENATE BILL 1(A) IN THIS SECTION, “SPECIALIZED INTERVENTION SERVICES” MEANS 1 SERVICES PROVIDED TO STUDENTS IN KINDERGARTEN THROUGH GRADE 3 WHO:
(1) ARE NOT CURRENTLY IDENTIFIED AS NEEDING SPECIAL
EDUCATION OR RELATED SERVICES UNDER TITLE 8, SUBTITLE OF THIS ARTICLE;
So, when we get yet another education policy geared towards special needs students-----we are SKEPTICAL
EXPLANATION: CAPITALS INDICATE MATTER ADDED TO EXISTING LAW.
[Brackets]
indicate matter deleted from existing law.
Underlining
indicates amendments to bill.
Strike out
indicates matter stricken from the bill by amendment or deleted from the law by
amendment.
*sb0001*
SENATE BILL 1
F1
7lr0396
(PRE
–
FILED)
By:
Senator Conway
Senators Conway, Madaleno, Lee, Zucker, and Smith
Requested: June 29, 2016
Introduced and read
first time: January 11, 2017
Assigned to: Education, Health, and Environmental Affairs
Committee Report: Favorable with amendments
Senate action: Adopted
Read second time: February 13, 2017
CHAPTER ______
AN ACT concerning
1
Education
–
Specialized
Intervention Services
–
Reports
2
FOR the purpose of requiring certain county boards of education to report certain
3
information relating to the provision of specialized intervention services to the State
4
Department of Education and the General Assembly on
or before a certain date each
5
year;
requiring the State Department of Education to establish certain guidelines;
6
requiring certain county boards and the Department to publish annually certain
7
information on certain Web sites; defining a certain term; and
generally relating to
8
the reporting of specialized intervention services.
9
BY adding to
10
Article
–
Education
11
Section 5
–
111.1
12
Annotated Code of Maryland
13
(2014 Replacement Volume and 2016 Supplement)
______________________________________
One of the first things we see is ------the bill states these policies do not apply to special needs children ---a category called 'Specialized
Intervention Services' seems to differentiate between special needs and students having other classroom challenges. This article sounds a request by parents of special needs for improvements---this bill looks to do the opposite.
The article clearly identifies students with disabilities-----
'The Individuals with Disabilities Education Act (IDEA) is important for students with disabilities. It holds substantial promise for students in need of early intervention'.
And here is that Senate Bill 1-----clearly stating these policies do not pertain to students identified as needing special education. Again. our Maryland and Baltimore media will only place this bill's title in a media headline and it looks like the assembly is addressing the concerns of parents with special needs children.
FAR-RIGHT WING GLOBAL WALL STREET CLINTON NEO-LIBERALS PRETENDING TO THROW LEFT SOCIAL PROGRESSIVE BONES HAVE BEEN DOING THIS FOR THESE FEW DECADES WHILE RUNNING AS DEMOCRATS.
SENATE BILL 1(A) IN THIS SECTION, “SPECIALIZED INTERVENTION SERVICES” MEANS 1 SERVICES PROVIDED TO STUDENTS IN KINDERGARTEN THROUGH GRADE 3 WHO:
(1) ARE NOT CURRENTLY IDENTIFIED AS NEEDING SPECIAL
EDUCATION OR RELATED SERVICES UNDER TITLE 8, SUBTITLE OF THIS ARTICLE;
How Maryland legislators can fix a problem one mother found with special education
By Valerie Strauss March 2
A therapist works with a child with autism doing ABA (Applied Behavioral Analysis) therapy. The photo chart and pictures are all my own (I make therapy materials for special needs kids). The exercise done here helps a child identify and manage emotions.I recently wrote a post about Katherine Spurlock, a former public school teacher who moved to Montgomery County, Md., from a tiny school district in New York and discovered shocking about special education.
Spurlock wanted to make sure that her daughter, who has dyslexia, received appropriate interventions and placement in school but learned that Montgomery County — nor any other county in Maryland and perhaps across the United States — did not compile data about how much money was being spent on early academic or behavioral interventions for students who need them.
Why does this matter? As I wrote in the earlier post, research shows that early interventions — from kindergarten through third grade — can help alleviate learning disabilities and improve student outcomes. The Maryland Special Education Census Data 2014-2015 showed that a large number of students in special education receive referrals after the K-3 period has passed -- and that data suggests that by the time students with learning disabilities are referred for special-education services, wide achievement gaps already exist. But there isn’t a systematic way for a state to know who is doing what with specialized interventions for young children — even though federal law says schools must have intervention programs.
Spurlock persuaded some Maryland state legislators to introduce legislation requiring boards of education to annually report data on specialized intervention services to the State Department of Education and the General Assembly. Here’s a piece she wrote about where that legislation is headed and why it matters so much.
By Katherine Spurlock
The Individuals with Disabilities Education Act (IDEA) is important for students with disabilities. It holds substantial promise for students in need of early intervention.
About half the students in special education have severe disabilities such as blindness, deafness, Down Syndrome, mental retardation, and other disabilities evident at birth or early in development. When these students receive effective intervention, their outcomes are better, but it wasn’t a lack of early intervention that created the disability they live with.
For about half the students in the United States served by special education, the situation is murkier. They have mild or late appearing disabilities — often affecting learning and attention — that schools identify in later elementary school or even in middle or high school. Part nature and part nurture, these learning problems can be curbed through early intervention.
But this means stark disparities exist between the children of the haves—who can better get intervention both inside and outside the schools—and the have nots. Further, it’s not fanciful to say that a lack of effective early intervention creates many of the learning, attention, and emotional disabilities we see down the road.
Starting with the reauthorization of IDEA in 2004, federal law took the view that schools are accountable for disparities by mandating that schools have early-intervention programs in order to avoid racial disproportionality in special education, evident when more poor children are consigned to the special education classroom rather than the general education classroom.
IDEA 2004 made clear that it wasn’t only racism and cultural bias that were to blame for the over-representation of minorities in more restrictive learning environments, but the lack of effective early intervention. Schools with significant over-representation were required to re-direct federal funding that supports special education to prevention in the form of early intervention programs focusing primarily on kindergarten through third grade.
But IDEA, while mandating early intervention, does not demand the data reporting that would provide real accountability. This is a real problem, because sanctioning schools for over-representation creates a perverse incentive for schools to delay referring children of color for special education services. The law designed to promote early intervention can in some cases have the opposite impact. If minority students are not significantly over-represented in schools in categories like learning disabilities because they have received quality intervention that’s a good thing. But if the needs of minority children are more likely to be ignored, that is not a good thing at all.
____________________________________
Here we see what Bill 1 addresses-----it is mental health and we are not surprised that an affluent county like Montgomery County would OPPOSE THIS while supporting the work group.
If we read the bill again ---the synopsis------we see what most statutes coming from our state assembly say-----CERTAIN THIS----CERTAIN THAT------CERTAIN OVER THERE. These statutes are targeted ----not held to all citizens in Maryland. In this case this reporting on how much is spent and how for each child will only be required of children with mental health issues and indeed it will hit urban children of low-income---and rural children of low-income. Targeting a select group of citizens for reporting ----from grades K-3---while these children are already being tracked into lower-performing schools COMPOUNDS the inequity for these children.
WE WANT TO SAY TO MARYLAND ACLU WHICH ALWAYS LEADS IN PROMOTING THE WORST OF UNJUST EDUCATION POLICIES----YOU ARE AGAIN ON THE WRONG SIDE OF CIVIL LIBERTIES.
Montgomery County Public Schools, 850 Hungerford Drive, Rockville, Maryland 20850
Senate BillsSenate Bill 1
Education - Specialized Intervention Services – Reports
Senator Conway
Oppose (but support workgroup)
We are MOVING FORWARD to such a degree of 'specialization' of education with all kinds of for-profit schools having these programs that any kind of equal rights, equal opportunity and access, and rights for our disabled----remember, children with behavior that may not be main stream are not necessarily mentally ill.
OnTrack Maryland
What is the OnTrack Maryland Program?
OnTrack
Maryland, a program for young adults offered at Family Services, Inc., offers specialized programs for the early identification, evaluation, and treatment of adolescents and young adults who have started experiencing certain troubling thoughts and/or experiences, or exhibiting changes in behavior, such as:
- Hearing or seeing things that others do not see or hear
- Having unusual thoughts or beliefs that appear as strange to themselves or others
- Feeling fearful or suspicious of others, sometimes including others they usually trust
Who does OnTrack Maryland serve?
- Individuals (ages 15-30) who gave recently started having strange and unusual thoughts and/or experiences.
- Family members, friends, educators, and others interested in understanding more about what these experiences might mean, and learning how to help individuals connect with appropriate help.
OnTrack Maryland provides evidence-based interventions for youth with early psychosis, including:
- Care based on model of mental health recovery that takes into account the treatment preferences and goals of young people and their families;
- Psycho-education about early psychosis for young people and families;
- Prescription and management of recommended pharmacological treatments;
- Supported employment and education for helping young people re-engage in work, school or pursuing new educational and/or work opportunities;
- Behavioral interventions to improve social functioning and reduce substance use;
- Assisting young people and families in times of acute need;
- Connecting young people and their families to resources and other support services in their communities.
We encourage all citizens to keep an eye on this dismantling of all Federal Education Titles and what will be the same defunding-----services becoming worse to harmful-----because that is to where RACE TO THE TOP takes our special needs students and believe global Wall Street does not take time for children with behavioral/emotional issues---they will track those challenged right out of any school system and into workshops.
Baltimore is a city that hates public education and it does not think left social progressive public health exists.
Top Ten Most Ridiculous Comments Heard at an IEP Meeting
By Dennise Goldberg
In my job as a special education advocate, and my other job as a parent of a child with special needs, I have been involved in too many Individualized Education Program (IEP) meetings to count. During these numerous IEP meetings I have met some wonderful, caring, knowledgeable, well meaning Teachers and School Personnel.
I have also, at times, heard some of the most outrageous statements!!! These ridiculous comments fly in the face of everything the Individuals with Disabilities Education Act (IDEA) stands for. What you will find below are ten of most ridiculous statements that I have heard and why they are so ridiculous.
Ridiculous Statement #1
Your child’s emotional disturbance is interfering with her academic performance so she doesn’t qualify for an IEP.
Fact: There are 13 disability categories under IDEA. In order to qualify for an IEP you must meet the definition of one of the 13 categories and by reason thereof NEED special education and related services. One of the 13 disability categories is emotional disturbance and if that disability is interfering with the child’s ability to access the curriculum then by definition she has a need for an IEP.
Ridiculous Statement #2
This is a Magnet School we don’t do IEP’s here.
Fact: All public schools are required, by law, to provide children with a disability a Free Appropriate Public Education (FAPE). Since magnet schools are public schools they are required to execute IEP’s for those children that require special education. This would also go for advanced study schools and charter schools.
Ridiculous Statement #3
We don’t perform Functional Behavior Assessments (FBA) or write Behavior Support Plans (BSP) for Children exhibiting off-task behavior. FBA’s are only for kids that are not nice.
Fact: IDEA requires the IEP Team to consider five special factors when writing an IEP. One of those five special factors is behavior. It states: (i) In the case of a child whose behavior impedes the child’s learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies, to address that behavior. Behavior that impedes learning comes in many forms and does not always manifest itself in violent outbursts. Off-task behavior can and does impede learning.
Ridiculous Statement #4
Maybe your daughter’s behavior issues are being caused by you telling her she has autism and she is emulating how she thinks someone with autism should act. I suggest not talking with her so much about her autism.
Fact: Wow, I’m still amazed at this one and I’m not sure where to start. Let’s focus on the fact that they are blaming the parent for the child’s behavior in school. If the School really believes the IEP isn’t working because of the parent they are required to provide training to the parent via the related service, parent training and counseling. In my opinion, the School needs the training not the parent but let’s move on.:)
Ridiculous Statement #5
We can’t test your child for an IEP until we have first tried Response to Intervention.
Fact: This ridiculous statement was used by so many School Districts that on January 21, 2011 the United States Department of Education Office of Special Education and Rehabilitative Services issued a memo reminding School Districts that Response to Intervention cannot be used to delay-deny an evaluation for eligibility under IDEA. You can download the memo here: OSERS Memo on RTI Office of Special Education
Ridiculous Statement #6
Your child will be graduating at the end of the month whether you like it or not.
Fact: Graduation with a diploma is considered a change of placement under an IEP. Any change of placement triggers extensive due process rights. If the parents disagree with their child (who has not reached the age of majority) graduating they can stop it by filing for due process. This would trigger a Stay Put. Stay Put means there can be no change of placement or reduction of services while the disagreement is being worked out.
Ridiculous Statement #7
I won’t let you add your comments to the parental concerns section of the IEP form because the IEP is a School document and I disagree with your description of the events that occurred.
Fact: This question has been responded to in the United States Federal Register where it was said, “Parents are free to provide input into their child’s IEP through a written report if they so choose.”
Ridiculous Statement #8
I spoke to my supervisor at the School District and she has authorized me to offer you one hour of speech therapy a week.
Fact: IDEA specifically says that all decisions regarding an IEP need to be decided in an IEP Team meeting. If a faceless supervisor is making the decision regarding the IEP outside of the team meeting then this is called predetermination. That supervisor would need to join the IEP Team and discuss her recommendations with the Team before any decisions could be made.
Ridiculous Statement #9
I agree she needs a full-time aide but I don’t have the authority to authorize that.
Fact: IDEA requires every IEP Team to have a District Representative that is knowledgeable about the District’s curriculum and resources that has the authority to bind the District.
Ridiculous Statement #10 Your child is too smart to have an IEP.
Fact: Intelligence has no bearing on disability or need. Even individuals with genius level IQs can have a disability that affects their ability to access the curriculum.
Dennise Goldberg is the owner of Special Education Advisor a community of parents, educators, and special education service providers dedicated to helping families with children who have special needs understand their special education rights and receive appropriate special education services.
Dennise works with children with all forms of disabilities including autism, cerebral palsy, aspergers, and down syndrome, to name a few. She is also the mother of a beautiful 10-year old boy who has dealt with developmental delays, apraxia of speech, fine motor delays, sensory issues, gross motor delays, and now has a learning disability (auditory processing disorder).
_________________________________________
This school system uses this education corporation, this school system uses that education testing corporation each having testing and education data that follows our children through LITERALLY---LIFE.
The only real testing we need is for SOCIOPATHY---LET'S GET RID OF GLOBAL WALL STREET POLS BY REQUIRING AN ANNUAL MENTAL HEALTH TESTING.
'Brigance Testing covers a variety of school based curriculum topics through a series of 12 assessments, including language development, science and math proficiencies and gross motor skills'.
Baltimore is heading for the worst of K-career for-profit global education corporation structures and policies-----each pol in office runs as a Democrat----serves as a far-right wing global Wall Street with the most repressive---regressive public policy especially in EDUCATION =====
Last edited Feb 27, 2017 @ 10:01 pm
What is Brigance Testing?
Brigance is a screening tool widely used by schools for students in Pre-Kindergarten, Kindergarten and First Grade. The test is not an IQ test nor is it a full scale educational assessment – it is a norm referenced test that compares each child’s results with the performance of other examinees. Brigance Testing covers a variety of school based curriculum topics through a series of 12 assessments, including language development, science and math proficiencies and gross motor skills.
- 1 Who administers the test?
- 2 How is the test scored?
- 3 Why do schools use Brigance Testing?
- 4 Do all schools use Brigance Testing?
- 4.1 Related
The test is administered in a one-on-one setting and takes approximately 15 minutes. In many schools the test can be done by the reading specialist, the classroom teacher, or school psychologist.
How is the test scored?The test is scored by the test administrator in 3 steps. First, the administrator scores each of the 12 assessment areas individually. They do this by multiplying the total correct answers for that section by a specific point value per question. Each section has questions weighed at a different amount based on the skill level required and age of testing. For example, a Kindergartener will only get ½ point for each uppercase letter named correctly but gets 3 points for each correct question related to number readiness. Second, after they have determined the child’s scores for each section they compile the results. The test is based on a total score of 100 points. Third, the total score is compared to a national average scale to indicate if the student is above, below, or of average ability level.
Why do schools use Brigance Testing?
Many schools use this screening tool to identify incoming students who may be at risk for learning difficulties and who might benefit from intervention. Likewise, the test has the capability to indicate a child who may be above average and thus provide the support necessary for a more enriching learning experience.
Do all schools use Brigance Testing?
No, they do not. The use of Brigance Testing is subject to the administrative decisions of each school and school district’s procedures when screening incoming Pre-Kindergarten, Kindergarten, and First Grade students.
By Danielle Meyer, Reading Specialist
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