Some students cannot benefit from distance learning or cannot benefit without extensive in-person assistance by trained personnel. Families and teachers may have witnessed this during spring and summer virtual learning, and it may be well documented in IEP Progress Reports for Quarter 3, Quarter 4, and ESY. It is important that families exercise their rights to request an IEP meeting to discuss what alternatives are possible. FAPE requirements dictate that the school system make alternatives available.

Parents are encouraged to confer with their student’s case manager whenever there are questions or concerns. If parents disagree with the ASDM amendment to the IEP, they may request an IEP meeting.

Yes, parents are given the option of accepting the proposal as is, conferencing with the case manager to discuss the proposal, or requesting a meeting with the IEP team. A parent’s signature on the proposal confirms the selection of one of the following options:

If parents agree with the proposal as it is first written, parents may accept the proposal and sign the form confirming their selection.

If parents have questions about the proposal, they may request an informal conference.

Family input is critical to the IEP process and, likewise, to the preparation of the student’s ASDM amendment to the IEP. Families may contribute information about the student’s access to virtual learning and performance in the spring distance learning model. Families may also provide input on a student’s current progress on IEP goals and objectives, priorities during virtual learning, accommodations and adaptations that may be necessary, any scheduling concerns that may exist, etc.

Be sure to provide parental input in writing.

Case managers and related service providers will begin to define ASDM proposals (drafts) during the first two weeks of school. The proposal will be sent home for family review. Parents are encouraged to check voicemail and email for messages from the case manager. (Note: “No Caller ID” may appear when the case manager calls.)

If parents do not hear from the case manager by September 21, parents are encouraged to email the administrator and/or special education instructional team leader at their child’s school.

The details of the student’s individual program of specially designed instruction are included in the ASDM amendment to the IEP. Depending on the student’s IEP and needs, this amendment will address any specific changes related to a student’s goals/objectives, supplementary aids and services, related services, accommodations, and service hours.

The ASDM plan amends the IEP to include any revisions based on the method of service delivery. This amendment addresses how the student’s specially designed instruction and IEP services will be implemented and evaluated.  

The Alternative Service Delivery Model (ASDM) refers to the school system’s service delivery model while we are in virtual, blended or small group learning.  In order to remain consistent with guidance from the Maryland State Department of Education, HCPSS adopted the “Alternative Service Delivery Model” (ASDM) to replace the term “Continuity of Learning” (COL).

Maryland Governor Hogan and Maryland State Superintendent Dr. Salmon granted permission for schools to provide support to small groups of students. At this time, HCPSS cannot safely and equitably bring back all students for in-person instruction.

At this time, HCPSS is requesting staff to volunteer for instruction and to support these programs. HCPSS is in the process of reaching out to identified staff members to request volunteers. If the number of volunteers is insufficient to meet students’ needs for a particular program, the program will not be offered in that school.