Maryland 2025 Regular Session

Maryland House Bill HB464 Compare Versions

Only one version of the bill is available at this time.

Old	New	Differences
1	1
2	2
3	3	EXPLANATION: CAPITALS INDICATE MAT TER ADDED TO EXISTIN G LAW.
4	4	[Brackets] indicate matter deleted from existing law.
5	5	hb0464
6	6
7	7	HOUSE BILL 464
8	8	F1, O3 5lr1779
9	9	CF 5lr1780
10	10	By: Delegates Kaufman, Acevero, Arikan, Cardin, Conaway, Edelson, Feldmark,
11	11	Foley, Forbes, A. Johnson, Lehman, Lopez, Nkongolo, Patterson,
12	12	Pena–Melnyk, Phillips, Queen, Roberson, Rosenberg, Ruff, Schindler,
13	13	Shetty, Simpson, Solomon, Spiegel, Wims, Woods, and Woorman
14	14	Introduced and read first time: January 20, 2025
15	15	Assigned to: Ways and Means
16	16
17	17	A BILL ENTITLED
18	18
19	19	AN ACT concerning 1
20	20
21	21	Special Education – Individualized Education Program Meetings – Secondary 2
22	22	Transition Planning Materials 3
23	23
24	24	FOR the purpose of requiring a local school system to provide information regarding certain 4
25	25	secondary transition services to the parents of a child with a disability at certain 5
26	26	individualized education program meetings; and generally relating to individualized 6
27	27	education programs for children with disabilities. 7
28	28
29	29	BY repealing and reenacting, without amendments, 8
30	30	Article – Education 9
31	31	Section 8–405(a)(1) and (4), (b)(1), and (j) and 21–305(a)(1), (3), and (4) 10
32	32	Annotated Code of Maryland 11
33	33	(2022 Replacement Volume and 2024 Supplement) 12
34	34
35	35	BY repealing and reenacting, with amendments, 13
36	36	Article – Education 14
37	37	Section 8–405(b)(2) and (3) 15
38	38	Annotated Code of Maryland 16
39	39	(2022 Replacement Volume and 2024 Supplement) 17
40	40
41	41	SECTION 1. BE IT ENACTED BY THE GENERAL ASSEMBLY OF MARYLAND, 18
42	42	That the Laws of Maryland read as follows: 19
43	43
44	44	Article – Education 20
45	45
46	46	8–405. 21
47	47
48	48	(a) (1) In this section the following words have the meanings indicated. 22 2 HOUSE BILL 464
49	49
50	50
51	51
52	52	(4) “Individualized education program” and “individualized family service 1
53	53	plan” have the same meaning as provided in the federal Individuals with Disabilities 2
54	54	Education Act. 3
55	55
56	56	(b) (1) When a team of qualified professionals and the parents meet for the 4
57	57	purpose of discussing the identification, evaluation, educational program, or the provision 5
58	58	of a free appropriate public education of a child with a disability: 6
59	59
60	60	(i) The parents of the child shall be afforded the opportunity to 7
61	61	participate and shall be provided reasonable notice in advance of the meeting; and 8
62	62
63	63	(ii) Reasonable notice shall be at least 10 calendar days in advance 9
64	64	of the meeting, unless an expedited meeting is being conducted to: 10
65	65
66	66	1. Address disciplinary issues; 11
67	67
68	68	2. Determine the placement of the child with a disability not 12
69	69	currently receiving educational services; or 13
70	70
71	71	3. Meet other urgent needs of a child with a disability to 14
72	72	ensure the provision of a free appropriate public education. 15
73	73
74	74	(2) (i) 1. At the initial evaluation meeting, the parents of the child 16
75	75	shall be provided: 17
76	76
77	77	A. In plain language, an oral and written explanation of the 18
78	78	parents’ rights and responsibilities in the individualized education program process and a 19
79	79	program procedural safeguards notice; 20
80	80
81	81	B. Written information that the parents may use to contact 21
82	82	early intervention and special education family support services staff members within the 22
83	83	local school system and a brief description of the services provided by the staff members; 23
84	84
85	85	C. Written information on the Special Education 24
86	86	Ombudsman and toll–free telephone number established under Title 6, Subtitle 5 of the 25
87	87	State Government Article; 26
88	88
89	89	D. Written information about the Access to Attorneys, 27
90	90	Advocates, and Consultants for Special Education Program established under § 8–413.1 of 28
91	91	this subtitle; [and] 29
92	92
93	93	E. Written informational materials regarding the Maryland 30
94	94	ABLE Program provided under § 18–19C–03(a)(2) of this article; AND 31
95	95
96	96	F. WRITTEN INFORMATION ABOUT TRANSITION 32
97	97	SERVICES, AS DEFINED IN § 21–305 OF THIS ARTICLE , TO ASSIST IN SECONDA RY 33 HOUSE BILL 464 3
98	98
99	99
100	100	TRANSITION PLANNING FOR A CHILD WITH AN INDIVIDUALIZ ED EDUCATION 1
101	101	PROGRAM . 2
102	102
103	103	2. At least one time each year [at]: 3
104	104
105	105	A. AT an individualized education program or individualized 4
106	106	family service plan team meeting, the parents of the child shall be provided with the written 5
107	107	informational materials described under subsubparagraph 1E of this subparagraph; AND 6
108	108
109	109	B. BEGINNING THE YEAR THAT A CHILD WITH AN 7
110	110	INDIVIDUALIZED EDUCA TION PROGRAM TURNS 14 YEARS OLD, THE PARENTS OF 8
111	111	THE CHILD SHALL BE P ROVIDED WITH THE WRITTEN MAT ERIALS DESCRIBED UNDER 9
112	112	SUBSUBPARAGRAPH 1F OF THIS SUBPARAGRAPH AT A TEAM MEETING . 10
113	113
114	114	3. If a parent’s native language is not English, the 11
115	115	information in subsubparagraph 1B, C, D, [and] E, AND F of this subparagraph shall be 12
116	116	provided to the parent in the parent’s native language. 13
117	117
118	118	(ii) The parents may request the information provided under 14
119	119	subparagraph (i) of this paragraph at any subsequent meeting. 15
120	120
121	121	(iii) If a child who has an individualized education program 16
122	122	developed in another school system moves into a different local school system, that local 17
123	123	school system shall provide the information required under subparagraph (i)1B, C, D, [and] 18
124	124	E, AND F of this paragraph at the time of the first written communication with the parents 19
125	125	regarding the child’s individualized education program or special education services. 20
126	126
127	127	(iv) A local school system shall publish information that a parent 21
128	128	may use to contact early intervention and special education family support services staff 22
129	129	members within the local school system and a brief description of the services provided by 23
130	130	the staff members in a prominent place on the section of its website relating to special 24
131	131	education services. 25
132	132
133	133	(3) Failure to provide the information required under paragraph (2)(i)1B, 26
134	134	C, D, [and] E, AND F of this subsection does not constitute grounds for a due process 27
135	135	complaint under § 8–413 of this subtitle. 28
136	136
137	137	(j) The Department shall adopt: 29
138	138
139	139	(1) Regulations that define what information should be provided in the 30
140	140	verbal and written explanations of the parents’ rights and responsibilities in the 31
141	141	individualized education program process; and 32
142	142
143	143	(2) Any other regulations necessary to carry out subsection (b)(2) and (4) of 33
144	144	this section. 34
145	145	4 HOUSE BILL 464
146	146
147	147
148	148	21–305. 1
149	149
150	150	(a) (1) In this section the following words have the meanings indicated. 2
151	151
152	152	(3) “Transition services” means a coordinated set of activities for a student 3
153	153	with a disability who meets the definition of a transitioning student that promotes 4
154	154	movement from school to postschool activities, including postsecondary education, 5
155	155	vocational training, integrated employment, supported employment, adult services, 6
156	156	independent living, and community participation. 7
157	157
158	158	(4) “Transitioning student” means a student with a disability who is 8
159	159	between the ages of 14 and 21 years who meets the eligibility criteria of the federal 9
160	160	Individuals with Disabilities Education Act or § 7 of the federal Rehabilitation Act. 10
161	161
162	162	SECTION 2. AND BE IT FURTHER ENACTED, That this Act shall take effect July 11
163	163	1, 2025. 12