IEP Service Delivery in Maryland
How are IEP services delivered in Maryland?
Maryland regulates special education service delivery through COMAR 13A.05.01.10 (LRE) and COMAR 13A.05.02 (specific special education program standards). Maryland requires that all services be delivered in the least restrictive environment (LRE) appropriate to each child's needs. The IEP must document the frequency (how often), duration (length of each session), location (general education, resource room, separate class, etc.), and projected start date of all services (COMAR 13A.05.01.09A(7)). Maryland defines service delivery options along a continuum from general education with supports to home/hospital instruction. Maryland provides Extended School Year (ESY) services to students who would experience substantial regression during breaks and would require an inordinate amount of time to recoup skills (COMAR 13A.05.01.08B). ESY eligibility must be discussed at every annual IEP meeting. Maryland LEAs must also provide physical education (including specially designed physical education) to all students with disabilities (34 CFR 300.108). Related services may be delivered in integrated settings (co-teaching or in-class support) rather than exclusively as pull-out services, based on IEP team determination. Homebound/hospital instruction is available as a service delivery model for students with medical conditions preventing school attendance (COMAR 13A.03.05). Large Maryland LEAs such as Montgomery County (MCPS) and Prince George's County (PGCPS) have their own supplemental service delivery policies that must be consistent with COMAR, but may include additional requirements for service logs, co-teaching models, and inclusion supports.
What Maryland Requires
All services must be delivered in the least restrictive environment appropriate to each child's individual needs, with a documented justification for any removal from the general education setting (COMAR 13A.05.01.10; 34 CFR 300.114).
The IEP must specify the frequency, duration, location, and projected start date for each service (COMAR 13A.05.01.09A(7)).
Extended School Year (ESY) eligibility must be considered at every annual IEP meeting; ESY is provided when a child would experience substantial regression and inordinate recoupment time (COMAR 13A.05.01.08B).
Specially designed physical education must be available to all students with disabilities (34 CFR 300.108).
Homebound/hospital instruction is an available service delivery model for eligible students with medical conditions (COMAR 13A.03.05).
Services may be delivered in integrated or co-taught settings based on IEP team determination, provided FAPE and LRE are maintained (COMAR 13A.05.01.10; 34 CFR 300.114).
Key Timelines
Services must begin on the projected start date documented in the IEP (COMAR 13A.05.01.09A(7)).
ESY eligibility must be addressed at the annual IEP review meeting (COMAR 13A.05.01.08B).
Service delivery models must be reviewed at least annually at the IEP meeting (COMAR 13A.05.01.08B).