Home Page  MSD eMail  School Calendar    PowerSchool Login  Cafeteria Menu     Contact Us  Twitter  Facebook  YouTube     

Service Delivery Models

Continuum of Services
The Maryland School for the Deaf (MSD) is committed to providing an exemplary and equitable education for all students.  MSD provides for a continuum of educational services for deaf and hard of hearing students.  All decisions regarding the educational services for a child with a disability in a special education delivery model will be made by an Individualized Education Program (IEP) team in consultation with the parents or guardians of the child and consistent with the Individuals with Disabilities Education Act (IDEA).  A hard copy of delivery models is available upon request.

Direct Services

  • Direct support for individual students by a classroom educator and/or instructional assistant by making adaptations or modifications to the general education curriculum and assessments as needed.
  • Individualized or small group instruction to meet the academic and/or behavioral needs of a student, either within the classroom setting or in a pull out setting for specific skill development.
  • Direct support for individual students from service providers is offered as both push-in and pull-out support depending on the needs of the student.

Consultation (Indirect) Services

  • Providing the classroom educator with guidance from the related service provider, behavior specialist, reading specialist, teacher specialist, ASL Specialist and/or Director of Enhanced Services on appropriate strategies and techniques to address the needs of individual learners in the classroom setting.
  • Facilitation of service delivery through ongoing communication between classroom educators and related service providers.
  • Assistance in completing Functional Behavioral Assessment (FBA) and developing a Behavioral Intervention Plan (BIP) to address areas of concern.

Service Providers

  • General and Special Education Teachers
  • Instructional Assistants
  • Speech-Language Pathologists
  • Audiologists
  • Occupational and Physical Therapists
  • School Psychologists, Counselors and Social Workers
  • Behavior Specialists
  • Language Development Specialists
  • Reading Specialists
  • ASL Specialists


Individualized Education Program (IEP)
The IDEA (the Individuals with Disabilities Education Act) requires that an IEP be developed for each student with a disability. IDEA requires that a written plan be developed to specify how special education, related services, and support will be delivered to a student with disabilities. The written plan is called the IEP.  It is developed at an IEP meeting where observations, assessment results, classroom data, and progress notes are presented and discussed by the IEP team.  The IEP is developed within 30 calendar days of the date the student is determined eligible for and in need of special education and related services.  The plan is reviewed and revised in an annual meeting according to state and federal regulations.

IEP Team Members

  • The IEP team for a student with a disability includes:
    • The parents of the student;
    • Not less than one regular education teacher of the student, if the student is or may be participating in the regular education environment;
    • Not less than one special education teacher, or not less than one special education provider of the student;
    • A representative who is:
      • Qualified to provide or supervise the provision of specially designed instruction to meet the unique needs of students with disabilities, and
      • Knowledgeable about the general curriculum and about the availability of  resources of the public agency;
    • An individual who can interpret the instructional implications of evaluation results, who may be a member of the team.
    • Other individuals, at the discretion of the parent or school, who have knowledge or special expertise regarding the student, including related service personnel, as appropriate;
    • The student, if appropriate.
  • If a student does not have a regular teacher, or is younger than school age, the regular educator shall be an individual qualified to teach a student of the student's age.
  • When a purpose of the IEP meeting is to consider transition services, the public agency shall ensure that the IEP team invites:
    • The student;
    • A representative of an agency that is likely to be responsible for providing or paying for transition services, with the consent of the:
      • Student's parent; or
      • Student, if the student has reached the age of majority.
        • If the student does not attend the meeting, the public agency shall take other steps to ensure that the student's preferences and interests are considered.
        • If an invited representative of a participating agency does not attend the meeting, the public agency shall take other steps to obtain the involvement of the agency in the planning and provision of transition services.

For the initial IEP team meeting of a child who was previously served by a local infant and toddlers program, the IEP team shall, at the request of the child's parent, invite the local infants and toddlers’ program service coordinator or other representatives of the local infants and toddlers program to assist with the smooth transition of services.

Components of the IEP

  • A statement of the student’s present levels of academic achievement and functional performance, including how the student’s disability affects his or her involvement and progress in the general education curriculum including;
    • Recent test scores, grades, strengths, areas of improvement, medical conditions, a student’s specific needs;
    • Strengths of the student – specific academic skills, social skills, learning style, physical achievements, etc.
      • A present level of performance statement should include the summary of the evaluation data that plays a critical role in defining IEP goals and objectives.
  • A statement of measurable annual goals, including academic and functional goals;
    • Goals represent what the student will be able to accomplish (academic, developmental, and functional) within a year's time and are: 
      • Written in measurable terms;
      • Relate directly to the areas of need identified in the present level of performance. 
  • A description of how the student’s progresstoward meeting the annual goals will be measured, and when periodic progress reports will be provided;
  • A statement of the special education and related services and supplementary aids and services to be provided to the student, or on behalf of the student;
  • A statement of the program modifications or supports for school personnel that will be provided to enable the student to advance appropriately toward attaining the annual goals;
  • A statement of how the student is involved in and making progress in the general education curriculum; participates in extracurricular and other nonacademic activities; and is to be educated and participate with other children with disabilities and nondisabled children;
  • An explanation of the extent, if any, to which the student will not participate with nondisabled children in the regular class and in extracurricular and nonacademic activities;
  • A statement of any individual accommodations that are necessary to measure the academic achievement and functional performance of the student on State assessments;
  • The projected date for the beginning of the services and modifications, and the anticipated frequency, location, and duration of those services and modifications.