If the school-based IEP team has consulted with appropriate central office staff, considered the continuum of special education services, and has determined that a student’s needs cannot be met in the comprehensive school-based program or a specialized school-based program then a referral is made to the Central Placement Unit (CPU).
The functions of CPU are as follows:
review referrals from MCPS school-based IEP teams to consider more restrictive special education services and placements for students with disabilities;
make recommendations, as appropriate, for appropriate more restrictive special education settings;
make recommendations to school-based IEP teams regarding additional supports and services that may assist with continuing placement of students in a public school environment;
conduct and facilitate IEP team meetings for students enrolled in MSDE-approved private separate day schools;
monitor progress of students placed in private separate day schools and assist with making further placement recommendations, as appropriate; and
monitor the effectiveness of private separate day school programs for meeting students' needs and implementing IEPs.
CPU placement specialists serve as case managers for those students placed by MCPS in private separate day schools, monitor each student’s progress and the instructional program, and ensure that they participate in the Maryland Comprehensive Assessment Program.
Prior to the Meeting: Upon receipt by CPU of a referral to the CIEP team, a case manager will be assigned. Within 10 days of receipt of the referral, the case manager will:
notify the school that the records have been received;
review the records for completeness;
notify the principal of any missing or incomplete records and request that the records be submitted to the case manager within three-business days;
schedule the CIEP team meeting;
notify the principal and school staff members of the date and time of the CIEP team meeting; and
notify the parents/guardians, in writing, of the date and time of the scheduled CIEP team meeting.
After the Meeting: If the CIEP team determines that the student’s special education needs can be met in MCPS, the team makes the appropriate placement at an MCPS school. If the team determines that the student’s special education needs cannot be met through MCPS special education services, private separate day school services and/or the John L. Gildner Regional Institute for Children and Adolescents (RICA) will be explored.
The case manager will;
forward a referral packet to specified private separate day schools for their consideration;
send the PWN and the draft IEP developed by the CIEP team to the parents/guardians; and
keep school-based teams and parents/guardians informed of the status of the referrals.
Upon notification from a private separate day school to CPU and the parents/guardians that the student’s IEP can be implemented at that site, CPU determines the appropriate location based on the determination of the LRE for the student including consideration of the length and distance of the transportation. CPU provides the parents/guardians with PWN of the outcomes.
Private separate day schools and residential schools that receive referrals for more restrictive placement are permitted to develop their own application process, which may include, for example, parent and student interviews, classroom observations of students in their current placement, and shadow days for students referred to the placement. Private separate day schools must determine whether the students' needs can be met given the resources available, space, staffing, and requirements set forth in the IEP.
A referral to a separate public day school by MCPS is not a guarantee of admission to any specific school or program. If a student is denied admission to schools for which MCPS has sent referrals, the CIEP team will reconvene to identify additional placement options.
While a student who is referred to a more restrictive placement awaits acceptance into a placement for which MCPS has made a referral, the last school program and placement continues to be responsible for providing the student FAPE and implementing the student's IEP.
A student's *home may not be used as an instructional setting for a student with a disability waiting for a change of placement to a private separate day school, residential school, or any other placement for which the student has not yet been accepted.