Iep public school: Guide to the Individualized Education Program

Опубликовано: August 6, 2023 в 7:37 am


Категории: Miscellaneous

Special Education | Baltimore City Public Schools

Resolving Disputes Through the Office of Special Education

If you have any concerns regarding the IEP process, the Office of Special Education Parent Response Unit (SEPRU) can help.

The Special Education Parent Response Unit aims to investigate the complaints and parent concerns for children and young adults with special needs. SEPRU also helps parents participate in the referral process for special education services. In addition, SEPRU provides a safe platform for parents toshare feedback and have their concerns documented.

SEPRU offers a full range of support for families of children with special needs, from preschool through 21 years old. Our work helps families and educators by:

  • Providing direct parent or guardian support, information, and resources on disabilities and community services
  • Helping families to resolve concerns and make informed decisions regarding their child’s education
  • Helping families navigate the IEP process and offering dispute resolution as an option to mediation or attorney involvement.
  • Increasing parent involvement and collaborative partnerships between families and educators

City Schools is passionate about providing our parents the opportunity to resolve situations efficiently. SEPRU seeks to serve as a link between family, school, and community. We communicate with parents and keep our students’ academic and social well-being as our primary focus. We aim to keep a positive relationship between families/caregivers and the school(s)during investigation times.

Download Flyer: English | Spanish

Lois L. Jones-Smith

Coordinator – Parent Response Unit & Due Process

[email protected]

As a parent, you have the right to file a formal complaint beyond City Schools through the Family Support and Dispute Resolution Branch of the Maryland State Department of Education (MSDE). MSDE staff will respond to parent or guardian concerns, assist with early intervention and special education and/or provide additional resources to support family needs.

Below are Dispute Resolution Resources:

+    Special Education State Complaint Resolution Procedure is provided.

+    State Complaint Form Ba (Ages 3-21) | State Complaint Form (Ages Birth-3)

+    Request for Mediation/Due Process Form

+    Listing of Free/Low-Cost Assistance

+    State Complaint, Frequently Asked Questions (FAQ)

+    Due Process (FAQ)

+    Mediation (FAQ)

The MSDE Family Support Section of the Family Support and Dispute Resolution Branch, responds to parent inquiries, assists parents with navigating Maryland’s early intervention and special education systems, and provides parents with school system resources.

Additional MSDE Resources.

MSDE contact:

Ken Hudock

Section Chief, Family Support Services

Maryland State Department of Education

Division of Early Intervention and Special Education Services

410-767-0255 or [email protected]


Partners for Success (PFS) provides guidance, resources and trainings to parents and families of students with disabilities in partnership with City Schools.

PFS goal is to provide the skills and information that will allow families of children and youth with disabilities, ages 3 through 21, to collaborate as equal partners in the educational decision-making process and to assist families in accessing special education services for their children.

PFS provides:

  • Special Education support, information, and resources;
  • Support to families to resolve concerns and make informed decisions egarding their child’s education;
  • Special Education Parent/Family Trainings;
  • A Resource Center, including a multimedia library, resource DVD’s and a Computer and printer
  • A course which will provide basic information needed to participate in the development of IEPs for children with disabilities.

For more information, please review our Partners For Success website.

Download PFS Flyer: English | Spanish

Partners for Success Contact:

Michelle Grant-Thornton


2500 E. Northern Parkway,

Lower Level Rooms 20 & 22

Baltimore, MD 21214


Monday – Wednesday 9:30 AM – 4:00 PM

Thursday & Friday (available upon request)

Child Find is the process for locating, evaluating and identi­fying all children from birth through age 21 who are suspectedof having a disability. Parents who suspect your child may have an educational disability should reach out to your child’s school.

For children ages 3 to 21, please call 443-984-1011. For children younger than 3, call the Infants and Toddlers Program at 410-396-1666 or complete and submit the Child Find Referral Form.

For additional information see the Child Find brochure 

Child Find Contact Information:

Crystal Smith

Staff Specialist – Child Find 
[email protected]

Phone: 410-396-8900

Fax: 410-361-9806

Local Preschool Special Education Coordinators

Crystal Francis

Director, Early Learning Programs

Phone: 443-984-2000 ext. 4106
[email protected]

Jessica Henkin

Coordinator, Early Learning Programs

Phone: 443-240-8082
[email protected]

For more information about Maryland Preschool Services, contact the City School’s Child Find office at 443-984-1011 or the MSDE – Division of Early Intervention and Special Education Services, Preschool Services Section at 1-800-535-0182.

Family Guide to Preschool Special Education Services

The Family Guide to Preschool Special Education Services in Maryland provides families with an overview of the steps in Maryland’s IEP team process for preschool children, from referral through eligibility determination to IEP development and implementation. In addition, this guide includes information about a family’s rights under the IDEA. It also contains a summary of essential information that can help support a family’s engagement as active partners in all aspects of the child’s educational experience.

Individualized Education Program (IEP)  

Individualized Education Programs outline accommodations, services, and supports to ensure that students with disabilities can access a Free and Appropriate Public Education (FAPE). An IEP is a written document that describes how schools will provide specialized instruction and related services for students that qualify for a disability under the Individuals with Disability Education Act (IDEA).  

Special Education and Related Services.

This describes the set of services that may be identified on the IEP and determine how the services will be delivered. Also include in the IEP will be:

  • Time during which the child will not participate with nondisabled peers in the regular class and other school activities
  • When services will begin, where and how often they will be provided, and how long they will last
  • Transition services (for students who are 14 or within the current IEP if the student is 13 years of age during the life of that IEP)
  • Supports and strategies for behavior management (if behavior interferes with the child’s or others’ learning)
  • Speech or language needs as related to the IEP
  • Assistive technology devices or services
  • Necessary accommodations (testing, modified work, etc. )
  • Transportation arrangements, if required

How is it determined if a child needs an IEP? 

After an adult contact Child Find or school staff, the school’s IEP team meets to review information about the child. If the team suspects that the child has a disability and may need special education, assessments in all areas related to the suspected disability are recommended. These can usually be completed by staff at the school. The IEP team reviews written reports of the assessments, which include summaries of how any identified disabilities may affect the child’s progress in school. The IEP team then completes the evaluation (within 60 days of receiving signed permission from the parent/guardian to assess the child or 90 days from the date of receipt of the written referral, whichever comes first). The parent is given a copy of the assessment reports, the evaluation report, and the IEP team meeting summary. The evaluation report includes a determination of whether: 

  • A disability has been identified
  • Because of the disability, the child requires special education to be successful in the education setting.
  • If both these things have been determined, an IEP is developed. 

Who to Contact if My Child Needs an IEP? 

Parents or guardians should reach out to their child(s) school or contact the Child Find Office for support. The school’s IEP team will meet to review information about the child. If the team suspects that the child has a disability and may need specialized instruction, assessments in all areas related to the suspected disability will be recommended.  The parent is a crucial member of the IEP process.

Who is on the IEP team? 

  • Typically, the IEP team includes the following: 
  • Parent/guardian (Student if appropriate)
  • General education teacher 
  • Special education teacher 
  • School administrator or designee 
  • IEP Chair or designee  
  • Other staff members as identified by the IEP team based on the individualized need(s) of the student.  

Who should I contact if I have question beyond the school?

If you do not receive the information, you requested or you have an additional concern that isn’t being addressed at the school, please contact the Director of Inclusion in the Special Education Office.

Donnae B. Bushrod, Director-Inclusion

[email protected]


Maryland Procedural Safeguards Notice – English  |  Spanish  |  Haitian Creole

Procedural Safeguards Summary –  English  |  Spanish  | Haitian Creole


Section 504 refers to a part of the Rehabilitation Act of 1973, as amended. The primary purpose of the Rehabilitation Act of 1973 is to ensure that persons with disabilities are not discriminated against.  Section 504 guarantees that students with disabilities who qualify must have equal access to all academic and nonacademic activities and programs, including after school programs.


What’s the difference between a 504 plan and an IEP? 

A 504 plan provides accommodations and supports to students so that they can access the educational program as their non-disabled peers.  A 504 plan is designed to minimize or remove the barriers the student’s disability is having on the student accessing the educational program.  Section 504 is about ensuring equitable access to the educational program.  An IEP provides a specialized program of instruction by way of goals and objectives along with accommodations and supplementary aides to reduce achievement gaps related to the student’s disability, as well as access to the educational program.  A student may require 504 accommodations but not IEP services.

How do I request an evaluation for 504 eligibility? 

If you believe that your child may be eligible for a 504 plan, contact your school’s principal and request a 504 eligibility meeting.  

How is it determined if a child is eligible for a 504 plan? 

The school-based 504 team determines a student’s eligibility for 504 services.   Members of the 504 Team must include persons knowledgeable about the student, evaluation data/information and placement/services. City Schools recommends each 504 Team to include, the 504 Chair, administrator/designee, parent, at least 1 teacher of the student, and a qualified 

To qualify for services, the 504 team must confirm that a student (1) has a disability that substantially limits one or more major life activities/Major bodily functions, (2) have a record of having a disability, or (3) be regarded as having a disability(the student has been treated as though they have a disability.)  If one of the three is confirmed, the team develops a 504 plan.

Examples of Major Life Activities include, but are not limited to:

  • Caring for oneself
  • Walking
  • Seeing, hearing, or speaking
  • Breathing
  • Concentration
  • Thinking
  • Working or performing manual tasks
  • Learning
  • Examples of Major Bodily Functions include, but are not limited to:
  • functions of the immune system,
  • normal cell growth,
  • digestive,
  • bowel,
  • bladder, 
  • respiratory,
  • circulatory,
  • endocrine

(34 C. F.R. 11 104.3)

What do I do if I have concerns about a 504 plan? 

If you have concerns about the manner in which 504 decisions have been made or accommodations have been delivered, please contact the Office of Special Education and Student Supports. You may also complete a 504 complaint form. 

Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools 

504 Complaint Form 

Phone No. 410-396-8900

Fax No. 410-361-9806

Division Special Education

Contact Wendy Barnes [email protected]


Assistive Technology

Devices, software, or equipment can help with learning for students with disabilities. A student’s IEP or 504 plan often indicates the technology needed. The following may be helpful in meeting a specific student’s needs.

Digital text (written text to speech) and computer accessibility

  • Adding accessibility extensions to Google Chrome
  • Microsoft Word: Adding speak and immersive reader
  • Bookshare. org
  • Picture communication and vocabulary boards
  • PrAActical AAC provides resources, visual supports, and strategies to improve communication and literacy for students with significant communication difficulties.
  • Core Vocabulary Boards  can be used with nonverbal and low verbal children to help them learn to use picture symbols to communicate. Contact your school’s speech-language pathologist for support.
  •  The Speaking of Speech Materials Exchange provides picture-based ideas, resources, and activities in the areas of augmentative communication, literacy, recipes, life skills, language, and more.
  •  SET Picture Set has a collection of downloadable visual supports that can be used by students for both receptive and expressive language.
  • Symbol World from Widgit software has picture-based stories, games, and interactive activities for all levels.
  • Pics4Learning is a copyright-friendly library of images that can be used in an educational setting.
  • Universal Design for Learning
  • National Center on Accessible Materials
  • CAST
  • Maryland Learning Links: UDL in Your Classroom

Technical Assistance Bulletin

The MSDE Family Support Section of the Family support and Dispute Resolution Branch, responds to parent inquiries, assists parents with navigating Maryland’s early intervention and special education systems, and provides parents with school system resources.

Click here to access it 

MSDE Contact:Ken Hudock

Section Chief, Family Support Services

Maryland State Department of Education

Division of Early Intervention and Special Education Services

410-767-0255 or [email protected]

The Baltimore City Special Education Citizens Advisory Committee (BC-SECAC) works in collaboration with schools, students, families, and the community to advise the office of special education and the Board of Education. The committee focus on open and honest communication, improving effectiveness and accountability, advocating for appropriate resources, and identifying individual issues that may often be systemic for families of students with disabilities. BC-SECAC meetings are held September through May. 

Download the SECAC brochure here.

Assistive technology

Devices, software, or equipment can help with learning for students with disabilities. A student’s IEP or 504 plan often indicates the technology needed. The following may be helpful in meeting a specific student’s needs.

Digital text (written text to speech) and computer accessibility

  • Adding accessibility extensions to Google Chrome
  • Microsoftword: Adding speak and immersive reader

Picture communication and vocabulary boards

  • PrAActical AAC provides resources, visual supports, and strategies to improve communication and literacy for students with significant communication difficulties.
  • Core Vocabulary Boards  can be used with nonverbal and low verbal children to help them learn to use picture symbols to communicate. Contact your school’s speech-language pathologist for support.
  • The Speaking of Speech Materials Exchange provides picture-based ideas, resources, and activities in the areas of augmentative communication, literacy, recipes, life skills, language, and more.



  • SET Picture Set has a collection of downloadable visual supports that can be used by students for both receptive and expressive language.
  • Symbol World from Widgit software has picture-based stories, games, and interactive activities for all levels.
  • Pics4Learning is a copyright-friendly library of images that can be used in an educational setting.

Universal Design for Learning

  • National Center on Accessible Materials
  • CAST
  • Maryland Learning Links: UDL in Your Classroom

To meet the needs of students with disabilities and support their academic success, City Schools provides a range of services and supports.

Welcome to Legal Aid Services of Oklahoma’s guide to free legal help in Oklahoma.

What is an IEP?

A child with delayed skills or other disabilities might be eligible for special services that provide individualized education programs in public schools, free of charge to families.

An Individualized Education Program (IEP):

  • Is a written statement.

  • Is for a child with delayed skills or other disabilities.

  • Is developed, reviewed, and revised in a meeting at the beginning of each school year.

  • May be requested by either the school or parent at any time.

  • Describes the goals the team sets for a child during the school year.

  • Describes as any special support the child will need to help achieve them.

Who Needs an IEP?

A child who has difficulty learning and functioning.

A child who has been identified as a special needs student .

Typical reasons to request support services allowing a child to be taught in a special way are:

  • learning disabilities

  • attention deficit hyperactivity disorder (ADHD)

  • emotional disorders

  • mental retardation

  • autism

  • hearing impairment

  • visual impairment

  • speech or language impairment

  • developmental delay

How Are Services Delivered?

The goal of these services is to provide the child’s education in the least restrictive environment possible.

Children stay in a regular classroom, but the child may be places in a special class if his needs are

best met in a special class.

Most cases:

Services and goals outlined in an IEP can be provided in a standard school environment.

Regular classroom or in a special resource room in the regular school.

(For example, one teacher may help a small group of children who need extra assistance while another teacher works with the other children on the same subject.)

Intense intervention:

May be taught in a special school environment.

Fewer students per teacher allowing for more individualized attention.

Teachers usually have specific training in teaching children with special educational needs.

The child spends most of the in a special classroom and joins the regular classes for nonacademic activities in which they do not need extra help.

The Referral and Evaluation Process

The referral process generally begins when a teacher, parent, or doctor is concerned that a child may be having trouble in the classroom, and the teacher notifies the school counselor or psychologist. The first step is to gather specific data regarding the student’s progress or academic problems.

This may be done through:

  • a conference with parents

  • a conference with the student

  • observation of the student

  • analysis of the student’s performance (attention, behavior, work completion, tests, class work, homework, etc.)

This information helps the school decide what strategies specific to the student could be used to help the child become more successful in school.

The student may be tested for a specific learning disability or other impairment to help determine qualification for special services.

The presence of a disability does not automatically guarantee a child will receive services.

To be eligible, the disability must affect functioning at school.


To determine eligibility, a multidisciplinary team of professionals will evaluate the child based on their observations; the child’s performance on standardized tests; and daily work such as tests, quizzes, class work, and homework.

Who’s On the Team?

The professionals on the evaluation team can include:

  • a psychologist

  • a physical therapist

  • an occupational therapist

  • a speech therapist

  • a special educator

  • a vision or hearing specialist

  • others, depending on the child’s specific needs

As a parent, you can decide whether to have your child assessed. If you choose to do so, you’ll be asked to sign a permission form that will detail who is involved in the process and the types of tests they use. These tests might include measures of specific school skills, such as reading or math, as well as more general developmental skills, such as speech and language. Testing does not necessarily mean that a child will receive services.

Once the team members complete their individual assessments, they develop a comprehensive evaluation report (CER) that compiles their findings, offers an educational classification, and outlines the skills and support the child will need. The parents then have a chance to review the report before the IEP is developed. Some parents will disagree with the report, but they will have the opportunity to work together with the school to come up with a plan that best meets the child’s needs.

Developing an IEP

What am I supposed to agree to? The parent does not have to agree to anything.

What do I do? You want to talk to an advocate who will inform you of the content that you want in your child’s IEP. Most importantly, you want the plan individualized and specific to address the needs of your child.

The IEP Meeting

The next step is an IEP meeting at which the team and parents decide what will go into the plan. In addition to the evaluation team, a regular teacher should be present to offer suggestions about how the plan can help the child’s progress in the standard education curriculum.

At the meeting, the team will discuss your child’s educational needs ? as described in the CER ? and come up with specific, measurable short-term and annual goals for each of those needs. If you attend this meeting, you can take an active role in developing the goals and determining which skills or areas will receive the most attention.

The cover page of the IEP outlines the support services your child will receive and how often they will be provided.

Support services might include special education, speech therapy, occupational or physical therapy, counseling, audiology, medical services, nursing, vision or hearing therapy, and many others.

If the team recommends several services, the amount of time they take in the child’s school schedule can seem overwhelming. A professional may consult with the teacher to come up with strategies to help the child but doesn’t offer any hands-on instruction. For instance, an occupational therapist may suggest accommodations for a child with fine-motor problems that affect handwriting, and the classroom teacher would incorporate these suggestions into the handwriting lessons taught to the entire class.

Other services can be delivered right in the classroom, so the child’s day isn’t interrupted by therapy. The child who has difficulty with handwriting might work one on one with an occupational therapist while everyone else practices their handwriting skills. When deciding how and where services are offered, the child’s comfort and dignity should be a top priority.

The IEP will be reviewed annually to update the goals and make sure the levels of service meet your child’s needs. However, IEPs can be changed at any time on an as-needed basis. If you think your child needs more, fewer, or different services, you can request a meeting and bring the team together to discuss your concerns.

Your Legal Rights

You are not required to sign and IEP and should not if you disagree in any way.

You have the right to review the IEP and can then either decide to sign or may attach comments on a form provided on the Oklahoma State Department of Education website

If not all issues are adequately addressed, IEP team is required to convene as many meetings as it takes.

Specific timelines ensure that the development of an IEP moves from referral to providing services as quickly as possible. Be sure to ask about this timeframe and get a copy of your parents’ rights when your child is referred. These guidelines (sometimes called procedural safeguards) outline your rights as a parent to control what happens to your child during each step of the process.

The parents’ rights also describe how you can proceed if you disagree with any part of the CER or the IEP ? mediation and hearings both are options. You can get information about low-cost or free legal representation from the school district or, if your child is in Early Intervention (for kids ages 3 to 5), through that program. Attorneys and paid advocates familiar with the IEP process will provide representation if you need it. You also may invite anyone who knows or works with your child whose input you feel would be helpful to join the IEP team.

Public vs. Private Schools

It is important to understand that the rights of children with disabilities who are placed by their parents in private elementary schools and secondary schools are not the same as those of kids with disabilities who are enrolled in public schools or placed by public agencies in private schools when the public school is unable to provide a ‘free appropriate public education.

Two major differences that parents, teachers, other school staff, private school representatives, and the kids need to know about are:

1. Children with disabilities who are placed by their parents in private schools may not get the same services they would receive in a public school.

2. Not all kids with disabilities placed by their parents in private schools will receive services.

For more

information, the government has a website to educate anyone about IDEA:

Private or public school – what is better to choose for a child

We will look into this issue and describe all the minuses, pluses and differences of each type of school.

Should I send my child to a private school? Many parents have probably asked themselves this question. It is impossible to answer this question unambiguously, because everything depends on many factors, pluses and minuses of both types of schools. Let’s look at the advantages and disadvantages of private and public schools. And you will only need to analyze all this and draw your own conclusions which is better.

So, let’s start with the state ones.

Public schools: benefits

  • Free education . The compulsory program is taught completely free of charge. If they require a day from you, you can contact law enforcement agencies.
  • Close to home . In general education schools, children are distributed according to their place of residence, therefore, as a rule, children go to schools that are a few minutes walk from home or 2-3 stops by transport.


  • Many students in class . Because of this, the child may sit far from the teacher and not always fully absorb the material. Also, there is a greater likelihood of any conflicts, since there are many children and everyone has their own character, manners, habits. Perhaps some children will be from dysfunctional families, and children learn everything from adults and, first of all, from their parents.
  • No individual approach . During the lessons it is simply impossible to devote enough time to each of the 20-30 students in the class. Therefore, whoever grasps the material on the fly is lucky. And if something is not clear, then the student may not wait for an answer.
  • All accessories separately . If a child wants to do something interesting besides studying in a compulsory program: dancing, sports, going to various circles, then most likely they will have to visit other institutions, not at school. And for some money.

How are the private schools?

In private schools, everything is completely different: pluses

  • Individual approach . The child will be given as much time and attention of the teacher as he needs to learn the material.
  • Professional teachers . In such educational institutions, special attention is paid to the selection of teachers. After all, not only what children learn, but also the reputation of the school depends on them, and this means a lot.
  • Small classes . There are no more than 15 people in the classes. This also motivates the child to study more diligently. A small number contributes to a more individual approach.
  • Opportunity to attend additional classes within the school . You can go in for sports, sculpt from plasticine, draw, dance and practice acting skills, here you can without leaving the school. All in one place. This is not the case everywhere, but in most of these institutions.


  • Paid education . Parents should realistically assess financial opportunities, since education is quite expensive. But here you need to understand how high a level of development a child can get in a private school.
  • Location . There are few private schools, so it is likely that such a school will be far from your home. But, on the other hand, if you are by car, then taking the child and picking it up at the end of the day most likely will not be a problem.
  • Not all children can be accepted . Certain requirements are imposed on the child and parents when enrolling in such a school. Therefore, even if you have enough funds to pay for the education, this is not a guarantee of admission.

Now you see all the pros and cons of both types of schools and you can draw your own conclusions and decide where to send your children.

In addition to the advantages of private schools described above, in the Mandarin educational space, children go for walks in the fresh air in a picturesque place. Here the child can be left for the whole day: from 8:00 to 20:00, 5 meals a day and any additional classes are included in the price. For more details, see the Learning at School section.

Read also:

Everything about alternative education

What is it and what types are there.

How to prepare a child for school?

We will look into this issue and describe all the nuances and suggest what needs to be done.

Find out more about Mandarin!

Get a consultation by phone or come to our school for a trial day!

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Private school or public school: what to choose, which is better, what is different

In the modern world, the value and demand for quality education is growing every year, so more and more parents begin to think about choosing a school for their child long before the future first grader enters. It is necessary to think over all the pros and cons of the educational institution. Indeed, the school stage is one of the main stages in the formation of the personality and development of each person, and therefore his success in the future. Do not rush into this important decision.

Which type of school do parents trust more – public or private education? Here is the main question they face. Of course, there is no simple and unambiguous answer to it, since each option has its own advantages and disadvantages, which we will discuss today in our article.

How are private schools different from public schools?

Recently, parents tend to choose private education, the main feature of which is the possibility of implementing an individual approach to each child. In the British International School, only 7-15 children study in a class, which makes it possible to devote enough attention and time to each child, while the state school is not able to provide such an approach due to the significant congestion of the classes.

Moreover, at the stage of admission, future students must pass a mandatory test and interview. Based on the results of these entrance tests, teachers and psychologists evaluate not only the personal development of each child, but also determine the conditions for his future development, the characteristics of physical and psychological maturation, his interests and inclinations. For more information about admission to the school, you can find out by going to our official website

Monitoring at an early stage at the British International School allows you to choose the right approach, taking into account the individual, which in the future will help reduce the level of stress that a child may experience during training. Taking into account the level of preparation, parents understand whether their child is ready to study in this particular educational institution.

If you are worried that your child needs a preschool course of study, then BIS offers several programs for preschool development at the international and Russian departments of the school. For example, for applicants to an international educational program for children aged 3-4, there is an opportunity to study at the Foundation Stage, which helps them speed up the process of adaptation at school.

In private schools, much attention is paid to ensuring comfortable conditions within the walls of the educational institution. Also, children are provided with full and varied nutrition, and qualified doctors and security guards help to create a safe environment for children of any age.

Another important plus is the organization of extracurricular activities, various trips, including to the countries of the language being studied.

But what can be in common between public and private schools?

The key similarity of schools is that both types of educational institutions have state accreditation and issue state-recognized certificates upon graduation. Senior students also take the Unified State Examination and study according to federal standards at the Russian branch of the BISU.

However, unlike a state institution, a private school has the opportunity to include international programs in its work, to obtain international quality licenses. If parents are considering the possibility of getting higher education abroad, a huge plus of the British International School is the availability of A-Level or International Baccalaureate programs, recognized by world educational standards. Their results are recognized not only in Great Britain, but also in all countries of the world as entrance exams to many higher educational institutions.

BMS is internationally recognized and accredited by the Council of British International Schools (COBIS) and is one of two schools in Moscow with this accreditation.

Thus, private education is the most modern and high-quality educational programs, selected specifically for the needs of each student. While in public schools the classrooms are often overcrowded with a general shortage of teachers, consequently, the educational achievements of schoolchildren do not bring the desired results. If the child does not have time to perceive the information in the lesson, he often does not understand the material. Parents have no choice but to turn to tutors for help.

Pros and cons of a private school

If you still have not made a decision in this difficult and responsible choice, let’s sum up the “pros” of private education:

  1. First of all, it is a quality education and effective training programs. The future of the child depends on the correct choice of the training program. The British International School provides 2 educational programs – Russian and British. The basis of the Russian program is the Federal State Educational Standard, the classes are taught by Russian teachers with great experience, in addition, additional classes in English with native speakers are provided.

  2. Control over the quality of education in private schools is stricter, the school is accredited every 4 years. The British International School is accredited not only by the Department of Moscow, but also has international accreditation of educational programs, is a member of the Council of International Schools (CIS).

  3. Comfortable classroom environment. A small number of students, support and attentive attitude to everyone are the main priorities of private schools in organizing work. With an individual approach at school, children feel more comfortable, there are favorable opportunities for developing the potential and strengths of an individual student.

  4. Modern material base. Classes at BMSh are equipped with new equipment and comfortable furniture. The school also has gyms, a protected area and medical support in order to make the child’s stay at school safe.

  5. educational methods. The educational process is designed in such a way that each child develops individually. In the international program, instead of the usual tests, students develop and defend their own projects. Game materials are often used in the lessons so that children take in information and new material with pleasure, can use it correctly in a suitable situation, and not just memorize topics.

  6. Qualified teachers. It is important that teachers are professionals in their field, always ready to help the student. At the British International School, future educators go through a complex selection process. At the moment, all teachers of the BIS international program are qualified specialists from the UK, other English-speaking countries and Russia with extensive work experience.

  7. Extracurricular activities. Extra-curricular activities help students broaden their horizons, increase their erudition, and deepen their knowledge. Learning through educational games, themed days, interest clubs – all this is just a part of what awaits your child upon admission to the BIS.

However, the non-state educational institution has its drawbacks. A serious difficulty for studying in a private school, of course, is the cost of education. However, a number of schools, including BIS, offer various loyalty programs for early contracting or for the education of two or more children for payment.