Parental engagement emerged as a key focus during the Maryland Department of Education's Blueprint Special Education Workgroup meeting on September 20, 2023. The workgroup emphasized that elevating expectations for students with disabilities begins with involving parents, which can significantly enhance expectations for their children.

A major recommendation discussed was the need to revise the Code of Maryland Regulations (COMAR) and Maryland State Department of Education (MSDE) guidance. This revision aims to ensure that students with significant cognitive disabilities receive Individualized Education Program (IEP) goals and services that align with grade-level content standards. The workgroup stressed that these goals should be rooted in evidence-based practices and designed to maximize each student's potential in the least restrictive environment.

Data collection and analysis also took center stage, with the workgroup advocating for tracking the same data for students with IEPs as is done for non-IEP students. This approach aims to provide a clearer picture of student performance and ensure that students who identify as having a disability but do not require an IEP are not overlooked.

Building staff capacity was another critical topic. The workgroup called for dedicated time for teachers to collaborate with families during the IEP development process and emphasized the need for consistent professional development. Many educators expressed uncertainty about how to effectively implement IEPs, highlighting a gap in training that needs to be addressed.

The meeting also touched on accountability and monitoring systems, suggesting that the Accountability and Implementation Board (AIB), in consultation with MSDE, should establish measurable targets for the achievement of students with disabilities. Additionally, the workgroup proposed creating intentional schedules for general and special education teachers to plan together, fostering collaboration that can enhance student outcomes.

In a bid to break down silos, the workgroup recommended mandatory ongoing training for general education teachers on supporting IEP students. This training is crucial, as many teachers reported feeling unprepared to implement IEPs effectively, even in inclusive classrooms.

As the meeting concluded, the workgroup highlighted the importance of developing a multi-tiered system of support and response to intervention standards, along with creating an inclusive practices guide for students with significant cognitive disabilities. These initiatives aim to streamline processes and improve educational outcomes for all students, particularly those with disabilities.