The Maryland Department of Education convened the Blueprint Special Education Workgroup on September 20, 2023, to discuss critical aspects of the Individualized Education Program (IEP) process and the standards for students with disabilities. The meeting aimed to foster a shared understanding among participants regarding the ambitious goals set for IEPs and the legal frameworks guiding special education.

Molly Connor, a representative from the Maryland State Department of Education (MSDE), led the discussion by outlining the IEP process, which begins with a referral and assessment, followed by the development and implementation of the IEP. Annual reviews and reevaluations are mandated, ensuring that students' progress is monitored regularly. Connor emphasized that all students, including those with disabilities, should be educated according to grade-level standards, reinforcing the importance of high expectations for all learners.

The meeting highlighted the misconception that holding students with disabilities to the same standards as their peers reflects a deficit mindset. Instead, it was clarified that the goal is to ensure that students with disabilities are provided with specially designed instruction and appropriate accommodations to meet these standards. Approximately 90 percent of students with disabilities are expected to achieve the same academic standards as their non-disabled peers, while a smaller percentage, about 10 percent, are assessed through alternate academic achievement standards.

During the meeting, David Stone from Kennedy Creative Schools raised a pertinent question regarding the placement of students within the IEP process. He suggested that placement should be explicitly addressed as a separate component, indicating its significance in the overall educational experience for students with disabilities. Stone also called for clearer definitions of Free Appropriate Public Education (FAPE) to enhance understanding and implementation.

The discussions at this meeting reflect ongoing efforts to improve the educational outcomes for students with disabilities in Maryland. By establishing a shared understanding of the IEP process and the standards that govern it, the workgroup aims to ensure that all students receive the support they need to succeed academically. The next steps will likely involve further collaboration among stakeholders to refine these processes and address the concerns raised during the meeting.