The Maryland Department of Education held its eighth Blueprint Special Education Workshop on April 24, 2024, focusing on improving special education services across the state. The meeting brought together educators, administrators, and stakeholders to discuss critical issues affecting the delivery of special education.

A significant theme emerged around the need for collaboration rather than a punitive approach to oversight. Participants expressed concerns that current practices feel more like policing than support. They emphasized the importance of having a collaborative relationship with the Maryland State Department of Education (MSDE) to develop effective strategies tailored to local needs. The idea is to create a think tank environment where best practices can be shared and adapted to different school contexts.

Funding was another major topic of discussion. Participants highlighted that staffing plans should be based on evidence and actual needs rather than budget constraints. There was a consensus that the state must provide more financial resources to ensure adequate staffing and support for students with disabilities. Additionally, the need for minimum state standards was discussed, with calls for evidence-based guidelines that would help ensure accountability and improve educational outcomes.

The workshop also addressed the importance of defining key terms related to special education, such as what constitutes a "small group" in instructional settings. Participants suggested that clearer definitions and guidelines could help local education agencies (LEAs) implement more effective practices. They advocated for the sharing of research and best practices to inform staffing ratios and service provisions, particularly in inclusive classrooms.

Furthermore, the role of Individualized Education Program (IEP) chairs was highlighted as crucial for improving the quality of educational documents and facilitating better communication among stakeholders. The discussion also touched on the potential for career ladders for paraprofessionals, which could enhance workforce development within special education.

In conclusion, the workshop underscored the need for a collaborative, evidence-based approach to special education in Maryland. Participants called for increased funding, clearer standards, and a focus on best practices to ensure that all students receive the support they need to succeed. The next steps involve further discussions on these topics and the implementation of strategies that align with the needs of local schools and students.