The Maryland Department of Education convened its ninth Blueprint Special Education Workshop on May 29, 2024, from 4 to 6 p.m. EST, focusing on critical discussions surrounding the delivery of special education services. The meeting aimed to address ongoing challenges and propose actionable solutions to improve educational outcomes for students with disabilities.

The session began with a strong emphasis on the urgency of educational reform, particularly in light of lessons learned during the COVID-19 pandemic. Participants highlighted the need for immediate and effective changes in how special education is structured and delivered, arguing that hollow statistics do not reflect the true experiences of students. Concerns were raised about the implications of inflated GPAs on students' readiness for college and careers, stressing that a high school diploma should signify genuine preparedness rather than merely passing students through the system.

Transition services for students with disabilities were a focal point of discussion. It was noted that students with visible disabilities often have clearer pathways post-high school, while those with invisible disabilities, such as ADHD or autism, frequently struggle to find direction. The meeting underscored the importance of allowing students to choose vocational programs by the end of eighth grade, rather than being uprooted later, which can disrupt their educational journey. Participants advocated for vocational centers to be staffed with professionals trained to support students with special needs, ensuring that all students have access to meaningful experiences in their chosen fields.

The conversation also touched on the disconnect between high school special education departments and local community colleges. It was suggested that ongoing collaboration between these entities is essential for providing adequate support to students transitioning to higher education. The need for accountability and communication between Maryland Higher Education and local education agencies was emphasized to ensure that students receive the necessary support as they move into post-secondary environments.

Following these discussions, the meeting transitioned to a review of feedback from the previous session, which focused on staffing and service delivery. Participants reiterated the importance of evidence-based standards for staffing plans, advocating for transparency in the development of these plans and the inclusion of student outcomes as a measure of success. Suggestions included establishing advisory boards to provide input on staffing and service delivery models, as well as developing clear standards for paraprofessionals, including their qualifications and roles.

In conclusion, the meeting highlighted the pressing need for systemic changes in special education to ensure that all students, regardless of their disabilities, have equitable opportunities for success. The Maryland Department of Education plans to continue refining its approach based on the feedback received, with the goal of enhancing educational outcomes for students with disabilities across the state.