The Blueprint Special Education Workshop convened on November 21, 2024, from 4 to 6 p.m. EST, hosted by the Maryland State Department of Education (MSDE). The meeting focused on enhancing support for students with disabilities and their families, emphasizing early intervention and career readiness.

The session began with discussions on the importance of involving parents and students in the planning of educational pathways. Participants highlighted the need for early identification of students requiring additional support, suggesting that existing early warning systems could be utilized to better assist families as students progress through the education system. The consensus was that support should extend beyond K-12 education to ensure students become responsible citizens and are prepared for life after school.

A key recommendation was to integrate questions into Individualized Education Programs (IEPs) that encourage parental input regarding their child's future and available community resources. This approach aims to engage parents from an early age, fostering a collaborative environment that includes student voices in discussions about their educational and career aspirations.

The conversation then shifted to the role of Local Education Agencies (LEAs) in providing ongoing support for students after they graduate from high school. Participants noted that while some students may easily be identified as needing extra help, those who fall in the middle often require more attention and resources to succeed.

In a separate breakout session, discussions centered on revisiting the College and Career Readiness (CCR) standards. Recommendations included developing multiple pathways to high school diplomas that emphasize career readiness alongside traditional college preparation. Participants stressed the importance of involving the special education and disability communities in Career and Technical Education (CTE) discussions to ensure that all students benefit from evolving educational frameworks.

The group also explored the potential of micro and nano credentialing to enhance student skills and employability. They discussed the necessity of building capacity in transition staffing and related services to support students in work-based learning experiences. Additionally, there was a call for guidance on navigating workman's compensation issues to facilitate student participation in these programs.

Overall, the meeting underscored the need for a collaborative approach to special education, focusing on early intervention, inclusive planning, and the development of meaningful career pathways for students with disabilities. The next steps involve further discussions on implementing these recommendations and ensuring that all stakeholders are engaged in the process.