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The work group devoted a large portion of the meeting to behavior and discipline, centering on statewide policies MSDE can adopt to reduce removals from classrooms and schools. Presenters framed exclusionary discipline as an increasing national and local problem: participants cited national data showing higher suspension and removal rates for students with disabilities and said COVID‑era impacts remain “very real” for many students.

In a presentation to the group, Nate Johnson summarized national trends and research on best practices, urging a multifaceted approach that emphasizes prevention, teaching coping skills, adult training and on‑site behavioral health supports. “If you could click through the next couple bullet points,” Johnson said as he outlined research indicating that prevention‑oriented, multifaceted approaches can reduce challenging behaviors.

Work group members listed several recurring recommendations: revise codes of conduct to remove suspension as a response for low‑level offenses such as ‘‘disrespect’’ in some cases; require or strongly recommend tiered, progressive discipline that prioritizes instructional and restorative responses; expand on‑site behavioral and mental‑health staff so teachers have alternatives to exclusion; require training for all staff (including non‑special‑education staff) on trauma‑informed approaches, functional behavior assessment (FBA) and behavior intervention plan (BIP) implementation; and curate a statewide repository of proven curricula and programs so LEAs can adopt exemplars rather than duplicating research.

Several jurisdiction representatives described local changes that reduced removals: one participant said Worcester County’s revamp of its code of conduct and investment in supports led to “an extreme drop in officer referrals for our students of color and our students with disability.” Anne Arundel County staff described annual family notification and school orientation practices that reinforce disciplinary expectations and recommended MSDE distribute consistent materials statewide.

Members emphasized that many research‑backed practices already exist, but implementation has been uneven because of limited staffing and funding. Work group participants repeatedly said prevention requires adults in schools who are trained and available to provide immediate support; multiple members urged that prevention be treated as a staffed function rather than an unfunded expectation placed on classroom teachers.

MSDE staff acknowledged ongoing work across divisions, including training series the department recently offered and contracts with consultants to help with disproportionality and monitoring. Members urged MSDE to prioritize pilot sites, collect implementation data, and use exemplars to build leadership buy‑in.

No formal vote on a single behavior policy occurred at the meeting; instead the group identified priorities MSDE should research and include in the implementation plan that MSDE will draft and circulate for review.","mediaType","Video","parentTitle","Blueprint Special Education Workshop - Meeting 16 | Wednesday January 29, 2025 | 4 - 6 p.m EST","oneSentenceSummary","MSDE special education work group discussed rising exclusionary discipline and recommended state actions including training requirements, expanded behavioral supports in schools, revisions to codes of conduct and dissemination of exemplar programs.","taxTitle","Maryland Department of Education, School Boards, Maryland","taxId",79256,"location","Maryland","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6297106,"MSDE work group backs two recommendations to tighten eligibility and supports for alternate assessments",1701,459000,2160000,"/Search/View?dp=1&key=2511274-ec0c2bd66c46f7d19001dc34e21a5186&start=459&end=2160","https://assets.pipeline.soar.com/2511274-ec0c2bd66c46f7d19001dc34e21a5186/thumbnail_459000.jpg","/articles/6297106/Maryland/MSDE-work-group-backs-two-recommendations-to-tighten-eligibility-and-supports-for-alternate-assessments","https://secure.pipeline.soar.com/6297106-db1e2c5baa4b3ca12fda446167c37194/orig.mp4?Expires=1770884530&Signature=Itp-WsGsB39RDxi9GqpQXdBpVW1Ve97gOde~Wx1KhTiGCAf4bOlmTDzYnRHRmYSWDs6yJQuH6mow9YhRaxcz8ya3i0Xm5TFIiA2Zk~ALUKB-7Ku9JJixb17vJ875KNWknApmh2nwJw70I7Rd4Wv5gvGyqQ5iwIGF60MQPC9mFpYwa5ciDqU6KbKWhtltLh1pNada0Lo7urA88hDUbW5ZJe6fnwl4gLgmb4R-uwGDHWYUQh5HDJYenh6hDTPT4rCgLjEFH3coKXEcEKPbYEOVciJ-K3oDCcK0PPxfhUdLbR93GoL6x5DABH0m3jnNfiLgRe9cs3~LXkztb5BXsg-QSg__&Key-Pair-Id=KUT5TJCACFTXG","A Maryland State Department of Education (MSDE) special education work group voted to approve two linked recommendations aimed at limiting early and inappropriate placement of students on alternate assessments and strengthening instruction and supports for students with the most significant cognitive disabilities.

The group approved a pair of “plan for a plan” recommendations that ask MSDE to develop a timeline within 60 days and to propose concrete steps to tighten eligibility determinations and improve instruction, family guidance and access to assistive technology. The work group’s approval came during a convening in which members said the state must avoid identifying students for alternate assessment pathways too early and must protect students’ opportunities to pursue a regular high‑school diploma where appropriate.

The recommendations respond to feedback from a December session that focused on students with the most significant cognitive disabilities. The first asks MSDE to draft a plan within 60 days that includes clearer eligibility criteria, a standard preventing eligibility determinations before the IEP in effect during a student’s first year of required state assessment, improved monitoring and training on assistive technology and speech services, and accessible information for families. The second asks MSDE to prepare a plan to align instruction to the state’s challenging content standards, preserve students’ options to attempt graduation requirements, disseminate model curricula and accessible instructional materials (for example, TIES Center resources), and ensure access to credit‑bearing courses and career and technical education (CTE).

Work group members pressed for stronger language on the timing of eligibility determinations. Several members urged that determinations not be made before third grade or even later; others proposed delaying the first alternate‑assessment eligibility decision until after a student has had an opportunity to participate in the general assessment at least once. The transcript records a range of views: some participants urged a firm prohibition on identifications prior to assessment‑age testing, while MSDE staff said the agency must research what state and federal law permit before finalizing any statutory or regulatory change.

Members also repeatedly urged more family support and training so parents can give informed consent. One participant suggested mandatory parent training through existing statewide resources such as Parent’s Place; another recommended clearer, multilingual materials to ensure families understand implications of alternate assessment placement and curricular choices. Several jurisdictions described cases where incoming IEPs from other districts used curricula tied to alternate assessments without clarifying eligibility, creating confusion when students transfer.

MSDE staff and work group members emphasized that the recommendations are a first step and that implementation will require further research and prioritization. MSDE representatives said the agency is already working on related actions — for example, reviewing IEP tools, meeting with local education agencies about Maryland’s online IEP platform, and considering monitoring and staffing changes — and will circulate strengthened wording for the first recommendation for review by email before final submission.

The group recorded consensus to approve the two recommendations and agreed to follow a process of electronic circulation and prioritization over the following weeks.

The work group will fold the approved recommendations into a larger set of roughly two dozen recommendations and a Smartsheet tracker MSDE said it will use to track implementation progress and timelines. MSDE leaders told the group they plan to circulate a draft addendum to the final report and to hold small‑group sessions in March to prioritize near‑term actions before finalizing the addendum in late spring.","Maryland State Department of Education special education work group approved two recommendations directing MSDE to develop plans to ensure only students with the most significant cognitive disabilities are placed on alternate assessments and to improve instructional access and post‑school outcomes.","actionData","errors"]

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Work group urges MSDE to prioritize training, staffing and restorative practices to reduce exclusionary discipline

MSDE work group backs two recommendations to tighten eligibility and supports for alternate assessments