A powerful call for reforming Individualized Education Programs (IEPs) took center stage at the Maryland State Board of Education meeting on December 3, 2024. A parent, sharing her personal experience with her dyslexic child, urged board members to reassess how IEPs are evaluated to ensure they effectively support students in achieving their reading and math goals. Her testimony highlighted the transformative impact of appropriate educational resources, illustrating how her daughter has thrived in a theater company thanks to the right support.

The meeting also featured a comprehensive discussion on community schools, a key strategy under Maryland's Blueprint for Education. Dr. Wright introduced the topic, emphasizing the importance of addressing the needs of students living in poverty. With over 40% of Maryland schools now classified as community schools, the board reviewed the significant funding increases allocated to support these initiatives, which are designed to provide holistic support for students' academic and emotional well-being.

Dr. Sonia Santelises, CEO of Baltimore City Public Schools, presented data showing that more than $420 million has been committed to supporting students in high-poverty areas. She highlighted the success of community schools in improving student engagement and attendance, noting a reduction in chronic absenteeism from 54.1% to 48.7%. Santelises underscored the critical role of community school coordinators in fostering partnerships and addressing barriers to education.

The board acknowledged the challenges of sustaining these efforts, particularly in light of staffing shortages within the Maryland State Department of Education. Concerns were raised about the potential burnout of key personnel managing these initiatives, emphasizing the need for adequate resources to maintain momentum.

As the meeting concluded, board members expressed gratitude for the impactful presentations and the ongoing commitment to improving educational outcomes for all Maryland students. The discussions set the stage for future actions aimed at enhancing support for both students with disabilities and those in economically disadvantaged communities.