Maryland special education work group delivers wide-ranging recommendations, board accepts final report

The Maryland State Board of Education on June 25 accepted the final report and prioritized implementation plan from the Special Education Work Group, a multi‑stakeholder panel convened under the Blueprint for Maryland’s Future to review services, outcomes, and policy for students with disabilities.

The group, which met over roughly 18 months and included 58 members representing state agencies, local educators, higher education, parents, advocates and attorneys, examined data showing persistent gaps between students with and without disabilities. The work group’s analysis cited 2024 MCAP results that found proficiency gaps of roughly 40 percentage points in ELA and about 20 points in math between students without disabilities and students with disabilities, and a four‑year graduation rate gap (88% vs. 69%). The group also highlighted disproportionate identification and discipline by race and elevated placement in separate or nonpublic settings compared with other states.

Work group co‑chairs and MSDE staff told the board the group’s recommendations (27 primary recommendations with multiple subitems) focused on raising expectations, strengthening specially designed instruction, improving educator preparation and professional learning, updating staffing and service delivery models, and aligning funding and monitoring systems. The plan prioritizes near‑term actions for policy, technical assistance, and monitoring while setting longer‑term workstreams for funding and system change.

MSDE Assistant State Superintendent Antoine Hickman and co‑chair Liz Zogby described efforts already under way: a request for proposals for a fiscal study to examine adequacy and funding distribution; development of a guidance document for specially designed instruction and IEP implementation; and technical assistance for LEAs identified for significant disproportionality. The department also said it is starting an emerging special education leader academy and a special education director academy to build leadership capacity.

Board members pressed for clarity on sequencing and accountability. Several members urged the department to emphasize implementation supports — coaching, scheduling that enables co‑planning and co‑teaching, and staffing models that create sustainable workloads — rather than merely producing further reports. Board members and presenters agreed that while some recommendations will require additional funding, many near‑term changes are “resource neutral” reorganizations of time, roles, and expectations that could yield rapid improvements if implemented consistently.

Presenters said the plan aims to move Maryland away from a legacy of separate placements toward greater inclusion, noting Maryland ranks low nationally on percent of students with disabilities included more than 40% of the school day and ranks high among states for students placed in separate settings. The work group recommended statewide guidance to reinforce high expectations, coaching and professional learning for general and special educators, clearer staffing standards, and monitoring changes to address significant disproportionality.

The board unanimously voted to accept the report and directed MSDE to produce an implementation plan with assigned responsibilities, timelines and a tracker for progress. Board members asked the department to return with guidance for local school systems on staffing and on how to use Blueprint funds (including collaborative time) to support inclusive practices.

The board also asked MSDE to highlight effective local models during school visits and to supply clearer technical assistance so districts and schools can translate recommendations into classroom practice.

Ending: MSDE officials said the department will post the work group’s materials online and begin implementation planning this summer. The board’s vote accepts the report as the department and local systems begin operationalizing the recommendations.