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Parent asks Maryland work group for statewide IEP/BIP monitoring, training and accountability
Summary
A parent, Alicia Gaines, submitted a written public comment urging MSDE to establish statewide IEP/BIP compliance monitoring with consequences, anonymous family reporting, mandatory de‑escalation training, equitable resource allocation, family engagement guidance, and expedited alternative placements.
A Maryland parent and advocate urged the special education work group to adopt several statewide accountability measures in a written public comment read during Tuesday’s meeting.
In the letter, Alicia Gaines said her child’s behavior intervention plan (BIP) and IEP were not consistently implemented during a behavioral escalation and that failures in implementation created "emotional distress and unsafe conditions." She recommended five specific reforms: a statewide system to track IEP and BIP compliance with clear consequences and anonymous family reporting; mandatory annual training and certification on de‑escalation and inclusive practices; targeted funding for behavior specialists and IEP coordinators; clearer family resources explaining FERPA and FAPE and expectations for family participation; and expedited access to alternative placements and nonpublic programs for students with severe needs.
Gaines framed her recommendations as a data‑ and experience‑driven call for action: she cited national figures that roughly 14 percent of public school students received special education services in the 2022–23 school year and warned that continued inaction "will continue to hinder student outcomes, widen achievement gaps, and erode trust between families and school." Her letter concluded with a request that the work group prioritize timelines, accountability measures and a dedicated task force to monitor implementation.
MSDE presenters acknowledged the public comment and incorporated family‑engagement and accountability themes into the meeting discussion on recommendations, including proposed MSDE work to strengthen family‑school partnerships, improve monitoring and expand training.
