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Maryland work group urges earlier, clearer IEP transition steps to boost post‑school outcomes
Summary
MSDE presenters and disability advocates urged embedding predictors of post‑school success into IEPs earlier, expanding CTE access that leads to industry credentials, and strengthening family engagement; MSDE will bundle recommendations into a December report and pursue phased implementation.
Maryland special education leaders and disability advocates on the state’s blueprint work group said Tuesday that the state should embed predictors of post‑school success into Individualized Education Program (IEP) transition planning earlier and more consistently across school systems.
Presenters from the Maryland State Department of Education (MSDE) and the Maryland Department of Disabilities framed the discussion around evidence‑based predictors — paid work while in school, high parental expectations, inclusion with peers, youth decision‑making and self‑advocacy — and said those elements should be visible in transition planning well before high school. "In Maryland, secondary transition planning formally begins at age 14," Molly Connor said, noting the state’s practice begins two years earlier than the federal minimum.
The presenters also raised concerns that some students with disabilities may be unintentionally excluded from funding and pathway opportunities. MSDE staff noted that the college and career readiness (CCR) standard, set to be met in 10th grade, currently does not recognize participation in alternate assessments or WIDA attainment and that could limit which students benefit from CCR‑related per‑pupil funding. "There is potentially a group of students being cut off from that funding," a presenter said.
Data presented on career and technical education (CTE) participation showed students with disabilities made up about 9.4 percent of CTE concentrators and 10.6 percent of completers, but represented roughly 33 percent of enrollment in Career and Research Development (CRD) courses, which frequently do not result in an industry‑recognized credential (IRC). Presenters and participants urged expanding meaningful CTE seats, creating multiple diploma pathways that validate career readiness, and involving industry partners to recognize alternative credentials.
Panelists highlighted practical recommendations the work group has proposed for MSDE: a cross‑divisional plan to strengthen family‑school partnerships; MOIEP revisions to add automatic language translation, plain language text and mobile DocuSign access; technical assistance and cooperative trainings for staff and families; and guidance on bringing neutral facilitators and community partners into the IEP process. The group agreed to prioritize recommendations and to include them in a report due to senior leadership ahead of the December 1 submission deadline.
During Q&A, MSDE staff explained that targets for Indicator 14 (post‑school outcomes) are proposed by the state from a baseline year and then negotiated with the U.S. Department of Education as part of the state's APR (annual performance report). Staff said stakeholder feedback (LEAs, advocates, EAC) is solicited before submission.
Work group volunteers returning from breakout discussions called for early, concrete actions: add transition prompts to the MOIEP for elementary grades; expand outreach so families and students are partners in long‑range planning; pilot parent navigator programs or community partnerships for families who need additional help; and explore follow‑up supports for students in the one to two years after graduation.
MSDE said it will seek to prioritize near‑, mid‑ and long‑term goals and provide quarterly updates beginning after January. The work group will continue meeting and refining recommendations for the final report.
