Special Education Strategic Plan –
Theme 1: Accelerating Student Learning
← Back to Special Education Strategic Plan
Purpose
Ensure ambitious academic achievement for students with IEPs through strong Tier 1 instruction, timely supplemental support, high-quality specially designed instruction, and an appropriately responsive continuum of services.
Year 1 Foundation (Last Year / Baseline)
During 2025–2026, the Division of Academics developed the conceptual and implementation foundation for one districtwide MTSS framework integrating curriculum, instruction, special education, behavioral health supports, data routines, school team structures, professional learning, and family engagement.
Central office special education leaders also began learning in reflective coaching practices to strengthen support to schools.
Year 2 Actions (Current Year)
- Implement the Districtwide MTSS Framework: Schools are beginning a phased implementation, first building a shared understanding of Tier 1 instruction and then establishing consistent data routines, school-based team structures, intervention planning, progress monitoring, and family engagement. Leaders will use School Improvement Plan (SIP)-aligned walkthrough processes and common Tier 1 look-fors to build shared expectations and identify instructional support needs, aligned to their school improvement plan.
- Develop an Updated Special Education Service Delivery Framework: The Department of Special Education will develop a foundational framework for IEP design and implementation aligned with MTSS and current Maryland State Department of Education (MSDE) guidance. The framework will clarify the relationship among Tier 1 instruction, supplemental support, specially designed instruction, progress monitoring, and placement; reduce rigid or unnecessarily staff-intensive practices; strengthen general and special educator ownership; and promote student independence.
- Monitor Intervention Schedules and Access: Some elementary schools developed and are implementing approved schedules that include dedicated intervention time outside Tier 1 instruction. HCPSS will monitor whether these schedules allow school teams to make real-time adjustments, provide timely intervention, and protect access to core instruction.
Key Actions
| Key Action | Point Person | Quarter 1 Report |
|---|---|---|
| Continue Development of the Districtwide MTSS Infrastructure | Jenn Webster | Systemic professional learning for all staff: What is MTSS? Exploring the Tier 1 Elements |
| Monitor the MTSS schedule’s impact on real-time instructional adjustments and interventions outside Tier 1 instruction | Kisha Logan | Elementary schools selected and implementing approved schedules with dedicated intervention time |
| Develop an Updated HCPSS Special Education Service Delivery Framework | Jen Riccardi | Framework developed with stakeholder input by the end of Q2 |
How Impact Will Be Measured
| Measure | Evidence Available Now | Year 2 Reporting Approach |
|---|---|---|
| Kindergarten Readiness Assessment (KRA) | Results for 2025-2026 as a baseline | Report annual results and compare students with IEPs with district and prior-year results. |
| CCR and Graduation | Grade 10 CCR status and graduation rate remain strategic-plan measures. | Report annual results and compare students with IEPs with district and prior-year results. |
| MTSS Implementation | Systemic professional learning launched on the purpose of MTSS and the Tier 1 elements. | Track school participation in systemic professional learning and implementation of shared agreements for implementing Tier 1 instructional practices. |
| Intervention Schedules | A group of elementary schools are implementing approved schedules with dedicated intervention time. | Use schedules, staff feedback, and student intervention data to assess access, responsiveness, and protection of Tier 1 time. |
| Perceptual Data | Parent responses to the MSDE survey. | Create and administer a yearly feedback survey to families, staff, and secondary students that aligns to the strategic plan themes. Utilize Spring 2027 as a baseline year for data comparison. |
| IEP Quality and Service Delivery | The updated framework is scheduled for development, with stakeholder input, by the end of Quarter 2. | Establish a new IEP review protocol and baseline for goal quality, progress monitoring, inclusive access, and alignment of services to need. |
Measures of Progress
| Measure | Baseline | Point Person |
|---|---|---|
| Kindergaten Readiness Assessment (KRA) data for students with disabilities | Early Literacy, Star Math, and SAEBRS Data | Jess Yaniro |
| Math and ELA State Assessment Data for Students w/Disabilities (Grades 3 – 8) | MCAP ELA (filters: ELA All under assessment type & Students with Disabilities under special services), MCAP Math (filters: Math All & Students with Disabilities) | Melissa Brunson |
| Grade 10 Student CCR status | 25% | Bianca Roberts |
| Student 4-year Graduation rate | Not yet available from MSDE | Bianca Roberts |
| Longitudinal transition data for IDEA report card indicator 14 (employed, higher ed, or training w/in 1 year of leaving HS) | 71.69% 2024-2025 | Bianca Roberts |
| Perceptual data from stakeholder experience survey | New measure without baseline data | Jenn Webster |
HCPSS
Strategic Plan
Alignment
Priority 1: Strengthen Learning and Instruction
Key Strategies: Provide Effective Instruction, Redesign Special Education and Tailor Evidence-Based Interventions