Experts urge MSDE to pair statewide literacy and MTSS rollout with clearer timelines and training to better integrate general and special education

Independent advocate Buzzy Hettleman and researcher Rachel Kieneman laid out converging recommendations to the Maryland State Department of Education’s Blueprint for Maryland’s Future special education work group on how to better integrate general and special education.

Hettleman urged MSDE to develop a comprehensive early‑literacy plan with the highest priority in grades K–3 and to produce, within 45 days, an outline describing tasks and timelines for that plan. "MSDE should present within 45 days the outline of a plan with tasks and timelines, not the plan itself, but the plan for the plan," he said. He also recommended clearer MTSS/RTI standards, uniform data collection and operational guidance for progress monitoring.

Kieneman, a senior research associate at the University of Minnesota, emphasized shared accountability and system levers that make evidence‑based practices routine. "MTSS puts responsibility for all kids with the gen ed teachers, including those with IEPs," she said, urging that strong Tier‑1 instruction, leadership development and data use be coupled with ongoing coaching and evaluation so local implementation is not person‑dependent.

Both speakers recommended studying organizational structures in local education agencies to clarify reporting lines between general and special education. Hettleman suggested a state survey and asked MSDE to provide an initial overview to the work group by January 2024 on where special education sits within LEA organizational charts.

The presenters warned that piloting alone is not enough. Kieneman said pilots should be used to refine assumptions and paired with the leadership structures and professional development required for scaling. She recommended using IEP team data to surface recurring gaps at the school level so principals and districts can allocate resources such as PBIS or co‑teaching.

The work group’s prior discussions — recapped at the meeting — framed the recommendations: members noted siloing between general and special education, low expectations, funding constraints and an expectation that, where appropriate, IEP goals should be grade‑aligned.

MSDE staff said they will continue to assemble draft recommendation language and circulate it for written feedback. The work group will revisit MTSS implementation and Tier‑1 instruction at its next meeting on Nov. 29.