Multiple public commenters urged the board to address alleged improper video recordings of IEP meetings, outstanding VDOE corrective actions, and inequities in special-education discipline and supports; several requested meetings with district leadership and encouraged whistleblowers to come forward.

Director Julie Ligon and supervisor Jamie McLaughlin told the board MCPS has about 1,446 students with disabilities (adjusted K–12: ~1,405) and divisionwide special-ed caseloads that produce roughly a 10:1 student-to-special-education-teacher ratio; VDOE report (2024) met requirements but required corrective action on one timeline and fell short of an academic proficiency target.

Division of Legislative Services summarized FY2027–2028 special‑education funding increases driven by a sharply higher add‑on formula and larger SOQ and CISNA pools; commissioners asked about federal IDEA cuts and a state uncertainty contingency fund.

During public comment, Bridal Marks said she has spent 13 years advocating for her child and accused the district of failing special-education students, asking the board to 'prorate your investment' so special-education receives as much focus and funding as academies; she said multiple families have retained lawyers and the state is monitoring a complaint.

Multiple parents described failures in special‑education supports, placements and alleged misuse of seclusion and restraint; separate speakers alleged inappropriate social‑media and recruitment behavior by a coach at Osborne Park High School. Complainants said some matters are in federal court or under executive-level review.

Danielle Johnson of the Shawnee District told the board she lost her child and called for consistent implementation of IEPs, better communication and training, and stronger safety and accountability measures for students with disabilities.

Division leaders told the personnel committee that special‑education vacancies are the largest category of unfilled positions, cited high caseload targets and procedural burdens, and said a task force will deliver recommendations to the board next month; staff also said the division will press state leaders at the legislative summit for changes to caseload standards.

During public comment, parents and special‑education staff told the board they are seeing repeated classroom crises and overdue evaluations, and urged the board to restore a cut psychologist position and adopt clearer safety/disruption notifications for families.

Multiple parents, teachers and disability advocates at the Feb. 10 hearing thanked the school administration for restoring full funding for elementary special education department chairs and urged the board to keep the positions to ensure equitable, timely services for students with disabilities.

A K–12 appropriations subcommittee voted to report House Bill 299, which clarifies alternatives to Standards of Learning (SOL) assessments for special education students, repeals three-year growth assessments, and directs the Board of Education to issue local grading guidance by Sept. 1, 2026.

State caps funding for private special education while promoting public alternatives for students.

Teachers highlight effective hybrid model improving literacy outcomes for special education students.

Schools enhance job skills programs and add community partners for student opportunities.