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Passed on veto override in 2021.  Legislation to amend the dates and add additional learning loss provisions is pending in 2021 legislature.

See page

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Introducing The Reading League's Curriculum Navigation Reports

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The Reading League's Curriculum Navigation Reports provide an in-depth examination of each curriculum's components based on evidence-aligned practices.

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Screen Capture from AIB presentation on 2.15.22

https://mgaleg.maryland.gov/meeting_material/2022/aib%20-%20132893383884541449%20-%20Meeting%20Materials_ALL_%20for%2002-14-2022.pdf

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This pilot program spans 9 schools in Montgomery County Maryland. DDMD MOCO recently held a forum with the school district to share an update with parents and teachers about the pilot program. A recording is posted in a separate pin.

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Decoding Dyslexia Pilot Proposal Nov 2020

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website

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AmeriCorps is a network of national service programs that gives people the chance to serve in locations across the country. AmeriCorps*Texas programs give members the opportunity to strengthen Texas communities while being part of a national service movement. The Charles A.

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2019-2020

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Shifting from Balanced Literacy to Structured Literacy

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Accelerating learning for the next 3-5 years in reading and writing

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Written to be drafted into legislation.

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Includes a Dyslexia Pilot description, budget, timeline, definitions

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Budget aligns with the proposed Reading and Dyslexia Pilot program delineated in the Dyslexia Task Force Report

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MD Reading and Dyslexia Demonstration Pilot budget Oct 2017

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10 Questions to ask your district about curriculum and instruction practices

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Agenda presented to MSDE during virtual meeting on 12/22/21

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MTSS for reading and writing, Rhodesia Island Department of Education

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A Framework for Supporting All Students

A multi-tiered system of supports, or MTSS for short, is a framework for school improvement. This framework ensures that all students are supported for meeting academic, behavioral, and social-emotional outcomes, and this responsibility belongs to everyone. All students means all students, including multilingual learners and students with disabilities.

Education systems have a responsibility to identify and dismantle the root causes of educational inequity so that all students regardless of race, language, socioeconomic status, ability, or other identities have access to equitable opportunities.

RIDE Strategic Plan, 2021-2025

In a multi-tiered system of supports, all students have equitable access to strong, effective core instruction using high quality curriculum and differentiated instructional practices at Tier 1, evidence-based group interventions at Tier 2, and intensive, evidence-based interventions at Tier 3.

Equity is a Tier 1 issue. Teams cannot address inequitable student outcomes (e.g., disproportionate rates of referrals and suspensions, chronic absenteeism, and achievement gaps) by providing only Tier 2 and 3 supports to students without addressing Tier 1 school improvement.
Equity for all students at Tier 1 includes:

Inclusive curriculum and instruction that is matched to the student population(s) of the school and learning materials that mirror students' diverse backgrounds, including neurodiversity

Culturally and linguistically responsive practices that are evidence-based for the student population(s)

A focus on assets and the funds of knowledge that students and their families bring to the school community, as well as collaborative partnerships between families and school

High expectations and shared responsibility for all students

Valid assessment tools for the student population(s) being assessed

Acknowledgement of biases and inequities in curriculum, learning materials, discipline policies, and educator actions, and professional learning focused on addressing inequities

Persistent examination of and relentless efforts to address inequities in student data

At Tier 2, targeted group interventions should be matched to student need, available to any student in need regardless of background, and examined systemically for access barriers for specific populations, e.g., scheduling. "In equitable Tier 2 systems, interventions increase instructional opportunities, feedback, and positive home communication with students' families." ²

At Tier 3, intensive interventions (whether academic, behavioral, or social-emotional in nature) are individualized and contextualized, and like Tier 2 interventions, are matched to the student receiving the intervention. Families and students have voice throughout the data-based individualization (DBI) process, including goal setting, intervention design, progress monitoring, and frequent meetings. Effective family-school partnerships are critical to the success of the data-based individualization process.

Practices, Data, and Systems

In the MTSS framework, we make frequent reference to Practices, Data, and Systems.

Practices are what the adults in the building do to help students be successful. Practices are evidence-based and culturally and linguistically responsive for the students you serve.

Data guide decision-making in the MTSS framework. Data are frequently collected and reviewed to assess the effectiveness of Tiers 1, 2, and 3 supports. From data, we can answer questions such as:

"What problem behaviors are we seeing most frequently, and where are they happening?"

"Are we seeing higher rates of chronic absenteeism in particular subgroups?"

"Are our core math and reading curriculum and instruction helping our students meet benchmarks?"

"Are particular subgroups of students disproportionately less proficient on school-wide screening?"

Systems should be in place to support the adults in the building so that they can change their practices as needed in order to do the right thing for students. Adults need time, training, coaching, and materials to "do the right thing," and a MTSS framework ensures that they're getting what they need, as well as time to use the data for guidance.

Not a Program

MTSS is not a program that you can buy. It's not a "one size fits all" solution to school improvement, like a list of practices that schools must do to be successful. It's not a child-by-child problem solving process. It is a framework for thinking about how schools and districts can best support their students for success, and how they can support the adults to do their jobs well. It's a focus on continual improvement and problem solving guided by data. When a school or district begins developing their MTSS framework, it doesn't mean that schools and districts have to throw out what they're currently doing if it's working. It does mean taking a closer look at the areas that need improvement, and using that framework for adding evidence-based supports in those areas of need and continually monitoring improvement using data as our guide.

Has the information here challenged your current understanding of MTSS?

We encourage you to deepen your understanding of a Multi-Tiered System of Supports by enrolling in BRIDGE-RI's MTSS Overview course. This two hour course goes into depth to establish common language and a conceptual understanding of MTSS so that all Rhode Island educators are on the same page.

¹ Oregon Response to Intervention. (2021, January 21). "Instructional Improvement and Intervention Delivery: Equity, Inclusion, and Behavior/SEL" [webinar].

² Center on PBIS Positive Behavioral Interventions & Supports. (n.d.). Equity. https://www.pbis.org/topics/equity

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A Framework for Supporting All Students A multi-tiered system of supports, or MTSS for short, is a framework for school improvement. This framework ensures that all students are supported for meeting academic, behavioral, and social-emotional outcomes, and this responsibility belongs to everyone. All students means all students, including multilingual learners and students with disabilities.

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Links to a google document that includes a collection of links to articles, resources, citations, research and journals that document the comprehensive nature of structured literacy teaching and learning.

Includes the components that underpin strong reading as documented by the NRP, ESSA, Maryland state standards/Appendix A and The Ready to Read Act, as well as the principals of instruction including developmentally appropriate, recursive, explicit, systematic instruction in the components of language to mastery.

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Laws
Regulations
Standards
Competencies
Licensing and Certification Requirements

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1c 20 20hemet 20learning 20recovery 508dh

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US Department of Education Presentation, Hemet CA: Literacy for all, by all

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US Department of Education Presentation, Hemet CA: Literacy for all, by all

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Evaluates off the shelf knowledge-based literacy programs and district/state created curricula.

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Includes links to the Strategic Planning Survey and other items for SP.

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New! Introducing:

Maryland Leads

MSDE launches the Maryland Leads program that offers more than $150 million in grant funding to implement targeted and transformational change. The program supports LEA efforts to provide students with an excellent & equitable education, grow staffing, accelerate student achievement & more.

Learn more

A message from Superintendent Mohammed Choudhury:

Welcome to the Maryland State Department of Education, where we are leading the implementation of The Blueprint for Maryland’s Future to offer the full promise of an excellent and equitable education for every Maryland child, especially those who have been historically underserved. As we emerge from the COVID-19 pandemic and implement the Blueprint for Maryland’s Future, we have a once-in-a-generation opportunity to bring real, meaningful change – and truly reimagine the education experience.

Learn more about the active, exciting work underway that is bringing the Blueprint to life in school systems and classrooms across the State. From the English Learner Workgroup to Expert Review Teams, and from redefining meaningful indicators of poverty to expanding community school services, the Blueprint is delivering the resources needed to ensure a bright future for every child.

COVID-19 Resources

Strategic Planning Survey

Blueprint Focus on English Learners

Opportunities

Employment Opportunities

Join our Expert Review Team

en Español

Recursos educativos

The Maryland Strategic Planning Survey is now live! Help us shape the future of our schools.

The Maryland State Board and MSDE invites Maryland residents to complete our Strategic Planning Survey, which will help guide the implementation of the multi-year strategic plan to transform public education.

Update on Face Coverings in School Facilities

Noting that the face-covering regulation helped keep schools open during the fall & Omicron surge, the State Board voted to remove the statewide emergency face covering requirement in schools beginning March 1, 2022 based on latest metrics, vaccination rates, data and research. The AELR approved the repeal of the emergency regulation at its meeting on Friday, February 25, 2022. With off-ramps based on vaccination and transmission rates as a guide, school systems can determine if they wish to continue the requirement.

Note: The interim guidance provided in this memo supersedes the relevant portions of K-12 School and Child Care COVID-19 Guidance dated October 27, 2021. MDH and MSDE will be updating the October 27, 2021 guidance document as soon as possible

New! MSDE has published these Blueprint for Maryland’s Future legislatively required reports this fall:

ARP ESSER State Plan

April 21, 2021

July 30, 2021  Updated October 4, 2021

Current resources, news, an​d links to help parents, families, and caregivers support Maryland’s students in K-12.

News, information, and links to resources and data to support school administrators throughout Maryland.

Learn about our private and public partnerships supporting high-performing teachers, parents, and administrators.

Help Stop Fraud in Maryland State Government

The Maryland General Assembly’s Office of Legislative Audits operates a toll-free fraud hotline to receive allegations of fraud and/or abuse of State government resources. Information reported to the hotline in the past has helped to eliminate certain fraudulent activities and protect State resources.

More Information

Human Trafficking
GET HELP
National Human Trafficking Hotline 24/7 Confidential

For more information click here.

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In 2nd grade, I found out I have a learning difference and it wasn't easy to hear. My parents sent me to a private school, away from my friends. I didn't know anyone and the first school was majority white, so I felt very alone, all because I had trouble learning to read. It was very hard for me, but I feel like that experience helped me grow. I still have challenges with reading, but I know how to advocate for myself. And, I get frustrated that decisions around my education depend on whether the school understands how I learn. Why can't all teachers in all schools teach all children how to read?

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Our vision is that Maryland schools will teach every child to read so they are college, career and life ready.