Yes. Acceleration decisions are based on multiple data points, and schools will continue to consider student readiness, progress and individual needs. Families will be partners in these conversations.
The policy requires schools to automatically review students who score at the highest level on state math assessments to see if they are ready for more advanced learning which is currently a practice in HCPSS. A team at the school will continue to look at each student’s strengths and needs to decide the best path forward. This helps make sure that opportunities for advanced math are fair and consistent for all students.
No. Accelerated options will continue to be available for elementary students. Placements will be made based on multiple data points. Student placements will be adjusted when new data points suggest a change is needed.
No. The policy requires that teachers provide math instruction using High-Quality Instructional Materials aligned to grade/course-level standards.
The policy requires clearer and more consistent communication with families. Schools must notify families when students are not yet progressing toward grade-level standards so families and schools can partner early to support learning. If your child needs extra help in math, they will receive targeted support during the school day while remaining in grade-level math instruction. These supports are designed to be flexible, so students can move in and out of support as their needs change.
The changes will not result in lower expectations for students. The policy requires all Local Education Agencies (LEAs) to reduce or eliminate exclusionary tracking in mathematics education and ensure inclusive classrooms where all students have access to effective mathematics instruction and robust supports aligned to High-Quality Instructional Materials.
One of the goals of the policy seeks to reduce variation in access and opportunity from school to school. The policy requires consistent access across schools to grade-level instruction, interventions during the school day, acceleration opportunities, and secondary course pathways aligned with student interests, aspirations, and goals.
Multi-Tiered System of Supports (MTSS) is a proactive and preventative framework that aims to foster growth and success by ensuring all students receive equitable academic, behavioral, and social-emotional support. The framework utilizes multiple data points to identify students requiring intervention through three tiers of support:
Per the Maryland State Department of Education, Maryland adopted a new policy to improve student achievement in mathematics, elevate proficiency rates to be among the nation's highest, and address inequitable access to advanced mathematics opportunities. The new policy is designed to ensure every student:
