ENABLER 2:
HIGH-QUALITY CURRICULA & SYSTEMS
Ensure the adoption of High-Quality Instructional Materials (HQIM) that are content-rich and culturally responsive, as well as assessment tools aligned to the Maryland College and Career Ready Standards.
Establish and adopt a statewide Early Warning System (EWS) across the prekindergarten through 12th grade spectrum to identify students who are at risk of:
- Not being ready for kindergarten
- Not being ready to read by the end of third grade
- Not being proficient in math by the end of fifth grade
- Not being ready for high school (e.g. attendance, behavior, and course grades in middle school)
- Not being on track to graduate from high school in four years
- Not being college and career ready by the end of tenth grade
Ensure the adoption of High-Quality Instructional Materials (HQIM) that are content-rich and culturally responsive, as well as assessment tools aligned to the Maryland College and Career Ready Standards.
Establish and adopt a statewide Early Warning System (EWS) across the prekindergarten through 12th grade spectrum to identify students who are at risk of:
- Not being ready for kindergarten
- Not being ready to read by the end of third grade
- Not being proficient in math by the end of fifth grade
- Not being ready for high school (e.g. attendance, behavior, and course grades in middle school)
- Not being on track to graduate from high school in four years
- Not being college and career ready by the end of tenth grade
ENABLER
Maryland’s classrooms challenge, support, and inspire students. Therefore, our schools will be equipped with high-quality curricula, lessons, assessments, and systems for intervention and acceleration.
GOALS & METRICS
Increase in percentage of schools visited by Expert Review Teams that are rated as “Accomplishing with Continuous Improvement” in the “Curriculum and Instruction” and the “Integrated Multi-Tiered System of Supports” indicators.
Snapshot of Engagement
In-depth dialogues fostered by roundtables highlighted meaningful nuances in the views and aspirations of Marylanders across our state. Black/African American respondents emphasized resources such as access to advanced coursework and pathways, and high-quality teachers for underserved communities in their most frequently cited priorities.
Snapshot of Engagement
In-depth dialogues fostered by roundtables highlighted meaningful nuances in the views and aspirations of Marylanders across our state. Black/African American respondents emphasized resources such as access to advanced coursework and pathways, and high-quality teachers for underserved communities in their most frequently cited priorities.
High-Quality Instructional Materials (HQIM)
High-Quality Instructional Materials play a crucial role in supporting effective teaching and improving student outcomes. These materials, which are aligned with standards and research-based practices, provide educators with the necessary resources to deliver rigorous and engaging instruction. Many states across the nation have recognized the significance of these materials and are taking steps to facilitate their adoption by developing policies and initiatives that support the selection, adoption, and effective implementation of these materials.
For example, providing educators with information about the quality of instructional materials to guide decision-making at the district and school levels, as well as incentivizing the adoption of high-quality materials by linking funding sources, such as grants and emergency relief funds, to the selection of these materials.
Additionally, it is critical to provide professional development opportunities aligned with these materials to ensure that teachers receive the necessary training and support to effectively integrate them into their instruction. By creating these conditions, states aim to enhance teacher buy-in and usage of HQIM, ultimately improving student achievement and educational outcomes.
High-Quality Instructional Materials (HQIM)
High-Quality Instructional Materials play a crucial role in supporting effective teaching and improving student outcomes. These materials, which are aligned with standards and research-based practices, provide educators with the necessary resources to deliver rigorous and engaging instruction. Many states across the nation have recognized the significance of these materials and are taking steps to facilitate their adoption by developing policies and initiatives that support the selection, adoption, and effective implementation of these materials.
For example, providing educators with information about the quality of instructional materials to guide decision-making at the district and school levels, as well as incentivizing the adoption of high-quality materials by linking funding sources, such as grants and emergency relief funds, to the selection of these materials.
Additionally, it is critical to provide professional development opportunities aligned with these materials to ensure that teachers receive the necessary training and support to effectively integrate them into their instruction. By creating these conditions, states aim to enhance teacher buy-in and usage of HQIM, ultimately improving student achievement and educational outcomes.
