MarylandTransforms-StrategicPlanGuidebook - Flipbook - Page 24
24 MARYLAND TRANSFORMS - STRATEGIC PLAN
OVERVIEW OF
PROGRAMS, INITIATIVES,
AND STRATEGIES
The flagship programs, initiatives, and strategies are designed to drive transformative change
in classrooms and create high-quality learning environments for all students. Grounded in
research and modeled around national best practices, these strategies form the backbone of our
commitment of delivering an excellent and equitable education to every student at every age
level to ensure that all students in Maryland receive the education they deserve.
PRIORITY 1: READY FOR KINDERGARTEN
Provide increased access to early childhood programs through a Mixed-Delivery System comprised
of private and public providers and ensure affordability by subsidizing the cost for families.
Expand early learning hubs, such as Judy and Patty Centers, that utilize a Two-Generation Approach
to ensure families are supported in the development of their children ages 0-5.
Develop Early Learning Standards that implement age-appropriate learning practices and materials,
and foster high-quality learning environments for children’s social, emotional, and academic growth.
Utilize Maryland’s Comprehensive Early Childhood Assessment System to monitor readiness and
measure the quality of early learning programs to ensure culturally responsive, academically
and developmentally appropriate materials and resources are provided to support and empower
educators to be successful.
PRIORITY 2: READY TO READ
Training and coaching on evidence-based and highly-effective reading pedagogy provided to
all Pre-K through 3rd grade teachers, including special education teachers, principals, and other
relevant staff aligned to the Science of Reading.
Ensure the adoption of High-Quality Instructional Materials (HQIM) that are content-rich and
culturally responsive, as well as assessment tools aligned to the Science of Reading.
Create and implement systems for progress monitoring* to ensure all students are reading by the end of
third grade and have the appropriate supports if still struggling with reading beyond third grade.
*This includes the use of Universal Screeners as required by Maryland’s Ready to Read Act