MarylandTransforms-StrategicPlanGuidebook - Flipbook - Page 25
MARYLAND TRANSFORMS - STRATEGIC PLAN 25
PRIORITY 3: READY FOR HIGH SCHOOL
With an Early Warning System (EWS), the state will provide tools for local education agencies to identify
students who are at risk of not being college and career ready to get back on track. By utilizing indicators
such as attendance, behavior, and course grades, educators do not have to wait for students to fail to
know they are at-risk.
Provide teachers and staff access to an integrated data system that updates regularly with students’
indicators across academics, behavior, attendance, and social-emotional learning.
Create a multi-tiered response system focused on addressing the needs of all students, a group of
students, and individual student interventions.
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Monitor and modify interventions that are not working, and scale those which are successful.
In addition to EWS, implementing the following best practices will leverage the developmental
opportunities of early adolescence in the middle grades:
Adopt flexible scheduling strategies such as block scheduling to support the academic and
developmental needs of students and include common planning time for teachers to plan
instruction collaboratively.
Ensure that classroom organization and staffing patterns support the needs of students through
interdisciplinary teaching, or team teaching, to improve the academic and social-emotional
outcomes for middle school students.
Provide access to enrichment and elective courses to support student engagement, and schedule
advisory periods to support student connectedness.
PRIORITY 4: READY FOR COLLEGE AND CAREER
Set a new evidence-based College and Career Readiness (CCR) standard that moves beyond
standardized tests, and ensure equitable access to post-CCR pathways.
Ensure the adoption of High-Quality Instructional Materials (HQIM) across every school, including the
necessary training required for successful implementation.
Adopt an Early Warning System (EWS) tied to high-quality and timely interventions, including strengthening
the implementation of Maryland’s 9th Grade On-Track measure across local education agencies.
Build and sustain an infrastructure for High-Quality, School Day Tutoring across Maryland, including
the use of flexible scheduling strategies such as block scheduling to support the academic and
developmental needs of students.