MarylandTransforms-StrategicPlanGuidebook - Flipbook - Page 42
42 MARYLAND TRANSFORMS - STRATEGIC PLAN
PROGRAMS, INITIATIVES, AND STRATEGIES
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.
POST-CCR PATHWAYS &
HIGH-QUALITY INSTRUCTIONAL
CAREER AND TECHNICAL EDUCATION
MATERIALS
Post-CCR pathways promote advanced learning
opportunities and allow students to earn a credential in
a field aligned to their interests. For students who have
not met the CCR standard by 10th grade, CCR support
pathways are available. Additionally, students can benefit
from a CTE system that is aligned with current industry
needs, as well as curriculum, standards, and assessments
that are aligned towards the new CCR goal.
EARLY WARNING INDICATORS:
9TH GRADE ON-TRACK MEASURES
Since 2018, the Maryland School Report Card includes
a 9th Grade On-Track measure. On-Track is defined as
earning 4 or more credits in math, English language arts,
science, social studies, and world language. The Blueprint
requires LEAs to implement a 9th grade tracker system to
measure each student’s progress toward graduating on
time. Currently there is wide variation from LEA to LEA in
the implementation of the 9th Grade On-Track measure.
High-Quality Instructional Materials (HQIM) are resources
that provide a road map for teachers on how to plan, teach,
and assess student learning while reflecting research on
good instruction. They are fully aligned to state standards
for what students should know and be able to do at the
end of each school year, while also aligned to evidencebased test practices in content areas. HQIM also support
all learners, and enable frequent progress monitoring
through embedded and aligned assessments.
HIGH-QUALITY, SCHOOL DAY TUTORING
Rigorous research provides strong evidence that HighQuality, School Day Tutoring can produce large learning
gains for K-12 students, especially those who have fallen
behind academically. This type of tutoring is provided
at least three times per week by a trained tutor (teacher,
college students, etc.) in a small group format of two to
four students and is offered during the school day.