[{"_1":2,"_100":-5,"_101":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6363896,"mediaKeyId","2165494-c4bddfc647f842f81aff2ab5b1ae4f6a","parentId",2165494,"title","Maryland education officials report early gains under Blueprint for Maryland’s Future and press need for sustained funding and accountability reforms","audioSeconds",1948,"startMs",61000,"endMs",2009000,"viewUrl","/Search/View?dp=1&key=2165494-c4bddfc647f842f81aff2ab5b1ae4f6a&start=61&end=2009","thumbnailUrl","https://assets.pipeline.soar.com/2165494-c4bddfc647f842f81aff2ab5b1ae4f6a/thumbnail_61000.jpg","articleUrl","/articles/6363896/Maryland/Maryland-education-officials-report-early-gains-under-Blueprint-for-Marylands-Future-and-press-need-for-sustained-funding-and-accountability-reforms","mediaUrl","https://secure.pipeline.soar.com/6363896-336aab4d2484ba3d388823129d44fa1f/orig.mp4?Expires=1770930494&Signature=GYAmxTh0I-yXFEDQk~zbYyAB2QhWxqVIhYC1nUMqoMDjyZJmdfHIDmoWJU7LzmojlBzg7gG96ElgbF63Ye0yScJqkaqmBIwC2R-FUnbsXzmlM4L3xwQJwXelXyI4AF1zMd5VJW0CNa3cuA-pnZjBQMbUR4fYlW15g0IMOvjVQU0noNCbz6VjNsKHmonPXF0OiB4VWDbQO8gZkOhBKTgrHeCU86bczo3ZBi22oAEVfIEn~6xCSeZPwEhxmeWeekQODCDl-afe4LLGTeVqqskR68SQ9cXpp16yDww0jeAwoEClaS2nwuf2pX8LwOcU38Ov3sgqwXvd20ICYiWC6dl3bw__&Key-Pair-Id=KUT5TJCACFTXG","author","MGA - EEE","date","2025-01-29T00:00:00Z","article","At a briefing of the Education, Energy and the Environment Committee, Maryland State Department of Education officials gave an update on implementation of the Blueprint for Maryland’s Future, highlighting expanded prekindergarten, stronger supports for teachers and improvements on the 2024 National Assessment of Educational Progress (NAEP).

Dr. Joshua Michael, president of the Maryland State Board of Education, and Dr. Carrie Wright, Maryland’s state superintendent of schools, said the state has added publicly funded full‑day prekindergarten seats and broadened community supports while continuing to refine accountability and instructional policies. \"The blueprint reshapes structures of opportunity for young people in Maryland,\" Michael said.

The nut graf: Officials said the blueprint is producing measurable progress but that the law’s long‑term success depends on continued funding, clearer accountability measures and adjustments to implementation that reflect current classroom staffing realities. That mix of progress and fragility framed much of the discussion with lawmakers.

MSDE reported several specific developments across the blueprint’s five pillars. On early childhood, Dr. Michael said the state has \"over 24,000 students enrolled in publicly funded full‑day pre‑K, that’s an increase of nearly 9,000 students since the adoption of the blueprint.\" MSDE also said it added more than 6,000 full‑day pre‑K seats last fall, and that 46% of those new seats were placed in private childcare settings as part of a mixed‑delivery model.

On literacy and assessments, Wright said Maryland received a $40,000,000 U.S. Department of Education grant to support literacy work and a $6,800,000 philanthropic contribution to expand teacher micro‑credentialing aligned with the science of reading. She told the committee Maryland’s 4th‑grade NAEP reading ranking improved from 40th to 20th in the latest assessment cycle, and described that improvement as \"promising.\" Wright cautioned that gaps remain: she noted the NAEP scale‑score gap between the state’s highest‑ and lowest‑performing students widened over the decade even as the bottom percentiles showed recent gains.

Officials described ongoing work to refine standards and curricula: validation committees are finalizing new health/physical education and literacy frameworks and a comprehensive mathematics policy is being developed for board vote in March. MSDE said it has convened an accountability task force that produced a capstone report and that the department is planning new assessments and changes to the accountability system to better align growth, achievement and school ratings. \"I'm not confident that our accountability system is holding anyone accountable,\" Wright told the committee, urging changes to give teachers and principals more actionable information.

MSDE also reported operational updates: the state has launched a task force on cell phone use in schools that will produce research‑informed guidance for local districts; an expanded expert review team effort to evaluate blueprint implementation in schools; and a new statewide financial reporting system for tracking blueprint funding (fiscal 2025 set as baseline).

Attendance and CTE: The department said it recently partnered with Attendance Works and set a goal to halve chronic absenteeism in two years; MSDE also described a redesign of career and technical education pathways and a growth in apprenticeship participation to more than 1,000 students statewide.

Committee members pressed officials on details including outreach to multilingual families, the mix of private providers in pre‑K, and how federal policy changes could affect state programs. Wright and Michael said MSDE and the Accountability and Implementation Board (AIB) meet frequently and are coordinating implementation and problem‑solving with local school systems.

The briefing closed with officials asking lawmakers to preserve stable funding and to let the state and AIB continue adjusting policy to reflect classroom realities. Wright said the state will continue adapting policies \"to meet the realities of public education in 2025.\"","mediaType","Video","parentTitle","EEE Committee Session, 1/29/2025 #1","oneSentenceSummary","At a briefing of the Education, Energy and the Environment Committee, Maryland State Department of Education officials gave an update on implementation of the Blueprint for Maryland’s Future, highlighting expanded prekindergarten, stronger supports for teachers and improvements on the 2024 National Assessment of Educational Progress (NAEP).","taxTitle","Education, Energy, and the Environment Committee, SENATE, SENATE, Committees, Legislative, Maryland","taxId",15092,"location","Maryland","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6363885,"County superintendents warn proposed pauses and cuts would put community schools and special education funding at risk",547,7245000,7792000,"/Search/View?dp=1&key=2165494-c4bddfc647f842f81aff2ab5b1ae4f6a&start=7245&end=7792","https://assets.pipeline.soar.com/2165494-c4bddfc647f842f81aff2ab5b1ae4f6a/thumbnail_7245000.jpg","/articles/6363885/Maryland/County-superintendents-warn-proposed-pauses-and-cuts-would-put-community-schools-and-special-education-funding-at-risk","https://secure.pipeline.soar.com/6363885-ddac64452f9112e2d54aa60047134419/orig.mp4?Expires=1770930494&Signature=MNSJaAoDfN~ovNZHWdRDho-VrwESgH6f11VUACXSyMUOMw6iQWIGx5sqlEz6ntXIyLrIaquff34uueRGp5WezvI7nx78vwgsJE4UeJXtNuGznd0ZV207VMR35WbM3QDXLcc8TETeoc-TmPuJhWwBwW5byJ538JUBe5Q017jvPVnK-xOY1GZ3TLS9fZJVveYsN1AYqjzQCXeWR5pZaUTan88M5CCNVm2wCu8LdVE68uLAT7cwmY~Mq2Iqf~hd7cUywaGqZhcmdyDsq1vtmv1W2NhYFAc4j8SRE3IYC9PKYI1GA-ZF20TidXcJXX2GVnbn4O724mDo2ZSXVes93XRsiQ__&Key-Pair-Id=KUT5TJCACFTXG","County superintendents from Baltimore and Harford counties told the Education, Energy and the Environment Committee that proposed changes to the blueprint’s funding approach would threaten recent progress and disrupt services that support students.

Dr. Shawn Bolsom, superintendent of Harford County Public Schools, said his district faces an anticipated $4,000,000 reduction tied to recent blueprint implementation proposals — a cut he equated to roughly 45 teacher positions. \"In teacher terms, that's about 45 teachers,\" Bolsom said, adding that his district expects class sizes to increase by two students on average if funding gaps are not closed.

Dr. Miriam Rogers, superintendent of Baltimore County Public Schools, highlighted the statewide reach of community schools and cautioned against an abrupt funding pause for programs that provide wraparound services. She said Baltimore County operates 91 community schools and warned that an immediate two‑year pause in per‑pupil community‑school funding would force districts to plan without the resources to carry out those plans. Rogers told the committee she and other superintendents want a more \"nuanced solution\" than a blunt pause.

Special education funding emerged as a major concern. Superintendents presented a state‑level analysis showing local districts absorb more than $1,000,000,000 in unreimbursed special education costs statewide; the data highlight both program and transportation expenses that exceed state reimbursements. Rogers said the figure represents the \"untold story of special education funding\" and that local systems are already spending those funds from discretionary budgets.

The superintendents urged legislators to weigh the practical impacts of funding changes on local operations, citing rapid enrollment of pre‑K, investments in apprenticeships, and steady improvements in some local assessment measures as reasons to avoid sudden reductions. Harford and Baltimore officials said they are prepared to work with the legislature and MSDE to identify targeted savings that do not jeopardize services for students in greatest need.

Legislative staff and committee members asked for detailed fiscal modeling. Superintendents said they and county governments must be part of any decision about altering funding timelines or pausing programs, and requested additional time and analysis before any legislative action that would reduce funding already committed under blueprint timelines.","County superintendents told the committee that proposed pauses to community‑school funding and other blueprint reductions will disrupt services and could force local layoffs and larger class sizes; they also reported more than $1 billion in unreimbursed special education costs statewide.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6363892,"AIB and state education leaders pause full rollout of collaborative teacher time, citing teacher shortage",975,5067000,6042000,"/Search/View?dp=1&key=2165494-c4bddfc647f842f81aff2ab5b1ae4f6a&start=5067&end=6042","https://assets.pipeline.soar.com/2165494-c4bddfc647f842f81aff2ab5b1ae4f6a/thumbnail_5067000.jpg","/articles/6363892/Maryland/AIB-and-state-education-leaders-pause-full-rollout-of-collaborative-teacher-time-citing-teacher-shortage","https://secure.pipeline.soar.com/6363892-fd6592da90e9f8ba385ecef8d91319fb/orig.mp4?Expires=1770930494&Signature=HEX7m1sDTqZlBbFF7oRt5nHm0Nnpp88zALc9O04XtuzbEN~sQOeUT7Ir5PhoF6P~Fq7rADnzetU0kab1R9sOSgoUm-qZYbL-nLUEYigizPYItxlDplf6Rd0HtPjPtKRXa7E6a74yRtAgbiyUqK~Tg8n0TGDSfP9SojQIogn0s3d0orGw9CTXp~Pvpxr~A3VTsutbFWJeZyZggJEL9hkNqYM5MVyYreBuFQ~jRi-s5Al51bslQZUDH3n7RbbedTKmMqe~7m9IsanDV0JLBZlChauGziS-EQWGCwpVGabkBVsjffWCByaB-ALWXT-5Encg6cxSUa8cKa9m-79IeNxA6w__&Key-Pair-Id=KUT5TJCACFTXG","The Accountability and Implementation Board has moved to delay the full statewide implementation of the Blueprint for Maryland’s Future requirement that teachers spend 60% of their day instructing and 40% on collaborative and non‑instructional professional time, the board chair and state education officials told the Education, Energy and the Environment Committee.

AIB Chair Ike Leggett told the committee the board adopted a motion acknowledging that \"with the shortage of fully licensed teachers, it is not feasible in the near term to implement collaborative time\" on the timetable written into the law. The motion, as described to the committee, also urged immediate steps to expand and strengthen the teacher pipeline so the state can implement collaborative time later.

Why it matters: Collaborative time is a central instructional reform in the blueprint—intended to give teachers regular time to plan, analyze student work and deliver targeted small‑group interventions. AIB and MSDE officials said the model, as originally costed, requires hiring thousands of additional fully licensed teachers or piloting alternative approaches.

Numbers lawmakers heard: Dr. Carrie Wright and Dr. Joshua Michael described workforce challenges in detail. MSDE reported roughly 6,000 conditionally certified or licensed teachers statewide and about 1,600 vacant classrooms. \"Before we can begin recruiting the 15,000 new teachers... we need to focus on licensing our 6,000 conditionally educators who have already answered the call to serve our children,\" Dr. Michael said. MSDE also reported all 24 local education agencies have raised teacher salaries since 2019 and are on track for a $60,000 starting salary target by 2026; the state reported 2,279 National Board‑certified teachers and that teacher vacancies have decreased but remain \"way too high at 1,600.\"

AIB emphasized pilot programs and alternative staffing models as near‑term options. The board's discussion suggested phased implementation and local pilots that could reach the policymaker goals with fewer new hires—for example, negotiating time‑extension arrangements for current teachers rather than hiring a full complement of new instructors immediately.

MSDE and AIB both said they will pursue multiple pipeline strategies, including \"grow your own\" preparation programs, partnerships with higher education and on‑the‑job credentialing pathways for conditionally licensed teachers. Kelly Meadows, MSDE assistant state superintendent for educator effectiveness, told the committee that barriers for conditionally licensed teachers include access to flexible preparation programs and assessment costs; MSDE is pursuing flexible, locally based pathways.

Lawmakers asked for specific analyses and timelines. AIB members signaled a four‑year minimum delay in moving to a full 60/40 schedule in light of current staffing levels, and recommended funding models and targeted pilots to test lower‑cost approaches to collaborative time before wholesale adoption.

The record: The transcript contains a description of AIB’s motion and MSDE’s workforce figures, but it does not record a roll‑call vote for the motion or name of a mover/second. MSDE and AIB recommended that the legislature consider pilot authority, funding to support workforce development, and time‑phased implementation.","The Accountability and Implementation Board voted to delay implementation of the blueprint’s 60/40 instructional/non‑instructional day timeline, pointing to a statewide shortage of fully licensed teachers (6,000 conditionally certified teachers and 1,600 vacancies) and recommending pilots and pipeline investments.","actionData","errors"]

Article not found

Maryland education officials report early gains under Blueprint for Maryland’s Future and press need for sustained funding and accountability reforms

County superintendents warn proposed pauses and cuts would put community schools and special education funding at risk

AIB and state education leaders pause full rollout of collaborative teacher time, citing teacher shortage