In a recent meeting of the Education Policy Committee held on October 10, 2024, key discussions revolved around the development of a new literacy plan aimed at improving reading proficiency among Maryland students. The atmosphere was charged with a sense of urgency and collaboration as committee members shared insights and concerns about the proposed policies.

One of the focal points was the creation of parent guides tailored specifically for Maryland families. Committee members expressed the importance of having these guides ready for review before the upcoming state board meeting. The anticipation for a prototype was palpable, as it would serve as a crucial tool for parents navigating the educational landscape.

Dr. Mala McCarthy, a prominent voice in the meeting, emphasized the need for the committee to consider feedback from stakeholders, particularly from organizations like the Reading League of Maryland and Decoding Dyslexia of Maryland. She highlighted the importance of incorporating their well-structured recommendations into the literacy policy, especially regarding the contentious issue of third-grade retention. Dr. McCarthy noted that the current approach felt more like a mandate than a partnership, raising concerns about its implications for students who may struggle with reading.

As the discussion progressed, Dr. McCarthy offered specific critiques of the literacy plan, particularly regarding the assessment of reading comprehension. She argued that screening for comprehension is complex and suggested that it should be removed from the evaluation criteria. Her insights were rooted in her experience as a speech pathologist, where she underscored the multifaceted nature of language comprehension.

The conversation also touched on the challenges of retaining students in third grade while simultaneously promoting them in other subjects. Dr. McCarthy questioned the logic of retaining a child in reading while advancing them in math and science, advocating instead for targeted interventions that could support struggling readers without the stigma of retention.

Further complicating the discussion were concerns about the clarity of the proposed reading intervention plans, particularly for students with Individualized Education Programs (IEPs). Dr. McCarthy pointed out potential confusion regarding the differentiation between reading intervention plans and special education services, urging the committee to refine their language for better understanding.

As the meeting drew to a close, committee members expressed gratitude for the hard work invested in the literacy plan, acknowledging the complexity of the issues at hand. The discussions underscored a collective commitment to ensuring that every child in Maryland receives the support they need to succeed in reading, setting the stage for further deliberations and refinements in the coming weeks. The outcome of these discussions will undoubtedly shape the future of literacy education in the state, as stakeholders continue to advocate for effective and inclusive policies.