Calvert schools outline response to Maryland's new math policy after mixed MCAP results

Calvert County Public Schools leaders briefed the Board of Education on the Maryland State Board of Education's new preK–12 mathematics policy, reviewed the district's Maryland Comprehensive Assessment Program (MCAP) results and described local plans to align instruction and supports with the state timetable.

"The policy is designed to ensure that all students across the state have equitable access to rigorous, high quality mathematics instruction that prepares them for college and careers," said Joe Sutton, secondary supervisor of mathematics. Sutton and Julie Morrison, elementary supervisor of mathematics, summarized policy provisions that include earlier exposure to key concepts, a phased transition to an integrated algebra sequence, elimination of exclusionary tracking practices, and a requirement that schools provide the weekly equivalent of 60 minutes of daily math instruction for grades preK–8.

District staff described the state timeline as phased over several years: by the 2027‑28 school year Maryland will transition to an integrated algebra pathway (integrated algebra 1 and 2) and by 2028‑29 the state will administer a new mathematics assessment aligned to the integrated courses. The district will begin implementing revised preK–8 standards next school year and train algebra teachers in advance of the integrated algebra rollout, staff said.

Sutton and Morrison presented district MCAP results and analysis. They noted strong elementary outcomes in several grades where Calvert outperformed statewide averages (for example, third grade performance ranked third in the state, and several other elementary grades ranked in the top five). District leaders also identified weaknesses: Algebra I performance drew attention as an area needing improvement and eighth grade proficiency rates were flagged as a concern (the presentation showed an eleventh‑place ranking for grade 8 versus statewide results).

The district described concrete next steps: expand and refine an integrated multi‑tiered system of supports (MTSS) for math across grade levels, provide targeted professional development focused on modeling and reasoning, pilot tools and processes for tracking student progress, formalize an acceleration framework in collaboration with gifted and advanced learning, and explore instructional coaches to support interventions and progress monitoring.

Board members asked about honors classes, the fate of tracked courses and the district's ability to support accelerated students within inclusive classrooms. "Part of the policy is taking a look at removing inequitable practices, such as tracking and qualitatively inferior math courses," Morrison said, adding that the district expects to retain acceleration models such as telescoped courses while eliminating duplicate versions of the same course.

Members also asked whether Calvert had examined high‑performing Maryland districts for promising practices; district staff said site visits to counties such as Howard and Worcester are planned. Board members pressed for follow‑up on resource needs, including whether the district should consider math coaches or other budget priorities; staff said they will return with more detailed proposals and that the board had invited a deeper presentation in October to examine cohort and subgroup growth data more closely.

Dr. Scott McComb, director of system and instructional performance, said the district will report further on cohort measures, subgroup performance and the specific actions the district is taking to address Algebra I and grade‑level proficiency shortfalls. "We want every student to progress at least 12 months over a 10‑month school year," McComb said.

No formal action or vote was taken; the session was a briefing and Q&A and district staff were asked to return with more detailed analysis and proposed resource requests.