Maryland committee recommends revised K–12 ELA literacy standards for full board review

The Education Policy Committee of the Maryland State Board of Education unanimously voted to recommend that the board consider the Maryland K–12 English language arts and literacy standards for adoption and publication.

The revised standards, developed by the Maryland State Department of Education (MSDE) literacy standards and frameworks validation committee, cover pre‑K through grade 12 and were revised to increase clarity, align pre‑K expectations with kindergarten, streamline redundant language and better reflect the science of reading, MSDE staff said.

MSDE executive director of literacy programs and initiatives Dr. Chelsea Brewer told committee members that the validation committee was intentionally composed of primary, intermediate and secondary educators, district leaders, a higher‑education representative and a parent. “These revised standards represent a significant step toward our statewide goal of dramatically improving literacy outcomes. They’re clearer, easier to use, and better aligned with our strategic plan and the blueprint for Maryland’s future,” Brewer said. She asked the committee to approve sending the standards to the full board so they could be published for public access.

Brewer described the process used to revise the standards: committee selection and onboarding in April–May, strand‑by‑strand review through the following months, a public comment period in May and incorporation of that public feedback into the final draft. The committee identified three guiding objectives—ease of use, clarity and validity—and MSDE staff said they developed a one‑page “at‑a‑glance” guide, refined progression documents to show skills across grade levels, and cross‑checked standards against national expectations and evidence statements.

Members asked several implementation questions. Dr. Lewis pressed about a footnote that allows local education agencies (LEAs) flexibility in the order of teaching phonics and word knowledge and asked how that flexibility would interact with grade‑level assessments. MSDE staff replied they plan guidance documents and technical assistance and noted the standards are intended as a comprehensive guide, not a loose checklist. Dr. Johnson asked whether sample assessments or aligned screeners would be provided to ensure students are identified early if they are struggling; MSDE said it is cataloging screeners aligned to the standards and will coordinate with its HQIM (high‑quality instructional materials) review and professional learning offerings.

Committee members also noted the public‑comment documentation included in the packet. One committee member praised the formatting that showed public comments and MSDE’s responses, but noted inconsistent page orientations in the packet.

After discussion, Doctor Bolton moved and Doctor Lewis seconded a motion to recommend adoption to the broader board. Committee members present voted in favor and the committee chair stated the committee would recommend the standards unanimously to the full board at the July meeting. MSDE said it will release supporting guidance and professional learning to help LEAs implement the revised standards.

MSDE materials attached to the presentation make clear the revision process included public comment and collaboration with the Office of Early Childhood for pre‑K alignment. The committee’s action was a recommendation to the full State Board of Education; final adoption and any subsequent regulatory steps remain with the full board.