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Charles County outlines rollout of Maryland's new math policy; district to expand daily math minutes and change secondary pathways
Summary
District leaders described how Charles County will implement Maryland’s new preK–12 math policy: 60 minutes of daily core math K–8, increased middle school math blocks (84 minutes daily), and a phased move to integrated secondary pathways (integrated Algebra I/II) through 2028–29. Staff emphasized professional learning and family guides and noted remaining state work on course details and accelerated pathways.
Charles County Public Schools officials briefed the board on Maryland's new preK–12 math policy and the district’s local implementation plan during the Oct. 27 meeting.
District math leaders said the policy requires 60 minutes of daily core math instruction in grades K–8 with tiered intervention built into that time. Middle schools will move to an 84‑minute daily math block that includes 60 minutes of core instruction plus 24 minutes dedicated to tiered instruction and interventions. At the secondary level the state is moving from a traditional Algebra I–Geometry–Algebra II sequence to integrated pathways; district staff outlined an expected multi‑year rollout: preK–8 revised standards and implementation in 2026‑27; integrated Algebra I introduced in 2027‑28; and integrated Algebra II standards beginning in 2028‑29.
District staff said the transition will require curriculum adjustments, schedule changes and teacher professional learning. The county will use common assessments (preK through Algebra I) and an LEA liaison team to coordinate training and resources. Staff described supports for families including family guides that unpack grade‑level math standards, a district website with instructional videos and practice materials, and a planned "mathematics roadshow" of virtual and in‑person sessions to explain changes and answer questions.
Board members raised concerns about pacing (moving some standards earlier) and supports for students with math learning disabilities (dyscalculia). Staff said the state's development process included public and higher‑education input and that a numeracy framework and family guides are being produced. On acceleration and CTE implications, staff said district pathways will be reviewed and adjusted to align with the integrated courses once the state finalizes standards. Several district leaders emphasized that many details remain in development at the state level and that the district will return to the board with updates as course and assessment details are finalized.
