School district outlines math-policy transition, pilots ISQR course and expands CTE/dual-credit options
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Summary
District leaders outlined Maryland's revised math policy and a phased transition to integrated secondary math, a 2026–27 pilot of an Integrated Statistics and Quantitative Reasoning course at Boyd J. Michael III Technical High School, and additions to CTE and dual-credit electives to increase student choice.
Washington County Public Schools presented its 2026–27 program of studies and described how a recently approved Maryland mathematics policy will change secondary math pathways and expand options for students.
District presenters said the state revised pre-K–8 math standards will begin implementation in 2026–27 and that secondary math will phase from a three-course sequence (Algebra 1, Geometry, Algebra 2) to a two-course integrated sequence starting in 2027–28. "It is not taking content from 3 courses and smooshing it into 2," one district presenter said, adding that some content will be shifted into expanded pathway courses so students have more course choices in their junior and senior years.
Administrators emphasized the graduation requirement remains 24 credits and described two "completer" paths: a University of Maryland (UMD) completer (typically requiring two years of the same foreign language and four math credits) and a CTE completer that depends on specified career-technical sequences. The district highlighted alternative ways to earn the College and Career Ready designation, including MCAP proficiency, AP/IB scores, dual-credit coursework, industry credentials and registered apprenticeships.
The district will pilot an Integrated Statistics and Quantitative Reasoning (ISQR) course at Boyd J. Michael III Technical High School in 2026–27, with the hope of wider implementation in 2027–28 as part of newly described secondary math pathways. The district also proposed adding several dual-credit electives (second choral/wind/string ensemble credits and a physical-science credit) and noted these additions should not increase costs for families.
School and district staff said the MCAP assessment will be updated to align with integrated courses once the state finalizes the new course designs, and that professional development and state-provided asynchronous materials will support teachers through the transition. Students and counselors will review individual schedules to ensure pathway choices meet completer and college-readiness requirements.
Administrators asked the board to review the proposed program-of-studies edits and prepare to consider formal approval at the upcoming business meeting.