Washington County staff outline shift to two‑course integrated math, expanded pathways and CTE changes
Summary
District staff described revised PreK–12 math standards (first update since 2010), a phased move to a two‑course integrated high‑school sequence starting 2027–28, expanded pathways and a pilot Integrated Statistics & Quantitative Reasoning course; staff also detailed CTE restructuring and four proposed dual‑credit additions for 2026–27.
District staff presented a package of curriculum changes that they say are intended to expand student choice and align courses to career clusters while easing the high‑school math sequence. "Our standards haven't been revised in Maryland since 2010 in mathematics," the presenter said, announcing revised PreK–8 standards to be implemented in the 2026–27 school year.
The presenter described a plan to phase out the traditional three‑course sequence of Algebra I, Geometry and Algebra II and introduce a two‑course integrated pathway — Integrated Algebra I and Integrated Algebra II — beginning to phase in in the 2027–28 school year. He said the district intends the change to redistribute content, not to "smoosh" three years of material into two. "Strategic decisions were made there to eliminate some content that perhaps not all students need," he said, adding that the district will still require four math credits to graduate and wants Algebra I to function as a gateway rather than a gatekeeper.
Why it matters: District leaders said the two‑course structure will free space for students to take two additional elective math credits tailored to their strengths and post‑secondary plans. The policy also includes an expansion of secondary math pathways — up to four distinct tracks beyond Integrated Algebra II — intended to serve students headed for STEM fields as well as those pursuing other career clusters.
Details and supports: Staff said accelerated middle‑school courses (sixth‑ and seventh‑grade accelerated math) will be revised to prepare students for Integrated Algebra I in eighth grade where appropriate. The district pointed to existing supports: a countywide adoption of high‑quality instructional materials, a guarantee of 90 minutes of daily middle‑school math (60 minutes tier‑1 instruction plus 30 minutes of support/enrichment), and 90 minutes allocated for Algebra I at the high‑school level. The presenter also announced a pilot of an Integrated Statistics & Quantitative Reasoning (ISQR) course for the 2026–27 school year at Boyd J. Michael III Technical High School, noting that the ISQR offering is approved for University of Maryland completer status and for CTE completers in mathematics.
CTE and dual credit: Separate speakers reviewed career and technical education (CTE) changes driven by the Maryland State Department of Education (MSDE), which is moving many CTE programs from a four‑sequence to a three‑sequence pathway and increasing emphasis on industry‑recognized credentials. The district plans to pilot seven CTE programs (including JROTC and welding) and to add standalone electives so students can still access a fourth course option as an elective. A dual‑credit update reported a better than 90% pass rate for students who take dual credit, and staff requested permission to add four dual‑credit courses to the 2026–27 program of studies, including second credits for choral/wind/string ensembles in partnership with Hagerstown Community College and a new physical science credit.
Board questions and next steps: Board members asked how the transition would affect accelerated and magnet programs, how it would align with MCAP testing, and how teachers would be prepared. Staff said the state will update MCAP assessments when integrated courses phase in and that the district is "back‑mapping" professional development, using existing collaborative planning time and state‑provided asynchronous supports to prepare teachers. No formal action or vote was recorded during the work session; staff described implementation timelines and pilots and invited further discussion and follow‑up with principals and teachers.
Ending: Staff asked the board for feedback and signaled they would return with additional details on course lists, scheduling and pilot outcomes as the district prepares for phased implementation.
