Board hears draft for accelerated math pathways after state standards shift; district plans parent outreach and supports
Summary
Charles County Public Schools outlined a draft accelerated math pathway to align with new MSDE standards that compress algebra/geometry/algebra II into integrated courses; the system will offer tiered acceleration, parent meetings, on-ramps/deceleration and supports for students in double-acceleration 'hiccup' years.
District math leaders presented a draft plan to keep highly proficient students on an accelerated math pathway while aligning to new Maryland State Department of Education standards.
Mister Lowndes said the state has reworked math standards and is developing an integrated, compacted math sequence that may move algebra I, geometry and algebra II into a two-year integrated pathway. "We are committed to making sure that all of our students are challenged within a math pathway, including our highly proficient students in math," he said.
What the plan includes: At the elementary level, the district proposes two ways to accelerate students: tier 2 (in-class small-group enrichment) and tier 3 (grade-skipping). At secondary levels, the state's integrated model would create different post-integrated pathways (quantitative reasoning, data/statistics, calculus). The district also plans an honors track, dual-enrollment options with the College of Southern Maryland (CSM) and parent meetings and a community roadshow in late spring to explain choices and supports.
Concerns and supports: Board members pressed for how the changes affect current middle- and high-school students, how to support students in "hiccup" or double-acceleration years and how to identify less-obvious candidates for acceleration. Doctor Navarro said current middle- and high-school students will remain on existing pathways and the biggest impact will fall on students entering sixth grade next year. She emphasized individualized pacing and additional supports, including mandatory tutoring and monitoring for students taking dual-enrollment courses.
Implementation and next steps: The district plans parent meetings for currently affected cohorts and public outreach; it will continue working with MSDE as the state finalizes the integrated course materials and will adjust local courses as needed. Trustees asked staff to include diagnostics and parent-education offerings (including FACE Academy sessions on learning differences such as dyscalculia) as part of rollout planning.
