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Committee clears adolescent literacy policy for public comment, focusing screening and interventions on grades 4-11
Summary
The committee recommended publishing a new adolescent literacy policy to extend Maryland's literacy framework into grades 4-11, require universal screening and SRIPs, emphasize professional learning and disaggregated reporting, and stage implementation with a pilot period before statewide rollout.
The State Board of Education's Education Policy Committee voted Jan. 8 to recommend permission to publish a proposed adolescent literacy policy that extends Maryland's literacy framework into adolescent grades 4 through 11 and establishes consistent expectations for instruction, screening and intervention.
Chelsea Brewer, executive director of literacy programs and initiatives, described the policy as a continuation of the state's pre-K–3 work and said it responds to national and state evidence showing that gains in early reading are not always sustained through middle and high school. "One in four young adults reads at the lowest literacy levels," Brewer told the committee, noting national and NAEP findings that motivate the policy.
The policy's core purposes are to strengthen tier 1 instruction across English language arts and content-area classes, require universal screening and diagnostics (grades 4-11) with progress monitoring, and ensure interventions are delivered during the school day so students retain access to core instruction. Brewer said eligible students would receive a student reading improvement plan (SRIP) that documents supports, frequency of instruction, progress monitoring and adjustments. The policy also emphasizes ongoing professional learning for general and special educators and teachers of multilingual learners, and requires annual, disaggregated reporting on screening, interventions and outcomes.
Board members asked for clarification about timing and scope. Brewer said a provisional list of adolescent screening tools aligned to the policy is expected by summer 2026 and clarified the policy is intended for grades 4 through 11, not grade 12; she agreed to add language to preserve SRIP data and continuity when students transition from middle to high school.
Mister Chesterfield moved and Doctor Gholson seconded to recommend permission to publish the adolescent literacy policy for public comment; the committee voted unanimously to send the draft for publication.
