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District details rollout of Benchmark Advance reading series for grades 2–5
Summary
Carroll County Public Schools staff outlined implementation of the Benchmark Advance reading series, saying it aligns with the science of reading, includes consumable print materials and digital supplements, and will be streamlined from 10 units to seven to address pacing concerns; teachers requested additional differentiation and intervention supports.
Carroll County Public Schools on March 11 presented the district’s implementation plan for Benchmark Advance, a comprehensive literacy program for grades 2 through 5 that officials say aligns with Maryland standards and the science of reading. Superintendent Dr. McCabe and curriculum staff told the Board of Education the program provides common instructional materials, Benchmark Universe digital resources, and consumable print texts to support daily reading and writing instruction.
District presenters said the selection followed a two‑year review that used the Maryland High Quality Instructional Materials rubric and a pilot of sample units. "We selected Benchmark Advance for its alignment with the science of reading, comprehensive knowledge‑building approach, and teacher‑friendly design," said Doctor Farver, summarizing the committee’s recommendation.
Board members and teachers raised implementation concerns during a follow‑up question period. Miss Zimmer relayed teacher feedback that, while materials are high quality and allow student annotation, the pacing and scope can be difficult to cover within existing ELA blocks. Staff responded that the curriculum team is proposing to streamline the series from 10 units to seven during the year so teachers can "dive deeper" in each unit and reduce the burden of the review units.
District staff said teachers will continue to write local lesson plans and pacing guides based on the publisher materials. "We have teacher teams who write our lesson plans, write our assessments and adjust pacing based on our students," a district presenter said, adding that teachers retain autonomy to differentiate instruction to meet students’ needs.
On technology, staff emphasized that the program is print‑first. Officials said every student receives consumable print texts and that digital tools are supplemental: teacher stations, classroom computers and device carts are available where appropriate. The district noted that some supplemental intervention resources for grades 4 and 5 are not currently in place and may be purchased in the future.
Board members pressed for more professional learning and implementation support; staff outlined ongoing countywide sessions, school‑based professional learning, and a teacher committee that will collect feedback and adjust unit plans ahead of the 2026–27 school year.
The presentation concluded with staff offering to return with more detailed implementation timelines and by encouraging community review of materials through the district’s curricular review process. The board will consider textbook and materials recommendations at the June meeting after curriculum council votes in May.
