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State board adopts flexible two-year phase-in for major math initiatives, keeps 60-minute daily expectation for 2027-28
Summary
MSDE presented updates to Maryland's comprehensive math policy and the Education Policy Committee approved revised implementation language that preserves the 60-minute daily math expectation for 2027-28 while allowing a phased two-year rollout (through 2028-29) for integrated algebra, secondary math pathways and course-acceleration progressions.
Lindsay Brightful, MSDE's director of mathematics, told the Maryland State Board of Education's Education Policy Committee that the agency seeks a modest change to the math policy timeline that preserves core expectations while giving local education agencies more time to implement three large initiatives.
"We are here to share updates on Maryland's math policy and request the board to adopt revisions to the implementation timeline," Brightful said, outlining supports MSDE has provided this past year: grade-level companion guides, curriculum communities, a numer development framework for common, standards-aligned interim assessments, MTSS guidance and professional learning modules.
Brightful explained the proposal keeps the expectation that students receive a minimum of 60 minutes of math instruction per day (300 minutes weekly) beginning in school year 2027-28, but allows districts to phase implementation of three major initiativesintegrated algebra courses, common secondary math pathways and math-acceleration course progressionsso those components may begin in 2027-28 with full implementation by 2028-29. She said the change preserves the learning-year structure MSDE designed and gives LEAs time to avoid rushed implementation.
MSDE staff described how the assessment timeline will work during the phase-in. "Beginning next school year, which is going to be 2026-2027, we will continue with the legacy testalgebra I, geometry, and algebra IIas they would have been otherwise," Jeff Saunderson, chief of academic accountability, explained. He added that integrated assessments will be introduced gradually: integrated Algebra I in 2027-28 and integrated Algebra II in 2028-29, with legacy tests sunsetting as the integrated exams become operational.
Board members questioned how the two-year option would affect MTSS requirements, high-quality instructional materials (HQIM) availability, and school scheduling. MSDE responded that a tiered math support system (MTSS) remains an implementation expectation for 2026-27, that HQIM reviews and a statewide HQIM report are underway, and that MSDE will provide master-schedule guidance and technical assistance to help districts balance math minutes with specials and intervention needs.
Supporters of the change said the two-year window was intended to prevent LEAs from "slapping together" major changes without adequate planning. Skeptical members asked MSDE to emphasize, in the full-board presentation, why the two-year window is needed and which elements could not be deferred.
Dr. Bell moved to adopt the proposed timeline revisions; Dr. Johnson seconded. The committee voted and the motion passed. The board asked MSDE to clarify policy language where needed and to provide an overlay of the revised timeline on the presentation materials for the full board.
What happens next: MSDE will finalize the revised policy language and present it to the full State Board of Education. MSDE will also continue producing companion guides, releasing grade-level guidance, expanding free online professional learning modules and supporting LEAs with implementation supports and master-schedule templates.
