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District outlines implementation steps for Maryland literacy policy, board presses on IEP and retention safeguards
Summary
HCPSS staff described the district's pilot of the Maryland pre-K–3 literacy policy, use of Core Phonics diagnostic and student reading improvement plans (SRIPs), and timelines for reporting and retention; board members raised concerns about possible delays to special-education IEP referrals and supports for students with dyslexia.
District curriculum leaders told the Howard County Board of Education on June 11 that the system is preparing to implement Maryland's literacy requirements and to expand supports under the state's draft pre-K–12 literacy policy.
Jenny Novak, director of curriculum, instruction and assessment, said the current approved pre-K–3 policy requires structured literacy, professional learning in the science of reading, assessment and intervention protocols, and reporting. Shannon Fuller (coordinator of pre-K–12 reading supports) described pilot work in which reading specialists and classroom teachers trial the Student Reading Improvement Plan (SRIP) and the Core Phonics diagnostic to guide intervention planning.
Staff said the SRIP is aimed at students who fall in the red zone on universal screeners and do not already have reading goals in an Individualized Education Program (IEP). The SRIP requires progress monitoring and a parent collaboration meeting; staff said implementation will expand in the 2027-28 and later school years and that the state has moved retention reporting requirements back by a year (from 2027-28 to 2028-29) in the draft guidance.
Board members pressed staff on possible unintended consequences. Miss Mosley and Miss McCoy asked whether SRIPs could inadvertently delay IEP identification for students who need specially designed instruction. Staff responded that SRIPs and special-education pathways are intended to run in parallel: SRIPs document interventions and progress monitoring, but teams should triangulate multiple data sources and refer for special-education evaluation when appropriate. Staff committed to returning with clearer communications and procedures to avoid delaying referral or services.
Questions about summer programming, extended school year (ESY), screening alignment and costs also surfaced. Staff confirmed the district piloted the Core Phonics diagnostic and that the tool aligns with universal screeners: screeners identify students at risk and the diagnostic drills down to guide targeted interventions. District leaders said the current pilot was funded from existing budget lines and that future scale-up may be budgeted in the FY28 cycle.
Staff also said they will provide the board with follow-up data about the likely number of students who could be subject to retention under the state criteria as a worst-case scenario and to clarify appeals and parental request processes already in place.
The board thanked staff and recognized Shannon Fuller's retirement after 33 years of service; no final policy votes were taken at this meeting.
