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Carroll County to add required daily blocks for reading and math; middle‑school pilots planned
Summary
To align with recent MSDE reading and mathematics policies, Carroll County staff presented schedule changes: K–5 will receive 150 minutes daily of reading/writing (including a 30‑minute supplemental block) and 90 minutes of daily math (including 30 supplemental minutes); three middle schools will pilot expanded blocks and supplemental time next year.
Carroll County staff told the school board June 10 that changes required by the Maryland State Department of Education will increase guaranteed daily instructional minutes for elementary reading and math and prompt middle‑school pilots to test schedule models.
For the 2026–27 school year, district staff said kindergarten through fifth grade will move to a daily schedule that provides 150 minutes for reading and writing instruction (including a 30‑minute supplemental/intervention/enrichment block) and 90 minutes for mathematics instruction (including a 30‑minute supplemental block). The schedule also preserves 30 minutes for science or social studies instruction on an alternating basis and maintains 60 minutes for special area instruction, recess and lunch.
Middle school pilots will implement a version of the policies in three schools so staff can study operational impacts on team models, transportation and related arts. Supervisors told the board that the pilots are intended to preserve core instruction while adding protected time for supplemental services — intervention, extension and differentiated support — rather than removing students from core classes for remediation.
Middle school scheduling raises operational challenges: team sizes, the district’s AA/B rotation, Spanish credit sequencing and transportation constraints. Presenters said a potential effect for one transition cohort is that eighth graders in the pilot year will not earn Spanish I credit in that single transition year; staff said they are exploring options (additional high‑school sections, summer credit opportunities or priority scheduling) to mitigate the lost credit for that cohort.
District leaders emphasized professional learning and supervisor‑led planning. Elementary teachers and math/reading specialists will take part in two pre‑service professional learning days in August; building administrators will receive sample schedules and model guidance. The pilots will be evaluated using multiple measures, including quarterly grades, common unit assessments, STAR reading and the MCAP where applicable, as well as discipline and engagement metrics.
Board members asked for clarity on school‑by‑school flexibility, impacts on special programs, and contingencies for early releases or delayed openings; staff said they will provide sample delay and early‑release schedules and a plan for fall professional learning. The board will receive pilot results and implementation recommendations in the coming school year.
