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MSDE unveils single comprehensive pre-K–12 literacy policy, staff seek public input
Summary
MSDE proposed merging early and adolescent literacy rules into one comprehensive pre-K–12 literacy policy emphasizing universal screening, Student Reading Improvement Plans (SRIPs), and supports for multilingual learners; staff removed unfunded mandates and plan to gather more stakeholder input before adoption.
Maryland education officials presented a proposed comprehensive pre-K–12 literacy policy that would unify early-childhood and adolescent literacy into a single framework intended to reduce fragmentation and strengthen continuity across grades.
Jill Snell, MSDE’s new executive director of literacy programs and initiatives, said the decision to unify the policies was driven by stakeholder feedback and a desire to create a coherent continuum of literacy instruction, intervention and leadership from pre-K through grade 12. "I've lovingly named this the people's policy," Snell told the committee, describing an intensive stakeholder engagement process that included chief academic officers, principals, teachers’ unions, students and higher-education partners.
Key elements of the proposed policy include universal screening and progress monitoring in early grades, Student Reading Improvement Plans (SRIPs) for students identified as at risk, and stronger alignment of evidence-based instructional materials and professional learning. MSDE said it will also clarify the role of screening for multilingual learners and work with partners at UMD and other research centers to ground policy choices in evidence.
Committee members pressed MSDE on administrative burden, potential duplication with IEPs and other reporting systems, screening in students’ home languages, how SRIPs will be coordinated with existing 6‑year plans in high school, and the treatment of students with IEPs. MSDE said it is still working with the special-education division to define how SRIPs and IEP goals will be coordinated and that the code currently directs teams to avoid redundant paperwork when an IEP already contains an appropriate reading goal.
MSDE staff said additional listening sessions and public-comment opportunities are planned and that they have removed unfunded mandates and revised overly prescriptive language from earlier drafts. The committee received the presentation for discussion; MSDE said it will publish the draft and return to the board with adoption materials after public engagement.
