Maryland-Momentum-Strategic-Plan-2025-Updated - Flipbook - Page 22
PILLAR 3 DEEP DIVE - COLLEGE AND CAREER READINESS
STRATEGIES
Included below is a subset of strategies that MSDE will use to accomplish the outcomes for Pillar 3. MSDE will
continue to re昀椀ne these, and other, strategies throughout the year to ensure active responsiveness to the current
needs of students, schools, and districts across the State.
A High-Quality Instructional Material (HQIM) is a
program of study, including tasks, texts, tools, and
Support skilled implementation of High-Quality
guidance, that teachers use to engage students in
Instructional Materials (HQIM) through clear
rigorous thinking and learning. HQIMs in Maryland are
guidance, school and district leader development,
aligned to state standards, re昀氀ect instructional best
state coaches, and cross-district collaboration
practices, af昀椀rm student identities, and are designed to
opportunities.
be responsive to student needs. Skilled implementation
of HQIM across a system ensures equitable access to
grade level content for all students.
Implement the evidence-based College and Career
Increase the number of students earning an
Readiness (CCR) standard that moves beyond
Industry-Recognized Credential or high school
standardized tests, and ensure equitable access to
level of a registered apprenticeship.
Post-CCR Pathways.
Support every student in designing a personalized
Training and coaching on evidence-based and highly
six-year graduation plan at the onset of high school
effective reading pedagogy offered to all Pre-K through
through structured advising, career exploration, and
3rd grade teachers, including special education teachers,
academic planning sessions.
administrators, and other relevant staff aligned to the
Science of Reading and on evidence-based highly
Develop guidance and support the use of multi-
effective mathematics instruction.
tiered systems of support (MTSS) with 昀椀delity in
all schools.
Create and implement systems for progress monitoring
Support multilingual learners in meeting college
to ensure all students are reading by the end of third
and career readiness benchmarks by embedding
grade and have the appropriate supports if still struggling
English language development standards to guide
with reading beyond third grade, as well as on track for
integrated language instruction across content
access and success to Integrated Algebra 1 by ninth grade.
areas in grades 4–12.
Develop guidance, training, and ongoing support for
Strengthen career advising by training counselors
LEAs to implement literacy and math policy initiatives.
in labor market analysis, integrating career
planning tools, and implementing structured
Support LEAs to develop systems and structures to
advising protocols to ensure dual enrollment
consistently monitor student numeracy development
course selections align with high-wage, high-
and ensure access to appropriate math content in all
demand career pathways.
grade levels, including intervention and acceleration
when appropriate.
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