reglab/statecodes huggingface dataset:
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 1 - General Provisions › Section 7-131 - Modification of Secondary School Athletic Uniforms to Make More Modest -- Choices of Student Athlete -- Cost of Modifications

(a)    In this section, “student athlete” means a student enrolled in a high school who participates in a high school athletic program that is a member of the Maryland Public Secondary Schools Athletic Association.
(b)    (1)    A county board and the Maryland Public Secondary Schools Athletic Association shall allow a student athlete to modify the athletic or team uniform of the student athlete in a manner that makes the student athlete’s attire more modest to conform to:
(i)    The requirements or preferences of the student athlete’s religion or culture; or
(ii)    The student athlete’s own preferences for modesty.
(2)    A student athlete may not be required to receive approval from a coach, a teacher, a school administrator, or the county board before making the uniform modification.
(c)    (1)    A modification to an athletic or team uniform may include the wearing of:
(i)    A head covering worn for religious reasons, including a Muslim hijab, Jewish kippah, or Sikh dastar;
(ii)    An undershirt; or
(iii)    Leggings.
(2)    A modification to an athletic or team uniform may not:
(i)    Interfere with the movement of the student athlete; or
(ii)    Pose a safety hazard to the student athlete, other student athletes, or others.
(3)    A student athlete may modify the uniform headgear if the modified headgear:
(i)    Is black, white, the predominant color of the uniform, or the same color as that worn by all players on the team;
(ii)    Does not cover any part of the face, unless required for the safety of the wearer;
(iii)    Is not dangerous to the student athlete, other student athletes, or others;
(iv)    Does not have opening or closing elements around the face or neck; and
(v)    Does not have parts protruding from its surface.
(d)    (1)    A student athlete is responsible for all costs associated with the modification of the student athlete’s athletic or team uniform under this section.
(2)    This subsection may not be construed to prohibit a public school from providing the uniform modification to the student.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 1A - Publicly Funded Full-Day Prekindergarten Programs › Section 7-1A-01 - Terms Defined

(a)    In this subtitle the following words have the meanings indicated.
(b)    “Cost of quality” means the per–pupil amount provided under § 5–229 of this article.
(c)    “Eligible prekindergarten provider” includes an:
(1)    Eligible public provider; and
(2)    Eligible private provider.
(d)    (1)    “Eligible private provider” means a community–based early learning program that:
(i)    Is licensed in the State;
(ii)    Does not charge more tuition for full–day prekindergarten than the cost of quality; and
(iii)    Meets the requirements under § 7–1A–04 of this subtitle.
(2)    “Eligible private provider” includes the Ulysses Currie Head Start Program under § 5–231 of this article.
(e)    “Eligible public provider” means an early learning program that:
(1)    Is provided by a county board at a public school; and
(2)    Meets the requirements under § 7–1A–04 of this subtitle.
(f)    “Full–day prekindergarten” means an early learning program with a six and one–half hour school day.
(g)    “Prekindergarten program” means an early learning program at an eligible prekindergarten provider.
(h)    “Prekindergarten slot” means the available space for a child to attend a prekindergarten program.
(i)    “Tier I child” means a child:
(1)    Who is 3 or 4 years old;
(2)    Whose family income is less than or equal to 300% of the federal poverty level; and
(3)    Whose family chooses to enroll the child in full–day prekindergarten.
(j)    “Tier II child” means a child:
(1)    Who is 4 years old;
(2)    Whose family income is more than 300% but not more than 600% of the federal poverty level; and
(3)    Whose family chooses to enroll the child in full–day prekindergarten.
(k)    “Tier III child” means a child:
(1)    Who is 4 years old;
(2)    Whose family income is more than 600% of the federal poverty level; and
(3)    Whose family chooses to enroll the child in full–day prekindergarten.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 1A - Publicly Funded Full-Day Prekindergarten Programs › Section 7-1A-02 - Oral and Written Notice of Child's Eligibility -- Location

(a)    (1)    A local department of social services or a local health department shall provide a parent or guardian with oral and written notice that their child may be eligible for publicly funded prekindergarten programs if the parent or guardian:
(i)    Applied for economic services with the local department of social services or the local health department; and
(ii)    Has a child who will be 3 or 4 years old by September 1 of the next academic year.
(2)    The notice required under paragraph (1) of this subsection shall include:
(i)    Contact information for the enrollment office of the local school system and the Division of Early Childhood Development in the Department; and
(ii)    Information on the existence of the child care scholarship for before and after full–day prekindergarten programming and the possibility of eligibility for State aid.
(3)    On or before December 1 of each year, each local department of social services and each local health department shall report to the General Assembly, in accordance with § 2–1257 of the State Government Article, on the number of parents who were given a notification and subsequently enrolled their child in a publicly funded prekindergarten program.
(b)    The requirements set forth in § 7–101(b) of this title regarding the domicile of a child and the residency of the child’s parent or guardian shall apply to prekindergarten programs established by county boards as required by this subtitle.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 1A - Publicly Funded Full-Day Prekindergarten Programs › Section 7-1A-03 - Proportion of Eligible Private Providers of Prekindergarten -- Annual Waiver Requirements

(a)    Except as provided under subsection (b) of this section, a county board shall ensure that:
(1)    Beginning in the 2022–2023 school year, prekindergarten slots provided by eligible private providers shall account for at least 30% of the total prekindergarten slots provided by eligible prekindergarten providers in each county;
(2)    The proportion of eligible private provider prekindergarten slots in each county increases by 5 percentage points every school year, until, in the 2026–2027 school year, eligible private provider prekindergarten slots account for at least 50% of eligible prekindergarten provider prekindergarten slots in each county; and
(3)    In each year after the 2026–2027 school year, the proportion of eligible private provider prekindergarten slots in each county shall continue to constitute at least 50% of eligible prekindergarten provider prekindergarten slots in each county.
(b)    (1)    The Department shall issue a waiver from the requirements of this section to a county board if:
(i)    All families in the county who desire to enroll their eligible children with eligible prekindergarten providers are able to do so; or
(ii)    After reasonable cross–jurisdictional or regional efforts, there are too few eligible private providers to meet the minimum requirements of this section.
(2)    The Department may exclude by annual waiver Tier I children who are 3 years old in a county from the calculation under subsection (a) of this section until the 2029–2030 school year.
(3)    The Department may exclude by annual waiver Tier I children who are 4 years old in a county from the calculation under subsection (a) of this section until the 2026–2027 school year.
(4)    The Department shall establish waiver application procedures to carry out the provisions of this subsection.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 1A - Publicly Funded Full-Day Prekindergarten Programs › Section 7-1A-05 - Memorandum of Understanding With Private or Public Prekindergarten Providers -- Provisions

(a)    (1)    Each county board shall enter into a memorandum of understanding with the Department, each eligible private  provider participating in publicly funded prekindergarten in the county, and other applicable government agencies.
(2)    Before executing a memorandum of understanding under this section, each county board shall submit an implementation plan of the proposed memorandum of understanding to the Accountability and Implementation Board in accordance with § 5–404 of this article.
(b)    The memorandum of understanding shall provide for:
(1)    Services for children with disabilities;
(2)    A process by which a parent is able to indicate a preference for eligible prekindergarten providers;
(3)    The manner for processing the payment of the State share, local share, and family share for each child who is enrolled with an eligible prekindergarten provider;
(4)    Any agreed upon administrative costs to be retained by an agency that is party to the agreement;
(5)    The manner in which the parties will meet the requirements of this subtitle;
(6)    A plan to address racial and socioeconomic integration in prekindergarten classrooms; and
(7)    Any other provisions necessary to carry out this subtitle.
(c)    A memorandum of understanding under this section shall seek to avoid, to the extent practicable, a disproportionate concentration of students of the same race, ethnicity, disability status, and income within an eligible provider.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 1A - Publicly Funded Full-Day Prekindergarten Programs › Section 7-1A-06 - Full Day Prekindergarten Programs for 3 and 4 Year Olds -- Priority in Expanding Prekindergarten Slots -- Attendance Boundaries

(a)    Beginning in the 2022–2023 school year, Tier I children who are 3 or 4 years old may be enrolled in a full–day prekindergarten program under this subtitle.
(b)    (1)    The proportion of enrolled Tier I children who are 3 years old shall increase annually until all Tier I children who are 3 years old are enrolled in a full–day prekindergarten program.
(2)    The proportion of enrolled Tier I children who are 4 years old shall increase annually so that all Tier I children who are 4 years old shall be enrolled in a full–day prekindergarten program.
(c)    Beginning in the 2024–2025 school year, Tier II children may be enrolled in a full–day prekindergarten program if space is available to encourage socioeconomic diversity in prekindergarten classrooms.
(d)    Priority in expanding prekindergarten slots shall be provided to 3– and 4–year olds who are:
(1)    Tier I children;
(2)    Children with disabilities, regardless of income;
(3)    Homeless youth; and
(4)    Children from homes in which English is not the primary spoken language.
(e)    The ability of a family to choose the prekindergarten provider in which to enroll their child does not supersede local authority to set school attendance boundaries.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 1A - Publicly Funded Full-Day Prekindergarten Programs › Section 7-1A-07 - Prioritization of Construction for High Quality Prekindergarten Classrooms -- Local Partnerships Possible

(a)    (1)    The Interagency Commission on School Construction shall prioritize public school construction funding requests for high quality prekindergarten classrooms.
(2)    The Interagency Commission on School Construction shall consider the availability of private eligible prekindergarten providers when determining priorities under paragraph (1) of this subsection.
(b)    A county board may partner with the State or the county government to address physical space constraints for eligible prekindergarten providers by utilizing existing available space at a location that is not an eligible prekindergarten provider including:
(1)    Senior care facilities; or
(2)    Community centers.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 1A - Publicly Funded Full-Day Prekindergarten Programs › Section 7-1A-08 - Annual Submission of Disaggregated Information Involving Eligible Prekindergarten Providers

On or before December 1, 2021, and each December 1 thereafter, each county board shall submit the following information, disaggregated by eligible private and eligible public providers, to the Department and the Accountability and Implementation Board established under Title 5, Subtitle 4 of this article:
(1)    The number of eligible prekindergarten providers in the county;
(2)    The number of eligible prekindergarten providers in the county that, in the immediately preceding calendar year, expanded to offer prekindergarten programs that are open for pupil attendance a minimum of 6.5 hours during each school day;
(3)    The Maryland EXCELS program quality rating level of each eligible prekindergarten provider in the county;
(4)    The participation rate of all county 3– and 4–year olds in eligible prekindergarten providers established or expanded in accordance with this subtitle, disaggregated by age and tier, if applicable;
(5)    The number and proportion of eligible prekindergarten providers in the county that are eligible private providers;
(6)    A measure of school readiness in accordance with § 7–210 of this title; and
(7)    A demonstration that the expansion of prekindergarten programs in the county gave priority to:
(i)    Children in areas with limited or no access to quality child care, regardless of family income;
(ii)    Tier I children; and
(iii)    Students with disabilities, regardless of family income.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 2 - Evaluation and Graduation of Students › Section 7-201 - Evaluation to Discover Learning Disabilities; Programs for Disabled Students

(a)    The State Board shall develop and implement a program to be administered by the county boards in which each student who enters his first year in any primary grade in a public school is evaluated to identify any learning disability regardless of cause.
(b)    The State Board shall provide guidance and coordinate the development and implementation of educational programs based on the needs of disabled students in the public schools.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 2 - Evaluation and Graduation of Students › Section 7-202 - Minimum Reading Levels Required

(a)    The State Board shall require a minimum level of reading ability for each grade 2 through 12 that rises for each succeeding grade.
(b)    If a county board, based on local assessment of student progress and in conjunction with the Maryland education accountability program, finds that a student in grade 3, 7, or 9 through 11 who is not moderately, severely, or profoundly intellectually limited has not met either a minimum grade level competency or the minimum reading level as required by the State Board for the previous grade, the student shall be:
(1)    Kept in the current grade; or
(2)    Enrolled in an appropriate reading assistance program as part of his instructional program.
(c)    The provisions of this section may not be the sole reason for withholding grade advancement more than once in grades 2 through 7.
(d)    The State Board shall adopt bylaws to implement this section.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 2 - Evaluation and Graduation of Students › Section 7-203.1 - Grants for the Administration of the Preliminary Scholastic Aptitude Test

(a)    (1)    For fiscal years 2003 and 2004, the Department shall distribute grants to Tier I counties, as defined in § 1–101 of the Economic Development Article, for the administration of the Preliminary Scholastic Aptitude Test to 10th grade students.
(2)    For fiscal year 2005 and each subsequent fiscal year, the Department shall distribute grants to each county for the administration of the Preliminary Scholastic Aptitude Test to 10th grade students.
(b)    Subject to the availability of funding in the State budget, the amount of each county’s grant shall be in an amount sufficient for the administration of the test to all 10th grade students in the county.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 2 - Evaluation and Graduation of Students › Section 7-203.3 - Assessments Administered in a Local School System

(a)    (1)    In this section, “assessment” means a locally, State, or federally mandated test that is intended to measure a student’s academic readiness, learning progress, and skill acquisition.
(2)    “Assessment” does not include a teacher–developed quiz or test.
(b)    This section does not apply to an assessment or test given to a student relating to:
(1)    A student’s 504 plan;
(2)    The federal Individuals with Disabilities Education Act, 20 U.S.C. § 1400; or
(3)    Federal law relating to English language learners.
(c)    (1)    Subject to paragraph (2) of this subsection, unless a multistate assessment consortium in which the State participates requires certificated education professionals to administer an assessment, the principal of a public school may select any employee to administer an assessment.
(2)    The local superintendent shall review and approve the principal’s selection under paragraph (1) of this subsection before the assessment is administered.
(d)    For each assessment administered in a local school system, each county board shall provide the following information:
(1)    The title of the assessment;
(2)    The purpose of the assessment;
(3)    Whether the assessment is mandated by a local, State, or federal entity;
(4)    The grade level or subject area, as appropriate, to which the test is administered;
(5)    The testing window of the assessment; and
(6)    Whether accommodations are available for students with special needs and what the accommodations are.
(e)    On or before October 15 of each year, the information required under subsection (d) of this section shall be:
(1)    Updated;
(2)    Posted on the website of the county board; and
(3)    Included in the annual update of the county board’s master plan required under § 5–401 of this article.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 2 - Evaluation and Graduation of Students › Section 7-203.5 - Implementation of 9th Grade Tracker System -- Report on Students Graduating on Time -- Statewide Report by Department

(a)    Beginning with students in the 9th grade in the 2021–2022 school year, each school system shall implement a 9th grade tracker system to measure each student’s progress toward graduating on time, including credit accumulation and the number of semester core course failures during the first year of high school for students completing the 9th grade year.
(b)    Each county board periodically shall provide a report to the school where the student is enrolled for further academic intervention to allow the student to graduate on time.
(c)    On or before September 1, 2022, and each September 1 thereafter, each county board shall report to the Department the data collected under subsection (a) of this section on students in the 9th grade in the immediately preceding school year.
(d)    On or before December 1, 2022, and each December 1 thereafter, the Department shall compile and submit a statewide report on information reported under subsection (c) of this section to the Accountability and Implementation Board and the Maryland Longitudinal Data System Center.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 2 - Evaluation and Graduation of Students › Section 7-204 - Assessment of Testing and Measurement Programs

(a)    (1)    In this section the following words have the meanings indicated.
(2)    “Criterion-referenced test” means a measuring instrument that meets common standards or criteria including validity, reliability, objectivity, efficiency, and usefulness.
(3)    “Measurement” means a procedure for determining quantity.
(4)    “Standardized test” means a measuring instrument that:
(i)    Is designed to measure important common outcomes of representative courses of study;
(ii)    Is administered according to specific detailed directions prescribed in a manual;
(iii)    Is scored by an objective procedure;
(iv)    Provides norms for comparison of individual scores with representative group scores; and
(v)    Provides information needed for judging the value of the test.
(5)    “Test” means a method, technique, or instrument that measures the amount, status, or level of progress achieved toward an instructional objective.
(6)    “Test objectivity” means a set of conditions leading to standard procedure and interpretation, and the elimination of all elements of personal bias.
(7)    “Test reliability” means the consistency with which a test can be trusted to give the same or similar scores or descriptions of behaviors at different times.
(8)    “Test validity” means the extent to which an appraisal technique actually measures the element it is designed to measure.
(b)    (1)    The State Board shall conduct a comprehensive, in-depth assessment of State mandated testing and measurement programs.
(2)    The assessment shall include for each State mandated testing or measurement program an evaluation of:
(i)    Costs of materials for administering the testing and measurement programs;
(ii)    The efficiency and effectiveness of the testing and measurement programs;
(iii)    Administrative procedures and costs associated with the testing and measurement programs;
(iv)    Allocation of time devoted to testing and measurement; and
(v)    Methods for scoring and utilization of test results.
(3)    The assessment shall include an analysis of the validity, reliability, and objectivity of all testing and measurement instruments including:
(i)    Standardized tests;
(ii)    Criterion-referenced tests; and
(iii)    The functional testing program established under § 7-203 of this subtitle.
(c)    For any test instrument authorized for use in a State mandated testing and measurement program, the Board shall recommend procedures and standards for determining test validity, test reliability, and test objectivity.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 2 - Evaluation and Graduation of Students › Section 7-205 - Promotion and Graduation of Students

(a)    In this section, “homeless youth” has the meaning stated in the McKinney–Vento Homeless Assistance Act.
(b)    The promotion of students in a public school and graduation from a public high school shall be in accordance with:
(1)    Except as provided in subsection (d) of this section, policies established by the county board; and
(2)    The rules and regulations of the State Board.
(c)    (1)    Each student who graduates from a public high school shall receive the same type of diploma or certificate, regardless of the high school attended or the course taken.
(2)    The diploma or certificate shall state that the student has completed a program of studies satisfactorily in accordance with the requirements of the State Board.
(d)    (1)    Subject to paragraph (2) of this subsection, a county board shall waive all high school graduation requirements, including required coursework, established by the county board that are in addition to the high school graduation requirements established by the State Board for a student in foster care or who is a homeless youth, if the student while in grade 11 or 12 transfers into the local school system from a different local school system in the State.
(2)    A county board may not waive the requirements under paragraph (1) of this subsection if the county board makes a finding that the student is reasonably able to complete the county high school graduation requirements in time to graduate from high school while the student remains eligible for foster care benefits.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 2 - Evaluation and Graduation of Students › Section 7-205.2 - Cardiopulmonary Resuscitation and Automated External Defibrillator Instruction

(a)    (1)    In this section the following words have the meanings indicated.
(2)    “Automated external defibrillator” has the meaning stated in § 13–517 of this article.
(3)    “Psychomotor skills” means the use of hands–on practicing to support cognitive learning.
(b)    Beginning with students entering grade 9 in the 2015–2016 school year, a student shall complete, as part of the health or physical education curriculum, instruction in cardiopulmonary resuscitation that includes hands–only cardiopulmonary resuscitation and the use of an automated external defibrillator.
(c)    Beginning in the 2015–2016 school year, each county board shall provide, as part of the health or physical education curriculum, instruction in cardiopulmonary resuscitation that includes hands–only cardiopulmonary resuscitation and the use of an automated external defibrillator in every public school that enrolls students in any of the grades 9 through 12 in the county.
(d)    The instruction required under subsections (b) and (c) of this section shall:
(1)    Use an instructional program that is:
(i)    Developed by the American Heart Association or the American Red Cross; or
(ii)    Approved by the Department and the county board and is nationally recognized and based on the most current national evidence–based emergency cardiovascular care guidelines for cardiopulmonary resuscitation and the use of an automated external defibrillator; and
(2)    Incorporate the psychomotor skills necessary to perform cardiopulmonary resuscitation and to use an automated external defibrillator.
(e)    (1)    If the instruction required under subsections (b) and (c) of this section is offered for certification, the course must be conducted by an individual who is certified by the American Heart Association, the American Red Cross, or a similar nationally recognized entity as an instructor of cardiopulmonary resuscitation and the use of an automated external defibrillator.
(2)    If the instruction required under subsections (b) and (c) of this section is not offered for certification, a teacher who is not a certified instructor of cardiopulmonary resuscitation and the use of an automated external defibrillator may facilitate, provide, or oversee the instruction.
(f)    The Department shall develop a process to monitor the implementation of the requirements established under this section.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 2 - Evaluation and Graduation of Students › Section 7-205.4 - Credit for Work-Based Training and Classroom Instruction Completed Under Registered Apprenticeship Program

Notwithstanding any other provision of law, a county board may award credit to a high school student toward a high school diploma or a postsecondary credential, or both, for the work–based training and classroom instruction completed under a registered apprenticeship program.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 2 - Evaluation and Graduation of Students › Section 7-206.1 - High School Diploma for Certain Individuals Enlisted During World War Ii or Korean Conflict

(a)    An individual honorably discharged from military service may apply to obtain a high school diploma if the individual withdrew from a regular full-time public or private high school accredited by the State Board to enlist in the armed forces of the United States during:
(1)    World War II;
(2)    The Korean Conflict; or
(3)    The Vietnam Conflict.
(b)    To obtain a high school diploma under subsection (a) of this section, the individual shall apply to the county board in the county where the individual resides or where the school from which the individual withdrew was located.
(c)    Each county board shall adopt rules and regulations to establish procedures for awarding diplomas under this section.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 2 - Evaluation and Graduation of Students › Section 7-207 - State Merit Scholastic Awards Program

(a)    (1)    There is a program of State Merit Scholastic Awards.
(2)    The awards shall be issued annually by the Governor.
(b)    (1)    On or before April 1 of each year, the principal of each senior high school shall present to the Governor a list of nominees for a State Merit Scholastic Award.
(2)    The list shall consist of the names of the top 5 percent of the students in the graduating class.
(c)    Each nominee shall be recommended for scholastic achievement.
(d)    The Governor shall issue to each student nominated for the award an appropriate certificate that recognizes the excellence of scholastic achievement of the student.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 2 - Evaluation and Graduation of Students › Section 7-208 - Maryland Seal of Biliteracy Act

(a)    (1)    In this section the following words have the meanings indicated.
(2)    “Eligible student” means a student who attends a public high school that participates in the Maryland Seal of Biliteracy Program.
(3)    (i)    “Foreign language” means a language other than English.
(ii)    “Foreign language” includes American Sign Language and any Native American language.
(4)    “Program” means the Maryland Seal of Biliteracy Program.
(b)    There is a Maryland Seal of Biliteracy Program that recognizes public high school graduates in the State who have attained proficiency in speaking, reading, and writing in one or more languages in addition to English.
(c)    The purpose of the Program is to promote linguistic proficiency and cultural literacy in one or more languages in addition to English and to provide recognition of the attainment of those skills by affixing a Seal of Biliteracy to the student’s diploma or transcript at graduation, at no cost to the student.
(d)    (1)    Participation in the Program by a local school system is voluntary.
(2)    If a local school system chooses to participate in the Program, an individual school may not opt out of participation in the Program.
(e)    (1)    Beginning with the graduating class of 2017, each eligible student who meets the criteria and requirements established by the State Board in accordance with subsection (f)(1) of this section shall receive a Seal of Biliteracy.
(2)    A Seal of Biliteracy shall be affixed to the student’s diploma or transcript at graduation.
(f)    On or before October 1, 2016, the State Board shall:
(1)    Establish criteria and requirements a student must meet to receive a Seal of Biliteracy; and
(2)    Provide information to each local school system regarding how to participate in and how to implement the Program.
(g)    A local school system participating in the Program shall:
(1)    Maintain records necessary for determining a student’s eligibility for a Seal of Biliteracy; and
(2)    Affix a Seal of Biliteracy to the diploma or transcript of every eligible student meeting the criteria and requirements established by the State Board in accordance with subsection (f)(1) of this section.
(h)    The State Board shall adopt regulations to carry out this section.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 2 - Evaluation and Graduation of Students › Section 7-210 - Prekindergarten and Kindergarten Assessments

(a)    Beginning in the 2022–2023 school year, a racially and culturally unbiased statewide kindergarten assessment that is administered with the purpose of measuring school readiness to be used for diagnostic purposes, curriculum development, and early detection of learning challenges shall be given to all incoming kindergarten students in the State and:
(1)    May include an evaluation of:
(i)    Language and literacy skills;
(ii)    Academic knowledge in mathematics, science, and social studies;
(iii)    Physical development; and
(iv)    Social development; and
(2)    Shall be completed on or before October 10 with the aggregate results returned within 45 days after administration of the assessment.
(b)    (1)    Except as provided in paragraph (2) of this subsection, a statewide kindergarten assessment may not be administered to an enrolled prekindergarten student.
(2)    A statewide kindergarten assessment or early learning assessment may be administered to an enrolled prekindergarten student by a school psychologist or other school–based professional who intends to use the results in order to identify a disability.
(c)    Subject to subsection (d) of this section, a county board:
(1)    Is encouraged to administer a portion of the assessment to students in the county during the summer months before kindergarten begins; and
(2)    May administer the remaining portion of the assessment during the school year.
(d)    Before administering the early learning assessment, a county board shall consult with kindergarten teachers, including teachers nominated by the exclusive bargaining representative, in determining how to implement the assessment.
(e)    The assessment in this section shall be the sole diagnostic assessment for measuring school readiness.
(f)    The Department shall adopt regulations to implement the requirements of this section.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 2 - Evaluation and Graduation of Students › Section 7-211 - Summer School Enrollment Costs

A local school system may not charge a student a fee for enrollment in a summer school course if:
(1)    The student attends a school in the local school system;
(2)    Credit for the course is required for graduation from a high school in the local school system; and
(3)    The student previously took the course, but did not successfully complete or receive credit for the course.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 3 - Attendance and Discipline of Students › Section 7-301.1 - Attendance Policy for Pregnant or Parenting Students

(a)    A student’s absence due to a student’s pregnancy or parenting needs is a lawful absence as provided under this section.
(b)    Each county board shall develop a written attendance policy for pregnant and parenting students that, at a minimum, meets the requirements of this section.
(c)    (1)    The policy developed under subsection (b) of this section shall:
(i)    Excuse all absences due to pregnancy– or parenting–related conditions, including absences for:
1.    Labor;
2.    Delivery;
3.    Recovery; and
4.    Prenatal and postnatal medical appointments;
(ii)    Provide at least 10 days of excused absences for a parenting student after the birth of the student’s child;
(iii)    Excuse any parenting–related absences due to an illness or a medical appointment of the student’s child, including up to 4 days of absences per school year for which the school may not require a note from a physician;
(iv)    Excuse any absence due to a legal appointment involving the pregnant or parenting student that is related to family law proceedings, including adoption, custody, and visitation; and
(v)    Excuse any parenting–related absence from a class due to use of a lactation space to nurse or express breast milk.
(2)    In addition to home and hospital services, the school may allow the student to:
(i)    Make up the work that the student missed in a time period that equals at least as many days that the student was absent; and
(ii)    Choose one of the following alternatives to make up work that the student missed:
1.    Retake a semester;
2.    Participate in an online course credit recovery program; or
3.    Allow the student 6 weeks to continue at the same pace and finish at a later date.
(3)    Each county board shall publish its written attendance policy for pregnant and parenting students on the county board’s website.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 3 - Attendance and Discipline of Students › Section 7-301.2 - Credit for Time Spent During Work-Based Training With Employer Under Registered Apprenticeship Program

Notwithstanding any other provision of law, a county board may count toward high school attendance the time an apprentice or youth apprentice spends during work–based training with an employer under a registered apprenticeship program.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 3 - Attendance and Discipline of Students › Section 7-301.3 - Student Attendance Policy on Excused Absences -- School or Community Behavioral Health Resources

(a)    The Department and each county board shall adopt an attendance policy for public school students that:
(1)    Treats an absence due to a student’s behavioral health needs the same as an absence due to illness or another somatic health need; and
(2)    If the policy requires a note from a health care provider to excuse an absence, authorizes an appropriate health care provider licensed or certified under the Health Occupations Article to provide a note to excuse the absence.
(b)    If a student or the student’s parent or guardian notifies a public school that the student’s absence was due to a behavioral health need, the school shall provide information to the student or the student’s parent or guardian about school or community behavioral health resources that are available to the student.
(c)    A county board may adopt policies and procedures to carry out the requirements of this section.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 3 - Attendance and Discipline of Students › Section 7-302 - Report of Absences and Maladjustment

(a)    The principal or head teacher of each public or private school in this State shall report immediately to the county superintendent, the supervisor of pupil personnel, or any other official designated by the county superintendent the name of each child enrolled in his school who has been absent or irregular in attendance, without lawful excuse, or who shows evidence of maladjustment, so that the causes may be studied and solutions worked out.
(b)    On receipt of a report from a principal or head teacher of a public school that a student has been habitually truant without lawful excuse, the appropriate representative of the school system:
(1)    Shall initiate an investigation into the cause of the child’s truancy;
(2)    May provide counseling regarding the availability of social, health, and educational services; and
(3)    Following the investigation or intervention:
(i)    May notify the Department of Juvenile Services that the student has been habitually truant, without lawful excuse;
(ii)    Shall notify the appropriate local department that the student has been habitually truant, without lawful excuse, if a court has given the notice authorized by § 3–819(b–1) of the Courts Article; and
(iii)    Shall notify the Department of Juvenile Services that the student has been habitually truant, without lawful excuse, if a court has given the notice authorized by § 3–8A–19(d)(6) of the Courts Article.
(c)    The county superintendent, the superintendent’s designee, or the supervisor of pupil personnel shall provide to the local education agency information regarding the number of students identified as being habitually truant.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 3 - Attendance and Discipline of Students › Section 7-302.1 - Information Regarding Alternative Education Programs and Ged Requirements

To the extent possible, the appropriate representative of a county board shall provide to each individual who no longer attends a public high school in the county and has not obtained a high school certificate or diploma:
(1)    Information concerning alternative education programs; and
(2)    GED program requirements and testing locations.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 3 - Attendance and Discipline of Students › Section 7-302.2 - Truant Students

(a)    In this section, “truant student” means a student:
(1)    Who is unlawfully absent from school for more than:
(i)    8 days in any quarter;
(ii)    15 days in any semester; or
(iii)    20 days in a school year; and
(2)    Whose absences for purposes of item (1) of this subsection are unlawful absences as defined by regulation.
(b)    Each county board shall develop a system of active intervention for truant students.
(c)    (1)    Each truant student attending kindergarten through 12th grade shall immediately be referred to the county board’s system of active intervention developed under this section.
(2)    This section does not prohibit a county board from intervening in the case of a student who is frequently absent from school for both lawful and unlawful purposes, but is not a truant student.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 3 - Attendance and Discipline of Students › Section 7-303.1 - School Principal to Report Student Criminal Activity

(a)    In this section, “school principal” means the principal of a public or nonpublic school, or a designee of the principal who is an administrator.
(b)    A school principal may make a report to any relevant law enforcement agency if, after an investigation is completed, the school principal has reason to believe that a student has engaged in conduct that constitutes an offense under:
(1)    § 3–201 of the Criminal Law Article (assault in the first degree);
(2)    § 3–202 of the Criminal Law Article (assault in the second degree);
(3)    § 3–805 of the Criminal Law Article (misuse of electronic communication or interactive computer service); or
(4)    § 3–809 of the Criminal Law Article (revenge porn).
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 3 - Attendance and Discipline of Students › Section 7-304 - Special Programs for Disruptive Students

(a)    The purpose of this section is to require each county board of education to provide a continuum model of prevention and intervention activities and programs that encourage and promote positive behavior and reduce disruption.
(b)    Each county board of education and the Board of School Commissioners of Baltimore City shall establish special programs in the county and Baltimore City for students in the public school system who exhibit disruptive classroom behavior.
(c)    Two or more county boards may establish special programs for their joint use.
2023 Maryland Statutes › Education › Division II - Elementary and Secondary Education › Title 7 - Public Schools › Subtitle 3 - Attendance and Discipline of Students › Section 7-304.1 - Positive Behavioral Interventions and Support Programs

(a)    In this section, “Positive Behavioral Interventions and Support Program” means the research–based, systems approach method adopted by the State Board to build capacity among school staff to adopt and sustain the use of positive, effective practices to create learning environments where teachers can teach and students can learn.
(b)    (1)    Subject to paragraph (3) of this subsection, each county board shall require an elementary school that has a suspension rate that exceeds the standard specified in paragraph (2) of this subsection to implement:
(i)    A positive behavioral interventions and support program; or
(ii)    An alternative behavior modification program in collaboration with the Department.
(2)    An elementary school is subject to this subsection if it has a suspension rate that exceeds:
(i)    18 percent of its enrollment for the 2005–2006 school year;
(ii)    16 percent of its enrollment for the 2006–2007 school year;
(iii)    14 percent of its enrollment for the 2007–2008 school year;
(iv)    12 percent of its enrollment for the 2008–2009 school year; and
(v)    10 percent of its enrollment for the 2009–2010 school year and each school year thereafter.
(3)    An elementary school that has already implemented a positive behavioral interventions and support program or a behavior modification program shall expand its existing program if it has a suspension rate that exceeds the standard specified in paragraph (2) of this subsection.
(c)    (1)    Subject to paragraph (3) of this subsection, each county board shall require a school that has a truancy rate that exceeds the standard specified in paragraph (2) of this subsection to implement:
(i)    A positive behavioral interventions and support program; or
(ii)    An alternative, research–based, positive, and effective behavior modification program in collaboration with the Department.
(2)    A school is subject to this subsection if it has a truancy rate that exceeds:
(i)    8 percent of its enrollment for the 2008–2009 school year;
(ii)    6 percent of its enrollment for the 2009–2010 school year;
(iii)    4 percent of its enrollment for the 2010–2011 school year;
(iv)    2 percent of its enrollment for the 2011–2012 school year; and
(v)    1 percent of its enrollment for the 2012–2013 school year and each school year thereafter.
(3)    A school that has already implemented a positive behavioral interventions and support program or a behavior modification program shall expand its program if it has a truancy rate that exceeds the standard specified in paragraph (2) of this subsection.
(d)    The State Board shall adopt regulations to implement the provisions of this section.