reglab/statecodes huggingface dataset:
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 03 - GENERAL INSTRUCTIONAL PROGRAMS › Chapter 13A.03.04 - Test Administration and Data-Reporting Policies and Procedures › Section 13A.03.04.06 - Data Collection and Reporting Violations

Current through Register Vol. 51, No. 14, July 12, 2024
A. It is a violation of data collection and reporting for an individual, school, or school system to:
(1) Fail to report test scores, numbers of students tested, and other indicators of test performance on mandatory tests administered by or through the State Board of Education, as well as all other data elements reported to the Department;
(2) Report incorrect or otherwise inaccurate test scores, numbers of students tested, other indicators of test performance, and participation on mandatory tests administered by or through the State Board of Education, as well as all other data elements reported to the Department; or
(3) Exclude a student or students from participation in mandatory tests administered by or through the State Board of Education except in accordance with Department-approved procedures.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 03 - GENERAL INSTRUCTIONAL PROGRAMS › Chapter 13A.03.04 - Test Administration and Data-Reporting Policies and Procedures › Section 13A.03.04.07 - Sanctions for Violations

Current through Register Vol. 51, No. 14, July 12, 2024
A. Invalidation of Test Scores or Other Data.
(1) An individual shall adhere to all procedures specified in all operating manuals and related materials governing the Maryland School Performance Program including the mandated testing programs.
(2) The Department:
(a) Shall establish procedures to identify:
(i) Improbable test score gains or improbable changes in data in consecutive years,
(ii) Situations in which inappropriate collaboration between or among individuals occurs during the test administration or data collection and reporting, and
(iii) Any other situation which may result in the invalidation of test results or other data; and
(b) May invalidate test scores or other data that reflect improbable gains which cannot be satisfactorily explained through changes in the student population or instruction.
(3) The invalidation of test results or other data because of a breach of security, or action of the State Board of Education, also invalidates any graduation, programmatic, or evaluative criteria dependent upon these data or test results.
(4) The Department may invalidate test results of a student who causes, allows, or is otherwise involved in the presentation of forged, counterfeit, or altered identification for the purpose of obtaining admission to a test administration site for any of the tests listed in Regulation .01 of this chapter, and the student may be ineligible to retake the test until the next official testing opportunity.
(5) A student who engages in any activities during testing which result in invalidation of scores may be ineligible to retake the test until the next official testing opportunity.
(6) All central office and school-based personnel whose duties involve either test administration or data collection and reporting shall be held accountable for compliance with all of the requirements described in this chapter.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 03 - GENERAL INSTRUCTIONAL PROGRAMS › Chapter 13A.03.05 - Administration of Home and Hospital Teaching for Students › Section 13A.03.05.01 - Scope

Current through Register Vol. 51, No. 14, July 12, 2024
A. These regulations, which establish a minimum requirement, apply to the provision of instructional services to public school students who are unable to participate in their school of enrollment due to a physical or emotional condition.
B. In implementing these regulations, all school systems shall comply with the Individuals with Disabilities Education Act, Americans with Disabilities Act, and § 504 of the Rehabilitation Act of 1973, as appropriate.
C. Concurrent delivery of instructional services and enrollment in a public school shall be provided for a student whose physical or emotional condition requires the student to be absent from school on an intermittent basis. These conditions include, but are not limited to, kidney failure, cancer, asthma, cystic fibrosis, sickle cell anemia, depression, and bipolar disorder.
D. Instructional services shall be provided to an identified student with disabilities in accordance with federal and State special education law and regulations, including COMAR 13A.05.01. The student and parents shall be involved in the process and are entitled to all rights and due process procedures included within these laws and regulations.
E. Excluded from these regulations are the home-based programs operated through the Office for Children and the Maryland Infants and Toddlers Program for the birth through 2-year-old disabled population and Home Instruction under COMAR 13A.10.01.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 03 - GENERAL INSTRUCTIONAL PROGRAMS › Chapter 13A.03.05 - Administration of Home and Hospital Teaching for Students › Section 13A.03.05.02 - Definitions

Current through Register Vol. 51, No. 14, July 12, 2024
A. In this chapter, the following terms have the meanings indicated.
B. Terms Defined.
(1) "Local school system" means the public school system in which the student is enrolled, or for an identified student with disabilities, the public school system that has responsibility for the education of the student.
(2) "Nurse practitioner" means a nationally board certified, advance practice nurse with a master's or doctorate degree who, by reason of certification under COMAR 10.27.07, may practice in Maryland as a nurse practitioner under the terms of that chapter or, if out-of-State, as a nurse practitioner in the state in which services are provided.
(3) "Psychiatric mental health nurse practitioner" means an advanced practice registered nurse, possessing a master's or doctorate degree, who, by reason of national certification under COMAR 10.27.12, is recognized as being trained and certified to diagnose and treat individuals who have mental health needs and substance abuse issues.
(4) "Therapeutic treatment center" means any day or residential facility, licensed by a unit of State government, providing treatment for medical, physical, or emotional conditions including drug or alcohol dependency, or both.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 03 - GENERAL INSTRUCTIONAL PROGRAMS › Chapter 13A.03.05 - Administration of Home and Hospital Teaching for Students › Section 13A.03.05.03 - Responsibility of Local School Systems

Current through Register Vol. 51, No. 14, July 12, 2024
A. Nature.
(1) Each local school system shall make instructional services available to students who are unable to participate in their school of enrollment for those reasons set forth in this chapter. In making instructional services available, local school systems shall consult with any of the following as deemed necessary:
(a) Parent;
(b) Guardian;
(c) Student;
(d) Psychologist;
(e) Physician;
(f) Psychiatrist; and
(g) Nurse practitioner.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 03 - GENERAL INSTRUCTIONAL PROGRAMS › Chapter 13A.03.05 - Administration of Home and Hospital Teaching for Students › Section 13A.03.05.04 - Verification Procedures

Current through Register Vol. 51, No. 14, July 12, 2024
A. The local school system shall determine initial service need through verification of the physical condition, including drug and alcohol dependency, by a licensed physician or certified nurse practitioner, or verification of emotional condition by a certified school psychologist, licensed psychologist, licensed psychiatrist, or licensed psychiatric mental health nurse practitioner.
B. The student's parent or guardian shall submit a statement from a practitioner designated in §A of this regulation verifying that the current physical or emotional condition prevents the student from participating in the student's school of enrollment.
C. Continuation of Service Need.
(1) Continuation of service need is subject to review and determination by the local school system and requires reverification of the physical or emotional condition in the manner set forth in §§A and B of this regulation.
(2) Except as provided in §C(3) of this regulation, service need shall be reverified as follows:
(a) 60 calendar days after the initial determination of eligibility and every 60 days thereafter; or
(b) Sooner at the request of the parent, guardian, or local school system.
(3) Service need shall be reverified annually for students who receive concurrent delivery of instructional services pursuant to Regulation .01C of this chapter.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 03 - GENERAL INSTRUCTIONAL PROGRAMS › Chapter 13A.03.05 - Administration of Home and Hospital Teaching for Students › Section 13A.03.05.05 - Implementation

Current through Register Vol. 51, No. 14, July 12, 2024
By September 1, 1994, each local school system shall certify to the State Superintendent of Schools that written procedures are in place to implement this chapter.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 03 - GENERAL INSTRUCTIONAL PROGRAMS › Chapter 13A.03.06 - Universal Design for Learning › Section 13A.03.06.01 - Purpose

Current through Register Vol. 51, No. 14, July 12, 2024
The purpose of this chapter is to promote the application of Universal Design for Learning (UDL) principles to maximize learning opportunities for students, including students with disabilities, students who are gifted and talented, and students who are English language learners, and guide local school systems in the development of curriculum, instructional planning, instructional delivery, material selection, and assessment.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 03 - GENERAL INSTRUCTIONAL PROGRAMS › Chapter 13A.03.06 - Universal Design for Learning › Section 13A.03.06.02 - Scope

Current through Register Vol. 51, No. 14, July 12, 2024
This chapter applies to local school systems that provide educational services to children, prekindergarten through grade 12.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 03 - GENERAL INSTRUCTIONAL PROGRAMS › Chapter 13A.03.06 - Universal Design for Learning › Section 13A.03.06.03 - Incorporation by Reference

Current through Register Vol. 51, No. 14, July 12, 2024
A framework of UDL principles and guidelines as set forth in "A Route for Every Learner, 2011" is incorporated by reference.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 03 - GENERAL INSTRUCTIONAL PROGRAMS › Chapter 13A.03.06 - Universal Design for Learning › Section 13A.03.06.04 - Definitions

Current through Register Vol. 51, No. 14, July 12, 2024
A. In this chapter, the following terms have the meanings indicated.
B. Terms Defined.
(1) "Materials" means the various media used by:
(a) Educators to present and assess learning content; and
(b) Students to demonstrate knowledge and skill.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 03 - GENERAL INSTRUCTIONAL PROGRAMS › Chapter 13A.03.06 - Universal Design for Learning › Section 13A.03.06.05 - Integration of UDL Guidelines and Principles

Current through Register Vol. 51, No. 14, July 12, 2024
A. Beginning in the 2013-2014 school year, using the Maryland Common Core State Curriculum in English and mathematics as a model, local school systems shall use UDL guidelines and principles, consistent with Regulation .03 of this chapter, in the development or revision of curriculum.
B. Beginning in the 2014-2015 school year, local school systems shall use UDL guidelines and principles, consistent with Regulation .03 of this chapter, in the development and provision of:
(1) Curriculum;
(2) Instructional materials;
(3) Instruction;
(4) Professional development; and
(5) Student assessments.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 03 - GENERAL INSTRUCTIONAL PROGRAMS › Chapter 13A.03.06 - Universal Design for Learning › Section 13A.03.06.06 - Criteria for Selection of Instructional Materials

Current through Register Vol. 51, No. 14, July 12, 2024
Local school systems shall select instructional materials that meet:
A. The accessibility requirements as described in COMAR 13A.05.02.13HH as they pertain to technology-based instructional products; and
B. The UDL guidelines, consistent with Regulation .03 of this chapter, in order to provide multiple options for:
(1) Representation, including:
(a) Perception;
(b) Language, mathematical expressions and symbols; and
(c) Comprehension;
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 03 - GENERAL INSTRUCTIONAL PROGRAMS › Chapter 13A.03.06 - Universal Design for Learning › Section 13A.03.06.07 - Certification Procedures

Current through Register Vol. 51, No. 14, July 12, 2024
A. Beginning with the 2014"2015 school year, local school system superintendents shall certify in writing to the State Superintendent of Schools that UDL principles and guidelines, consistent with Regulation .03 of this chapter, are used for ongoing curriculum development.
B. Certification will be required every 3 years, thereafter.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 03 - GENERAL INSTRUCTIONAL PROGRAMS › Chapter 13A.03.07 - Maryland Seal of Biliteracy Program › Section 13A.03.07.01 - Purpose and Scope

Current through Register Vol. 51, No. 14, July 12, 2024
Recognizing that high school graduates who can function in two or more languages are equipped with the knowledge and skills to participate successfully in college, careers, and a diverse 21st century society, the Maryland Seal of Biliteracy Program is established to recognize and reward excellence in language learning as measured by rigorous proficiency assessments across a range of language skills.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 03 - GENERAL INSTRUCTIONAL PROGRAMS › Chapter 13A.03.07 - Maryland Seal of Biliteracy Program › Section 13A.03.07.02 - Definitions

Current through Register Vol. 51, No. 14, July 12, 2024
A. In this chapter, the following terms have the meanings indicated.
B. Terms Defined.
(1) "American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines" means the global descriptions of five levels of integrated performance in listening, speaking, reading and writing: Novice, Intermediate, Advanced, Superior, and Distinguished.
(2) "World language " means any natural language, including American Sign Language, native American languages, and languages no longer spoken (e.g., Latin and ancient Greek).
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 03 - GENERAL INSTRUCTIONAL PROGRAMS › Chapter 13A.03.07 - Maryland Seal of Biliteracy Program › Section 13A.03.07.03 - Local School System Participation

Current through Register Vol. 51, No. 14, July 12, 2024
A. Participation in the program by a local public school system is voluntary.
B. An individual school may not opt out of participation in a local school system program.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 03 - GENERAL INSTRUCTIONAL PROGRAMS › Chapter 13A.03.07 - Maryland Seal of Biliteracy Program › Section 13A.03.07.04 - Demonstrating Proficiency in English and World Languages

Current through Register Vol. 51, No. 14, July 12, 2024
A. To receive a Maryland Seal of Biliteracy:
(1) The student must meet the assessment requirement as set forth in COMAR 13A.03.02.09 on the Maryland High School English Language Arts/Literacy assessment; and
(2) The student must select appropriate world language assessment instrument(s) from the Maryland State Department of Education's approved list of assessments aligned to the ACTFL Proficiency Guidelines and attain an overall proficiency level of Intermediate High.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 03 - GENERAL INSTRUCTIONAL PROGRAMS › Chapter 13A.03.07 - Maryland Seal of Biliteracy Program › Section 13A.03.07.05 - Awarding the Maryland Seal of Biliteracy

Current through Register Vol. 51, No. 14, July 12, 2024
A. The student shall provide official test results to the local school system.
B. The local school system shall validate the assessment results and affix the Seal of Biliteracy to the student's diploma or transcript at graduation, at no cost to the student.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 03 - GENERAL INSTRUCTIONAL PROGRAMS › Chapter 13A.03.08 - Students at Risk for Reading Difficulties › Section 13A.03.08.01 - Scope

Current through Register Vol. 51, No. 14, July 12, 2024
These regulations establish the screening for all kindergarten students and identified first grade, second grade, and third grade students who may be at risk for reading difficulties; provision of supplemental reading instruction for identified students; annual reporting requirements; and evaluation of the screening program.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 03 - GENERAL INSTRUCTIONAL PROGRAMS › Chapter 13A.03.08 - Students at Risk for Reading Difficulties › Section 13A.03.08.02 - Definitions

Current through Register Vol. 51, No. 14, July 12, 2024
A. In this chapter, the following terms have the meanings indicated.
B. Terms Defined.
(1) "Fluency" means reading accuracy and rate and includes oral accuracy, prosody, intonation, and automaticity.
(2) "Phonemic awareness" means the ability to distinguish, segment, blend, and manipulate phonemes in words.
(3) "Phonics" means the study of letters and letter combinations and the relationship between the sounds that they represent.
(4) "Phonological awareness" means a child's ability to recognize and manipulate parts of oral language, including syllables, onset-rime, and phonemes.
(5) "Progress monitoring" means a measurement procedure used at specified time intervals to measure a student's response to instruction or intervention.
(6) "Rapid automatic naming" means how quickly individual students can name letters, digits, or symbols.
(7) "Screening instrument" means a brief, valid, and reliable measurement used to identify or predict whether a student may be at risk for poor learning outcomes.
(8) "Student" means a student who does not have a current individualized education program or an individualized family service plan with reading goals.
(9) "Supplemental reading instruction" means evidence-based, sequential, systematic, explicit, and cumulative instruction or intervention for mastery of foundational reading skills, including phonological or phonemic awareness and processing, phonics, and vocabulary to support development of decoding, spelling, fluency, and reading comprehension skills to meet grade level curriculum.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 03 - GENERAL INSTRUCTIONAL PROGRAMS › Chapter 13A.03.08 - Students at Risk for Reading Difficulties › Section 13A.03.08.03 - General Requirements

Current through Register Vol. 51, No. 14, July 12, 2024
A. All local school systems shall ensure that each student enrolled in a public kindergarten is screened to identify if the student is at risk for reading difficulties and provided supplemental reading instruction aligned to the results of the screener.
B. Beginning in the 2021-2022 school year, §§C and D of this regulation apply to students in the second and third grades.
C. Students in first, second, and third grade shall be included in the screening and the supplemental reading instruction program established by the local school system if the students:
(1) Were not previously screened;
(2) Demonstrated difficulty mastering grade-level reading in the previous grade; or
(3) Entered or transferred to a public elementary school.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 03 - GENERAL INSTRUCTIONAL PROGRAMS › Chapter 13A.03.08 - Students at Risk for Reading Difficulties › Section 13A.03.08.04 - Screening Process

Current through Register Vol. 51, No. 14, July 12, 2024
A. Upon registration of a student or identification of a student at risk for reading difficulties, the local school system shall provide to the parent or guardian of the student the following:
(1) A written description of the screening and supplemental instruction process in the school system; and
(2) Any checklists or screener-specific forms needed to support the screening protocol and supplemental instruction process.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 03 - GENERAL INSTRUCTIONAL PROGRAMS › Chapter 13A.03.08 - Students at Risk for Reading Difficulties › Section 13A.03.08.05 - Screening Results and Supplemental Reading Instruction

Current through Register Vol. 51, No. 14, July 12, 2024
A. If the screening results indicate that a student is at risk of reading difficulties:
(1) Within 30 calendar days of the screening, the local school system shall notify the parent or guardian of the student in writing of the screening results and a description of the supplemental reading instruction that shall be provided to the student; and
(2) The local school system shall develop a supplemental reading instructional plan to address the student's identified areas of need.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 03 - GENERAL INSTRUCTIONAL PROGRAMS › Chapter 13A.03.08 - Students at Risk for Reading Difficulties › Section 13A.03.08.06 - Progress Monitoring

Current through Register Vol. 51, No. 14, July 12, 2024
A. Local school systems shall set an individualized review schedule of the supplemental reading instruction for each student at intervals of not more than 30 days for progress monitoring.
B. The student's parent or guardian shall receive written progress reports quarterly or upon revisions to supplemental instruction.
C. The local school system may determine the supplemental reading instruction plan is completed when the student has achieved grade level reading standards based upon age-appropriate rescreening.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 03 - GENERAL INSTRUCTIONAL PROGRAMS › Chapter 13A.03.08 - Students at Risk for Reading Difficulties › Section 13A.03.08.07 - Reporting Requirements

Current through Register Vol. 51, No. 14, July 12, 2024
A. Each local school system shall provide resources on the school system website that include:
(1) Reading screening instruments used in the local school system; and
(2) A checklist of early warning signs of reading difficulties and dyslexia by age.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 03 - GENERAL INSTRUCTIONAL PROGRAMS › Chapter 13A.03.08 - Students at Risk for Reading Difficulties › Section 13A.03.08.08 - Evaluation of Reading Screeners and Reading Interventions

Current through Register Vol. 51, No. 14, July 12, 2024
A. Local school systems shall evaluate the effectiveness of the screeners and the reading interventions annually.
B. The Department shall provide professional learning to local school systems on effective evaluation procedures.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 04 - SPECIFIC SUBJECTS › Chapter 13A.04.01 - Programs in Computer Science, Engineering, or Technology Education › Section 13A.04.01.01 - Requirements for Computer Science, Engineering, or Technology Education Instructional Programs

Current through Register Vol. 51, No. 14, July 12, 2024
A. Each local school system shall offer a computer science, engineering, or technology education program in grades 9-12 which shall enable students to:
(1) Meet graduation requirements; and
(2) Select computer science, engineering, or technology electives or career and technical education (CTE) programs of study.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 04 - SPECIFIC SUBJECTS › Chapter 13A.04.01 - Programs in Computer Science, Engineering, or Technology Education › Section 13A.04.01.02 - Certification Procedures

Current through Register Vol. 51, No. 14, July 12, 2024
By September 1, 2007, and each 5 years after that, each local superintendent of schools shall have certified to the State's Superintendent of Schools that the instructional programming within grades 9-12 meets, at a minimum, the requirements set forth in Regulation .01B-C of this chapter.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 04 - SPECIFIC SUBJECTS › Chapter 13A.04.02 - Secondary School Career and Technical Education › Section 13A.04.02.01 - Scope

Current through Register Vol. 51, No. 14, July 12, 2024
A. Each local school system shall assure that students have equal access to career and technical education programs without regard to sex, race, color, national origin, physical or mental disability, age, socioeconomic status, academic disadvantages, economic disadvantages, or limited English-speaking ability. Each local school system shall further assure that career and technical education programs are readily available to students from all geographic sections of the local school system.
B. Each local school system shall make career awareness, exploratory career experiences, career and technical student organizations, and unbiased program information equally available to students in accordance with §A of this regulation.
C. Each local school system that develops career and technical education programs shall do so in accordance with the career and technical education development standards in Regulation .03A of this chapter.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 04 - SPECIFIC SUBJECTS › Chapter 13A.04.02 - Secondary School Career and Technical Education › Section 13A.04.02.02 - Definitions

Current through Register Vol. 51, No. 14, July 12, 2024
A. In this chapter, the following terms have the meanings indicated.
B. Terms Defined.
(1) "Articulation agreement" means a written commitment as described in the Carl D. Perkins Career and Technical Education Act, Public Law 109-270(2006).
(2) "Career and technical education (CTE) enrollee" means a student who is enrolled in at least one course which is part of an identified CTE completer program.
(3) "Career and technical student organization" means an organization for individuals enrolled in CTE programs of study that engages students in co-curricular CTE learning experiences as an integral part of the instructional program, is approved by the Maryland State Department of Education, and adheres to Policies and Procedures for Implementing Career and Technical Student Organizations in Maryland.
(4) "CTE concentrator" means a student at the secondary level who completes two courses in a single CTE program of study and has enrolled in the third sequential course in a single CTE program of study.
(5) "CTE Completer" means a student who meets all requirements outlined in the State-approved proposal for a CTE Completer program.
(6) "Eligible recipient" means an entity that meets the requirements of the Carl D. Perkins Career and Technical Education Act, Public Law 109-270(2006), and federal amendments of the law, and Education Article, §§
										2-205(h)  and  21-203, Annotated Code of Maryland, which are incorporated by reference.
(7) "Liquidation" means the elimination of financial obligations.
(8) "Value-added opportunities" means advanced standing at the postsecondary level, industry certification, or guaranteed apprenticeship or employment placement.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 04 - SPECIFIC SUBJECTS › Chapter 13A.04.02 - Secondary School Career and Technical Education › Section 13A.04.02.03 - Career and Technical Education Development Standards

Current through Register Vol. 51, No. 14, July 12, 2024
CTE Programs shall be:
A. Developed by the Maryland State Department of Education (MSDE) and/or local school system and implemented to increase the academic, career, and technical skills of students in order to prepare them for careers and further education;
B. Aligned to high-skill, high-wage, or in-demand occupations;
C. Developed to provide opportunities for student to earn industry-recognized credentials orpostsecondary credits;
D. Developed to provide opportunities for students to engage in work-based learning experiences that require the application of academic and technical knowledge and skills in a work setting;
E. Developed in collaboration with all relevant stakeholder groups, including industry and postsecondary partners to meet State or local workforce needs;
F. Organized under broad career clusters, based on all aspects of an industry and designed to help students make informed decisions regarding career pathways;
G. Developed to include opportunities for students to participate in state-approved, co-curricular career and technical student organizations aligned with career and technical education programs of study;
H. Developed to include value-added opportunities based on current and projected economic market demands;
I. Developed to prepare students for both college and careers through the completion of a planned sequential program of study that blends academic, technical, and workplace skills;
J. Developed to include a coherent set of academic, employability, and technical skills, based on national and State standards that provide students moving directly to employment with a value-added competitive advantage;
K. Developed to provide multiple options for students as they prepare for entry into careers and further education through articulation agreements, supervised work-based learning opportunities, and industry-mentored or capstone projects;
L. Based upon the reporting and use of outcome data, such as academic and technical skill attainment, placement and retention in employment, the military or postsecondary programs, for a means of upgrading programs and increasing student performance; and
M. Developed to meet federal requirements defined by the Carl D. Perkins Career and Technical Education Act, Public Law 109-270(2006) and federal amendments of the law and the federal Methods of Administration Program.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 04 - SPECIFIC SUBJECTS › Chapter 13A.04.02 - Secondary School Career and Technical Education › Section 13A.04.02.04 - Enrollment Criteria

Current through Register Vol. 51, No. 14, July 12, 2024
A. Each local school system and each community college shall describe in the annual local application how it assures that students have equal access to career and technical education programs without regard to sex, race, color, national origin, physical or mental disability, age, socioeconomic status, academic disadvantages, economic disadvantages, or limited English-speaking ability.
B. Each local school system and community college shall further assure that career and technical education programs are readily available to students from all geographic sections of the local school system and community college area.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 04 - SPECIFIC SUBJECTS › Chapter 13A.04.02 - Secondary School Career and Technical Education › Section 13A.04.02.05 - Selection Criteria

Current through Register Vol. 51, No. 14, July 12, 2024
Each local school system:
A. Shall establish criteria for the selection of applicants for enrollment in career and technical education programs in accordance with Regulation .01A of this chapter;
B. Shall give priority to enrolling students who intend to seek employment in a related career upon completion of the programs;
C. May not exclude students who are concurrently preparing for employment in a related career and further education; and
D. Shall make career and technical student organizations, career awareness, exploratory career experiences, and program information equally available to students in accordance with Regulation .01B of this chapter.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 04 - SPECIFIC SUBJECTS › Chapter 13A.04.02 - Secondary School Career and Technical Education › Section 13A.04.02.06 - Federal Funds

Current through Register Vol. 51, No. 14, July 12, 2024
A. Requirements. The State Board of Education shall implement the requirements of the Carl D. Perkins Career and Technical Education Act, Public Law 109-270(2006) . Each eligible recipient, as defined by the Carl D. Perkins Career and Technical Education Act, shall comply with these requirements in order to receive and expend federal funds.
B. Application for Funds.
(1) An eligible recipient requesting federal funds for career and technical education programs shall submit an application annually to the State Department of Education on a form prescribed by the State Superintendent of Schools. The application shall:
(a) Contain assurances that both the requirements of Education Article, §
											2-205(h), Annotated Code of Maryland, and this regulation are met;
(b) Include a completed CTE Comprehensive Local Needs Assessment evaluating access, equity, and student performance;
(c) Identify the programs to receive federal funds for career and technical education, which shall be restricted to career and technical programs that are:
(i) Approved by the State Department of Education;
(ii) Focused on the development, coordination, implementation, or improvement of CTE; and
(iii) Related to access, equity, student performance, labor market, workforce, and economic development needs, particularly in high wage, high skill, and in-demand occupations as identified in the CTE Comprehensive Local Needs Assessment;
(d) Set forth a plan that targets funds to address eligible recipients priority needs identified through data and analysis;
(e) Identify the proposed expenditures for each program; and
(f) Include the expected and measurable outcomes resulting from proposed expenditures.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 04 - SPECIFIC SUBJECTS › Chapter 13A.04.04 - Religious Education › Section 13A.04.04.01 - Religious Education Not the Province of Public Schools

Current through Register Vol. 51, No. 14, July 12, 2024
A. The State Board of Education recognizes that religious instruction is an invaluable part of the education of the students of the State for the duties of citizenship as well as for the attainment of complete manhood and womanhood.
B. In this country, however, the public schools of the states have been limited by law or custom to so-called secular education, while freedom of religious instruction was granted to the home and various religious agencies.
C. In accordance with this principle, the public schools of Maryland are liberally supported by all the citizens without regard to race, sect, or creed, and as a result of this policy they have reached their present state of efficiency. It appears also that this method of conducting the schools commends itself to the people of the State as a whole and is productive of satisfactory results.
D. In view of these facts and conditions, and again recognizing the importance of religious training in the lives of all the citizens of the State, the State Board of Education believes it would be inexpedient to introduce the subject of religious education as a part of the school curriculum of the State.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 04 - SPECIFIC SUBJECTS › Chapter 13A.04.06 - Program of Instruction in Personal Financial Literacy › Section 13A.04.06.01 - Requirements - Personal Financial Literacy Instructional Programs for Elementary, Middle, and High School Students

Current through Register Vol. 51, No. 14, July 12, 2024
A. Each local school system shall provide in public schools an instructional program in personal financial literacy in the elementary, middle, and high school learning years.
B. Personal Financial Literacy Program. The comprehensive instructional program shall provide for the diversity of student needs, abilities, and interests at the early, middle, and high school learning years. Each local school system shall include the content standards in §§C-H of this regulation in its curriculum.
C. Make Informed, Financially Responsible Decisions. Students shall apply financial literacy reasoning in order to make informed, financially responsible decisions.
D. Relate Careers, Education and Income. Students shall relate choices regarding their education and career paths to earning potential.
E. Plan and Manage Money. Students shall develop skills to plan and manage money effectively by identifying financial goals and developing spending plans.
F. Manage Credit and Debt. Students shall develop skills to make informed decisions about incurring debt and maintaining creditworthiness.
G. Create and Build Wealth. Students shall develop skills to plan and achieve long-term goals related to saving and investing in order to build financial security and wealth.
H. Manage Risks and Preserve Wealth. Students shall develop financial planning skills to minimize financial setbacks.
I. Curriculum Documents. Each local school system shall provide personal financial literacy curriculum documents for the elementary and secondary schools under its jurisdiction that:
(1) Include the content standards described in §§C-H of this regulation; and
(2) Are aligned with the State curriculum as developed by the Maryland State Department of Education in collaboration with local school systems.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 04 - SPECIFIC SUBJECTS › Chapter 13A.04.06 - Program of Instruction in Personal Financial Literacy › Section 13A.04.06.02 - Certification Procedures

Current through Register Vol. 51, No. 14, July 12, 2024
By September 1, 2011 and each 5 years after that, each local superintendent of schools shall certify to the State Superintendent of Schools that the instructional program in the elementary, middle, and high school learning years meets, at a minimum, the requirements set forth in Regulation .01C-H of this chapter.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 04 - SPECIFIC SUBJECTS › Chapter 13A.04.07 - Gifted and Talented Education › Section 13A.04.07.01 - Purpose

Current through Register Vol. 51, No. 14, July 12, 2024
Gifted and talented students are found in all Maryland schools and in all cultural, ethnic, and economic groups. The intent of this chapter is to provide local school systems with direction for identifying students and developing and implementing the gifted and talented education programs and services needed to develop these students' full potential. These regulations establish the minimum standards for student identification, programs and services, professional learning, and reporting requirements.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 04 - SPECIFIC SUBJECTS › Chapter 13A.04.07 - Gifted and Talented Education › Section 13A.04.07.02 - Identification of Gifted and Talented Students

Current through Register Vol. 51, No. 14, July 12, 2024
A. Each local school system shall establish an equitable process for identifying gifted and talented students as they are defined in Education Article, §
									8-201, Annotated Code of Maryland.
B. The identification pool for gifted and talented students shall encompass all students.
C. The identification process shall use universal screening and multiple indicators of potential, ability, and achievement from an annually reviewed Maryland State Department of Education approved list of assessments and checklists.
D. A universal screening process shall be used to identify a significant number of students in every school and at least 10 percent in each local school system, as early as possible, but no later than Grade 3. Additional identification shall occur at the 3-J and 6-9 grade bands for participation in the programs and services described in Regulation .03 of this chapter.
E. Each school system shall:
(1) Document early evidence of advanced learning behaviors, PreK-2;
(2) Develop equitable policies for identification and a process for appeals that are clearly stated in writing, made public, and consistently implemented systemwide;
(3) Review the effectiveness of its identification process; and
(4) Provide ongoing professional learning for teachers, administrators, and other personnel in the identification procedures, characteristics, academic, and social-emotional needs of gifted and talented students.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 04 - SPECIFIC SUBJECTS › Chapter 13A.04.07 - Gifted and Talented Education › Section 13A.04.07.03 - Programs and Services

Current through Register Vol. 51, No. 14, July 12, 2024
A. Each school system shall provide different services beyond those normally provided by the regular school program from an annually reviewed Maryland State Department of Education approved list of programs and services in order to develop the gifted and talented student's potential. Appropriately differentiated, evidenced-based programs and services shall accelerate, extend, or enrich instructional content, strategies, and products to demonstrate and apply learning.
B. Each school system shall review the effectiveness of its programs and services.
C. Each school system shall implement programs and services for gifted and talented students that:
(1) Provide a continuum of appropriately differentiated curriculum and evidence-based academic programs and services in grades PreK-12 during the regular school day for identified gifted and talented students.
(2) Provide programs and services to support the social and emotional growth of gifted and talented students.
(3) Provide programs and services to inform and involve parents/guardians of gifted and talented students.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 04 - SPECIFIC SUBJECTS › Chapter 13A.04.07 - Gifted and Talented Education › Section 13A.04.07.04 - Professional Learning

Current through Register Vol. 51, No. 14, July 12, 2024
A. Teachers and other personnel assigned specifically to work with students who have been identified as gifted and talented shall engage in professional learning aligned with the competencies specified by the Gifted and Talented Education Specialist certification in COMAR 13A.12.03.12.
B. Teachers who wish to pursue leadership roles in gifted and talented education shall be encouraged to obtain Gifted and Talented Education Specialist certification as defined in COMAR 13A.12.03.12C.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 04 - SPECIFIC SUBJECTS › Chapter 13A.04.07 - Gifted and Talented Education › Section 13A.04.07.05 - State Advisory Council

Current through Register Vol. 51, No. 14, July 12, 2024
The State Superintendent of Schools shall maintain an Advisory Council for Gifted and Talented Education that shall advise the Superintendent on issues and best practices relevant to the education of gifted and talented students in Maryland.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 04 - SPECIFIC SUBJECTS › Chapter 13A.04.07 - Gifted and Talented Education › Section 13A.04.07.06 - Monitoring and Reporting Requirements

Current through Register Vol. 51, No. 14, July 12, 2024
A. Local school system superintendents may exempt specific schools from the requirement to identify a significant number of gifted and talented students.
B. Beginning September 1, 2019, local school systems shall report in their consolidated local Every Student Succeeds Act (ESSA) plan:
(1) The process for identifying gifted and talented students;
(2) The number of gifted and talented students identified in each school;
(3) The percentage of gifted and talented students identified in the local school system;
(4) The schools that have been exempted from identification of a significant number of gifted and talented students and the rationale;
(5) The continuum of programs and services; and
(6) Data-informed goals, targets, strategies, and timelines.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 04 - SPECIFIC SUBJECTS › Chapter 13A.04.08 - Program in Social Studies › Section 13A.04.08.01 - Requirements for Social Studies Instructional Programs for Grades Prekindergarten - 12

Current through Register Vol. 51, No. 14, July 12, 2024
A. Each local school system shall:
(1) Provide in public schools an instructional program in social studies each year for all students in grades prekindergarten-8; and
(2) Offer in public schools a social studies program in grades 9-12 which enables students to meet graduation requirements and to select social studies electives.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 04 - SPECIFIC SUBJECTS › Chapter 13A.04.08 - Program in Social Studies › Section 13A.04.08.02 - Certification Procedures

Current through Register Vol. 51, No. 14, July 12, 2024
By September 1, 2005 and each 5 years after that, each local superintendent of schools shall certify to the State Superintendent of Schools that the instructional programming within grades prekindergarten-12 meets, at a minimum, the requirements set forth in Regulation .01 of this chapter.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 04 - SPECIFIC SUBJECTS › Chapter 13A.04.09 - Program in Science › Section 13A.04.09.01 - Science Instructional Programs for Grades Prekindergarten - 12

Current through Register Vol. 51, No. 14, July 12, 2024
A. Each local school system shall:
(1) Provide in public schools an instructional program in science each year for all students in grades prekindergarten-8; and
(2) Offer in public schools a science program in grades 9-12 which enables students to meet graduation requirements and to select science electives.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 04 - SPECIFIC SUBJECTS › Chapter 13A.04.09 - Program in Science › Section 13A.04.09.02 - Certification Procedures

Current through Register Vol. 51, No. 14, July 12, 2024
By September 2005 and each 5 years after that, each local superintendent of schools shall certify to the State Superintendent of Schools that the instructional programming within grades prekindergarten-12 meets, at a minimum, the requirements set forth in Regulation .01 of this chapter.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 04 - SPECIFIC SUBJECTS › Chapter 13A.04.10 - Program of Instruction in Career Development for College and Career Readiness › Section 13A.04.10.01 - Requirement-Career Development for Instruction in Grades Prekindergarten-12

Current through Register Vol. 51, No. 14, July 12, 2024
A. Each local school system shall:
(1) Provide in the public schools equal access to and equitable support in implementing a systematic instructional program in career development and decision making in accordance with the Maryland Career and Technical Education Four-Year State Plan (April 2020) and Maryland Career Development Framework, which are incorporated by reference for all students in grades prekindergarten-12; and
(2) Ensure that before grade 9 each student shall develop an individual academic and career plan and update it annually.
Code of Maryland Regulations › Title 13A - STATE BOARD OF EDUCATION › Subtitle 04 - SPECIFIC SUBJECTS › Chapter 13A.04.10 - Program of Instruction in Career Development for College and Career Readiness › Section 13A.04.10.02 - Certification Procedures

Current through Register Vol. 51, No. 14, July 12, 2024
By September 1, 2014, and each 5 years after that, each local superintendent of schools shall provide a description of the career development instructional program for grades prekindergarten-12 and certify to the State Superintendent of Schools that the instructional programming in grades prekindergarten-12 meets, at a minimum, the requirements set forth in Regulation .01 of this chapter.