Charles County Public Schools outlines implementation of Maryland's revised math policy, including new integrated algebra pathway

Laura James, moderator of the virtual town hall hosted by Charles County Public Schools, laid out how the district will implement Maryland's revised pre-K mathematics policy and the timeline for changes to secondary math sequencing. "The Maryland Math Policy was developed to ensure every student receives equitable math instruction and necessary support as they develop strong numeracy skills," James said.

The policy centers on four standards: equitable access and tiered student supports; a coherent college- and career-ready progression that introduces an integrated algebra experience in secondary grades; educator supports and professional learning; and assessment and accountability systems to monitor progress. James said the district will monitor key student data metrics annually and respond with reflective, responsive actions.

On classroom time and instruction, district staff said local implementation will include at least 60 minutes of daily math instruction and expanded middle-school math labs folded into an 84-minute core math block to better integrate interventions with core instruction. "The math labs that are now currently going on in our middle schools are going to be built into core math every day," James said, explaining the change.

A major curricular change is the move away from the traditional Algebra I/Geometry/Algebra II sequence toward a two-year integrated algebra pathway intended to center essential secondary mathematics content and prepare students by the end of grade 10. James said the integrated pathway is designed to provide multiple secondary pathways ' including quantitative reasoning, data analytics, algebraic foundations, and calculus/statistics ' aligned to student interests and postsecondary goals.

District staff said integrated Algebra I materials are being developed at the state level and were expected to be released by MSD in the spring or summer; implementation of the integrated-algebra sequence will be phased across school years. The district described the schedule using school-year markers discussed in the session: initial implementation and common-assessment alignment in 20267, expanded pathway steps in 20278, and assessments for the full integrated pathway by 20289.

Assessment and accountability changes under Standard D include adopting coherent, grade-aligned assessments and improving family communication about proficiency levels. The district said data focus areas will include cohort proficiency in grades 38, proficiency and participation for accelerated students, and monitoring progress for students performing at the lowest levels.

To support teachers, Charles County staff described a Maryland Effective Mathematics Educator course available through multiple structures at minimal cost to local systems, expanded instructional coaching, and collaborative professional learning. James emphasized continued community engagement and promised additional family-facing tools, including a Numeracy Development Framework and a family user guide.

The Numeracy Development Framework, staff said, is a communication tool that outlines the most important math milestones for each grade from pre-K through grade 8; it is not a set of daily lesson plans but a way for families and teachers to share a common understanding of progress and to identify where additional support may be needed.

Families will receive more direct notifications of grade-level standard proficiency and any intervention plans beginning in the 20267 school year, the district said. The district also plans two parent-teacher conference windows (November and February) to support ongoing conversations about student progress.

Resources and links to the full Maryland mathematics policy, the Numeracy Development Framework and family guide, and district contact information for the MSD mathematics branch were shared via QR codes and chat during the session. The district invited questions and said an FAQ summarizing submitted questions would be distributed after the town hall.

The town hall closed after staff reviewed available resources and contact information for follow-up.