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May 15, 2025

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Education

‘Blueprint’ Bill That Avoids Some of the Most Severe Education Cuts is Signed into Law

May 7, 2025 by Maryland Matters Leave a Comment

Even as changes to the state’s education reform act were being signed into law Tuesday, state officials and advocates were already talking about changes they want to see next in the Blueprint for Maryland’s Future.

The debate over House Bill 504 – the Excellence in Maryland Public Schools Act – was among the sharpest in the 2025 General Assembly session, with the governor and lawmakers, particularly the House, split over changes to the expensive plan that were needed as the state grappled with a $3 billion budget deficit.

But Gov. Wes Moore (D) on Tuesday, standing next to Senate President Bill Ferguson (D-Baltimore City) and House Speaker Adrienne Jones (D-Baltimore County), thanked them, several lawmakers and education officials for their work on the bill, which passed on the last day of the 90-day session last month.

“While this legislation is an important step forward, it cannot be the last step that we take on education,” Moore said at Tuesday’s bill signing ceremony. “While we refine our strategy to ensure we aren’t just spending more, but that we’re spending smart, I will continue to use every option available to me as governor to improve our schools and deliver for our students.”

The final bill did not contain some of the deepest cuts that were offered to try rein in spending on the 10-year, multibillion-dollar Blueprint plan. But it also did not include some of the flexibility for local schools boards that some administrators had been pushing for.

State Board of Education President Joshua Michael, who attended the bill signing ceremony, said the governor and legislature helped to improve the Blueprint plan through their negotiations. But Michael said it would have helped if they had included funding for a teacher coaching program, a recommendation made by a nonprofit’s report last month on reading.

“We’re pleased that the legislature authorized the program, but we need resources,” Michael said. “We’re going to continue to press forward with the tools that we have around the literacy policy and the math policy, and we’re going to work with the legislature and the governor to see what we can do in the future.”

Moore in January proposed a Blueprint reform plan that called for a four-year pause in the expansion of teacher “collaborative time” – hours when teachers are not in the classroom but are planning for meeting. State education leaders have said at least 12,000 new teachers would have to be hired to fully implement collaborative time. The governor also proposed a decrease in funding for special education, low-income and English language learners, and keeping funding for community schools – those that receive concentration of poverty grants – at current levels for two years.

Lawmakers pushed back hard against reductions in funding that would affect those students in most need. Legislators were ultimately able to preserve most of the funding for students in need, and advocates praised lawmakers like Del. Vanessa Atterbeary (D-Howard) for not backing down over funding for underserved students.

Atterbeary, who chairs the House Ways and Means Committee that assesses education policy, said Tuesday the legislature may need to assess education funding in the near future, especially “with the climate” in the federal government led by President Donald Trump (R).

“Why should we say to our most underserved communities, to our minority communities that at the national level when our president is saying, ‘We don’t care about you,’ and WE’RE going to double down and cut their funding. No. Absolutely not,” said Atterbeary, who didn’t attend Tuesday’s ceremony.

“I couldn’t do that as a mother. I couldn’t do that as a woman. I couldn’t do that as an African American and I absolutely couldn’t do it as a legislator,” she said. “Ultimately, the legislation in terms of that aspect passed as we wanted.”

‘Give faith’

Advocates such as Riya Gupta remain pleased the Blueprint bill passed, but she said more money is needed for mental health, behavioral and other wraparound services for students in the upcoming 2025-26 school year.

Under the Consortium on Coordinated Supports, which is part of the Blueprint plan, the governor proposed to fund those services at $130 million for next fiscal year. The House proposed just $40 million, but ultimately Senate language was adopted that allocated $70 million next year and $100 million a year thereafter.

Gupta, interim director for the advocacy group Strong Schools Maryland, which focuses on protecting the Blueprint for Maryland’s Future, said Monday that the state cannot make a habit of analyzing Blueprint funding, as it did this year.

She also said parents, students, advocates and community leaders should be given ample opportunities to become involved in any policy discussions for next year’s legislative session.

“We have to bring them to the table,” she said. “We have to give the faith to listen to their ideas that are also in line with the vision of the Blueprint.”

Sen. Mary Beth Carozza (R-Lower Shore), who voted against the bill last month, agrees more local input is needed. Carozza said she will continue to push for recommendations offered in December by a superintendent’s association.

Several of the association’s proposals became legislation sponsored by Sen. Karen Lewis Young (D-Frederick), and later amendments offered by Carozza, but none of the proposals advanced beyond a Senate committee.

“There were too many missed opportunities to do more on Blueprint revisions and to give our local school systems the flexibility they need…” Carozza said Monday.

Carozza and other Republican lawmakers expressed concerns about future funding for the multibillion-dollar plan, now in its third year. Some have said future budgets will not only affect school systems, but also county governments, which may not be able to pay for increases in transportation, special education or other programs.

Although the Blueprint is funded in the next two years, the subsequent years are slated to shift to the state’s general fund with projected deficits up to $3 billion by fiscal 2030.

“Which translates to new and even bigger taxes,” Carozza said. “We cannot move forward with the Blueprint by doing major cost shifts to the counties.”


by William J. Ford, Maryland Matters
May 7, 2025

Maryland Matters is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Maryland Matters maintains editorial independence. Contact Editor Steve Crane for questions: [email protected].

The Spy Newspapers may periodically employ the assistance of artificial intelligence (AI) to enhance the clarity and accuracy of our content.

Filed Under: Education

Nonprofit’s report calls for broad-based approach to improving reading scores

April 16, 2025 by Maryland Matters

Alex Arianna during a reading lesson at Lincoln Elementary School. (Photo courtesy Frederick County Public Schools)

 

Alice Tickler tries to stay positive when it comes to educating young children, but the longtime teacher admits there are some things that can make it hard — and it’s not anything the students do.

Things like the legislature’s failure to fund a training program, specifically for reading and math teachers. As a teacher for 28 years, she’s seen the benefits of what educators call a “coaching program.”

“Seeing other teachers in action, having a mentor teacher that knows how to teach reading alongside of you or coaching you, that’s huge,” said Tickler, a first-grade teacher in Queen Anne’s County public schools. “That coaching model would really benefit teachers.”

Tickler’s comments echo recommendations in a report being released Tuesday morning by Maryland READS, a nonprofit focused on the improvement of reading instruction. Providing consistent funding for teachers is just one of the recommendations in “The State of Reading in Maryland 2025: It’s Time for a Comeback after a Decade of Decline.”

While the General Assembly approved the Excellence in Maryland Public Schools Act last week without funding for a training program, it did approve funding for a national teacher recruitment campaign and a $2,000 relocation grant to “incentivize an out-of-state licensed teacher to move to the state.”

The report’s not all about funding, however, and acknowledges the state’s financial difficulties. Similar to a report produced last year, Tuesday’s document outlines recommendations to improve literacy, such as businesses providing employees time to serve as local tutors, and state and local leaders organizing town halls on digital education for families.

Because of the state’s fiscal challenges, the report suggests philanthropists provide financial and other resources to help create “thriving, reading ecosystems.”

A chart shows per pupil spending increased in comparison to test scores for fourth- and eighth-grade students in Maryland. (Chart courtesy of Maryland READS)

According to the report, per pupil spending increased by 37% since 2013 through last year. During that time, National Assessment of Educational Progress math scores have constantly declined.

“Everything the state has done to put a system of support in place … gives us hope,” Trish Brennan-Gac, executive director of Maryland READS, said in an interview. “But I think the legislature needs to get on board a little bit more and trust her [State Superintendent Carey Wright] leadership because she has a proven track record, and I don’t think they did that this time around.”

‘Make sure children can read’

Tuesday’s document notes a report last year from the National Council on Teacher Quality. It gave Maryland and 19 other states an overall “moderate” rating on teacher training programs based on five policy actions to strengthen implementation of the “science of reading,” which Wright utilized as public schools leader in Mississippi and pushed to incorporate in Maryland.

The council gave three ratings – strong, moderate and weak – not only for the total assessment of training programs, but also separate reviews of each policy action. On the policy statement, “Reviews teacher-preparation programs to ensure they teach the Science of Reading,” Maryland received a “weak” rating.

Maryland READS recommends the state Department of Education “should immediately exercise authority, including limiting grants and contracts, and hold Maryland teacher preparation programs accountable for aligning to Science of Reading by 2028.”

According to the report, what will help teachers with literacy instruction is an agreement the department made last year to implement a four-year, $6.8 million grant from the nonprofit Ibis Group of Washington, D.C.

About $5.3 million of that grant will be used for free online training in the science of reading for at least 30,000 paraprofessionals, teachers and other staff. The remaining $1.5 million would be for Johns Hopkins University and the department to research the impact of teacher efficacy, teacher background knowledge and literacy.

But Brennan-Gac said additional and consistent support is needed.

“Having a coach in the classroom actually helps the teacher change their practice,” Brennan-Gac said. “While it’s wonderful that we’ve brought these training programs into the state, [but] if they don’t get the coaching, we’re not really leveraging that wonderful resource we have and this whole movement that we’re doing.”

Some other recommendations from the report to improve literacy include:

Starting July 1, the department should collaborate with educators and organizations to begin work on drafting an adolescent literacy policy;The legislature should tie future funding to data related to proficiency rates at community schools, those that receive high concentration of poverty grants which provide a variety of wraparound and other services; andState, local and community leaders should educate parents and guardians on limiting the use of electronic devices for their children.

“We should do everything that we can to make sure that our children can read,” said Tickler, who serves on a statewide teacher advisory council created by the department this year. “We don’t want our children to enter that pipeline that takes them to jail or drugs. We want our kids to be successful and we want our kids to be literate.”


by William J. Ford, Maryland Matters
April 15, 2025

Maryland Matters is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Maryland Matters maintains editorial independence. Contact Editor Steve Crane for questions: [email protected].

The Spy Newspapers may periodically employ the assistance of artificial intelligence (AI) to enhance the clarity and accuracy of our content.

Filed Under: Ed Portal Lead

Maryland faces $418 million ‘catastrophic’ loss in pandemic-era relief funds

April 1, 2025 by Maryland Matters

 State Superintendent Carey Wright, second from left, at a September news conference at the Maryland State Department of Education building. Board of Education President Joshua Michael, left, listens. (File photo by William J. Ford/Maryland Matters)

The U.S. Department of Education told states Friday that it was canceling previous approvals to spend down remaining COVID-19 recovery funds, a change that could mean $418 million to the Maryland Department of Education.

The change was announced in a letter from U.S. Education Secretary Linda McMahon that was dated Friday at 5 p.m., and said the decision to cancel the pandemic funding was effective — Friday at 5 p.m.

“Shock does not begin to describe our reaction when we received the notification late Friday evening,” Maryland State Superintendent Carey Wright said Monday. “This jeopardizes over $400 million in funding.”

Wright called the federal agency’s decision “catastrophic,” noting that the money has already been spent or at least committed to the state’s 24 school systems. She said the money is being used for tutoring, reading materials, after-school programming, even some construction projects such as repairs for heating and air conditioning units, among others.

State officials said about $305.2 million has already been spent but not reimbursed by the federal department. Another $112.8 million is in “encumbered” funds not paid out by the state, which means school systems must immediately stop any ongoing work on capital projects, or educational programs.

“It may be a tutoring program that’s going on right now in schools that was intended to go through this school year, or it might be an improvement to a health room in a school,” said state Board of Education President Joshua Michael. “There’s going to be significant disruption.”

Officials said it remains unclear if the state would need to cover costs for ongoing programs, or if the local school systems may have to return any money already spent.

“The federal government is breaking the trust that it has once held strong with states across America,” Michael said.

School officials said they are consulting with the Office of the Attorney General on the possibility of filing suit against the federal department.

“I think it’s fair to say that we are exploring all legal options at this time given the severity of this action,” Michael said.

He said the majority of the money comes from the American Rescue Plan’s Elementary and Secondary School Emergency Relief, or ARP ESSER, program.

The state last year requested and received approval for an extension on how it would draw down the ESSER funds it  had left over. Wright said the state sought extensions because of supply chain issues and construction delays.

The approval was given before a Jan. 28 deadline set by former President Joe Biden (D) before he left office that month. But in her letter Friday, McMahon dismissed the approvals by the previous administration.

“The extension approval was issued recently, so any reliance interests developed are minimal,” McMahon wrote. “Moreover, an agency may reconsider its prior decision. So you could not rely on the Department adhering to its original decision. That is especially true because the extension was a matter of administrative grace.”

She said that extending deadlines to allocate “COVID-related grants … years after the COVID pandemic ended is not consistent with the Department’s priorities and thus not a worthwhile exercise of its discretion.”

But McMahon also wrote the department would reconsider funding for states if the could explain “how a particular project’s extension is necessary to mitigate the effects of COVID on American students’ education, and why the Department should exercise its discretion to grant your request.”

Wright said ending the program at 5 p.m. Friday and offering to consider appeals from states “seemed to be contradictory,” but she said her department plans to send a letter to justify why money for Maryland is necessary.

A U.S. department spokesperson said that specific projects would be assessed if funds are used directly to mitigate the effects of COVID-19.

“COVID is over. States and school districts can no longer claim they are spending their emergency pandemic funds on ‘COVID relief’ when there are numerous documented examples of misuse,” said Madi Biedermann in a statement Monday afternoon.

“The Biden Administration established an irresponsible precedent by extending the deadline for spending the COVID money far beyond the intended purpose of the funds, and it is past time for the money to be returned to the people’s bank account,” Biedermann’s statement said.

In part because of the Education Department’s decision, the Maryland Senate approved an amendment to a budget bill Monday that would require the governor’s budget team to track federal cuts and, if they hit $1 billion, recommend state spending cuts to the General Assembly’s Legislative Policy Committee.

“If we have a $1 billion problem from combined actions by the federal government, we would begin a process of review through our policy committee, and work with the governor to come up with solutions,” said Sen. Guy Guzzone (D-Howard), chair of the Budget and Taxation Committee. “We have to be wide-eyed open about what could be happening because it is happening.”

Sen. Chris West (R-Baltimore and Carroll) asked if any recommendations that may come from the policy committee would be for the legislature next year.

“Could very well be,” Guzzone said.


by William J. Ford, Maryland Matters
March 31, 2025

Maryland Matters is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Maryland Matters maintains editorial independence. Contact Editor Steve Crane for questions: [email protected].

The Spy Newspapers may periodically employ the assistance of artificial intelligence (AI) to enhance the clarity and accuracy of our content.

Filed Under: Ed Portal Lead

MD Senate Panel’s vote on Blueprint bill straddles House, Administration Versions

March 22, 2025 by Maryland Matters

Senate Budget and Taxation Committee voted Friday for amendments to the Blueprint for Maryland’s Future that splits the difference between House and administration versions. (Photo by William J. Ford/Maryland Matters

A Senate committee advanced parts of Maryland’s sweeping education reform plan Friday, splitting the difference between versions of the bill advanced by the House and the Moore administration and setting up a showdown in the waning days of the legislature.

The Senate Budget and Taxation Committee approved a four-year pause in the start of funding for teacher “collaborative time” — something the administration supports — but also voted to keep funding for community schools — something the House insisted on.

Senate Bill 429 still needs to be taken up by a second Senate panel, the Education, Energy and the Environment Committee, which is scheduled for Monday. That gives lawmakers just two weeks to approve a Senate bill and hammer out differences with the House before the April 7 end of the General Assembly session.

The so-called “Excellence in Maryland Public Schools Act” was sparked by the state’s fiscal crisis and by the repeated call from local school officials for flexibility in the implementation of the Blueprint for Maryland’s Future, the sweeping 10-year, multibillion-dollar education reform plan.

Gov. Wes Moore introduced a bill that keeps the goals of the plan largely intact, but delays funding and implementation of some portions.

One portion is the proposal for an increase in teacher “collaborative time,” or time that teachers spend on planning, training and working with individual students, as opposed to time in front of a classroom. The Blueprint calls for teachers’ classroom time to be cut from 80% of their day to 60%; the administration bill would delay the start of that for four years, in part because it would require the hiring of at least 12,000 new teachers at a time when the state faces a teacher shortage.

The House rejected that plan, and set collaborative time to begin in 2026. But the Senate went with the governor’s version in what Budget and Taxation Committee Chair Guy Guzzone (D-Howard) called a “pacing” of the initiative.

“Whenever you don’t extend the full amount, if, in fact, you want to get to the full amount, by definition, it has to go out further,” Guzzone told reporters after the committee’s vote.

The committee did agree with the House version and rejected the administration’s call for a two-year freeze on funding for community schools, those located in low-income neighborhoods Sen. President Bill Ferguson (D-Baltimore City) has said such a delay would negatively affect students.

The Senate committee also agreed with the House to “hold harmless” funding for multilingual learners, students in poverty and those in special education — exempting those students from any per pupil funding reductions that might come down. The committee on Friday also added students at the Maryland School for the Blind, Maryland School for the Deaf and the SEED School of Maryland.

The committee was more generous than either the House or the administration when it comes to Consortium on Coordinated Community Supports, a part of the Blueprint plan that deals with mental health, behavioral and other wraparound services for students. The House agreed with the governor that it should be cut from $130 million this year to $40 million in fiscal 2026, but senators want to cut the fund to $70 million next year and raise it to $100 million in fiscal 2027 and each year after.

But senators sided with the administration on “foundation” funding, or per pupil spending. Under the Blueprint, it was slated to grow from $8,789 per pupil this year to $9,226 next year, but the administration proposed reducing the growth to $9,063 next year and slowing the pace of growth for several years after. The Senate committee agreed, but the House voted to keep the original Blueprint funding levels.

With an eye toward looming cuts to the federal government, another Senate amendment made Friday would freeze funding increases if federal funds or revenue projections by the state’s Board of Revenues in December decrease by 3.75%.

Senate Majority Leader Nancy King (D-Montgomery), a member of the Budget and Taxation Committee, earlier this week defended delays in Blueprint goals for the time being.

“There’s a lot of good that’s already come out of the Blueprint, and a lot more that is going to come as we go,” King said Tuesday. “I don’t think it would be a bad thing if we just slowed it [collaborative time] down a bit.”

The Senate Education, Energy and the Environment will review, and possibly vote on, the other parts of the bill Monday that deal with teacher programs, initiatives and other incentives before sending it to the full Senate for consideration and then back to the House.

Del. Vanessa Atterbeary (D-Howard), chair of the House Ways and Means Committee, said during a press conference Thursday to announce a framework for the overall fiscal 2026 budget, that negotiations on the Blueprint are ongoing. But Atterbeary said she and Del. Ben Barnes (D-Prince George’s and Anne Arundel), chair of the Appropriations Committee, have made their positions “pretty clear.”

“Where we stand and where the House stands in … protecting those that are most vulnerable, particularly those in community schools,” she said. “So we’ll see what the Senate does, and we’ll link up with them and negotiate that in the days to come.”

By William J. Ford
Creative Commons License

The Spy Newspapers may periodically employ the assistance of artificial intelligence (AI) to enhance the clarity and accuracy of our content.

Filed Under: Ed Homepage, Ed Portal Lead

House approves Blueprint education bill that rejects most cuts proposed by governor

March 13, 2025 by Maryland Matters

As expected, the House of Delegates approved an amended, comprehensive education plan Tuesday night that rejected cuts proposed by Gov. Wes Moore (D).

The 100-39 party-line vote sets up a potential showdown with the Senate over the Excellence in Maryland Public Schools Act. Senate leaders have indicated that, in the face of a projected $3 billion deficit for fiscal 2026, they may be more sympathetic to the governor’s version of the bill to amend the state’s multiyear, costly Blueprint for Maryland’s Future.

House Democratic leaders have consistently pushed back against the governor’s plan, saying that any cuts would negatively affect the Blueprint, now in its third year of implementation. But House Ways and Means Committee Chair Vanessa Atterbeary (D-Howard) said after Tuesday night’s floor vote that the House and the governor agree on the goals of the plan, but disagree on how to get there.

“He [Moore] was looking at the Blueprint also as a means to solve budgetary issues, and we did not,” Atterbeary said. “I think in large part we disagreed when it comes to funding. But I think policy wise, we agreed primarily with the governor.”

The debate put House Republicans in the unusual position of defending the governor’s bill against Democratic amendments.

“Didn’t agree with everything in it, but it was a compromise that suggests we can, in future years, account for the realities that we will not have to spend as much we’ll amend, in particular, the collaborative time,” said House Minority Leader Jason Buckel (R-Allegany), before voting against the amended House version of the bill.

“I think that we would have been best served to support Gov. Moore’s bill, rather than the bill as amended currently before the House,” he said.

Three Republicans – Dels. Kevin Hornberger (R-Cecil), Susan K. McComas (R-Harford) and Chris Tomlinson (R-Frederick and Carroll) – who signed on as co-sponsors of the previous version from the governor, asked to have their names removed from the amended bill, which opposed.

Del. Vanessa Atterbeary (D-Howard) talks about her support for the Blueprint for Maryland’s Future education reform plan. (Photo by William J. Ford/Maryland Matters)

Some of the proposals in the original bill included a four-year pause in the phase-in of collaborative time for teachers, a freeze in funding for community schools located in low-income neighborhoods and a lower increase in per pupil funding.

Atterbeary’s committee and the Appropriations Committee amended the governor’s bill to restore funding to community schools and to reduce the four-year delay in collaborative time to a one-year pause to give the state’s 24 school systems time to prepare for a fiscal 2027.

The House did keep language from the governor’s version that would allow for the state Department of Education to establish a national teacher recruitment campaign to start in July and end by July 1, 2029. It also kept a $2,000 relocation grant that would be provided to “incentivize an out-of-state licensed teacher to move to the state,” in an effort to reduce the teacher shortage and the number of conditionally licensed teachers.

Administration officials defended their position during a joint hearing last month, saying it would be impractical to institute the increase in collaborative time next school year because it would require the hiring of at least 12,000 teachers at a time when the state and nation face a teacher shortage.

The administration’s proposal sought to hold community school at current levels for the next two years, instead of allowing it to increase as the Blueprint calls for.

On the House floor Tuesday, a few Republicans said the Blueprint plan is a vehicle the state can’t afford right now.

“If this is the Mercedes of education C class, it feels a little bit more like a Pinto that we’re selling for a Mercedes price,” said Del. Lauren Arikan (R-Harford), who voted against the bill.

Meanwhile, the Senate’s Budget and Taxation Committee — which took part in a joint hearing on the bill last month with the Senate Education, Energy, and the Environment Committee and the two House panels — could vote on the Senate version of the bill this week.

Senate Majority Leader Nancy King (D-Montgomery), a member of the Budget and Taxation Committee, has said she supports a pause in collaborative time, especially with the teacher shortage in the state. And Sen. Mary Beth Carozza (R-Lower Shore), a member of the “Triple-E” Committee, has said the Blueprint needs some restructuring that provides more autonomy to local school systems.

Del. Ben Barnes (D-Prince George’s and Anne Arundel), who chairs the Appropriations Committee, told reporters Tuesday night he’s confident the two chambers will find a solution.

“I think it’s because we all share the same values. We want to certainly protect these kids and make sure the funding is there and the policies are there,” he said. “We’ll get to a compromise in the end.”


by William J. Ford, Maryland Matters
March 11, 2025

Maryland Matters is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Maryland Matters maintains editorial independence. Contact Editor Steve Crane for questions: [email protected].

The Spy Newspapers may periodically employ the assistance of artificial intelligence (AI) to enhance the clarity and accuracy of our content.

Filed Under: Ed Portal Lead

Wood Foundation awards $100K grant to Radcliffe Creek School

January 24, 2025 by Spy Desk

: RCS student, Hazel Joiner, learning to spell through hands-on, multisensory instruction

Radcliffe Creek School (RCS) was recently awarded a generous grant from the Kathy and Jerry Wood Foundation to support needs-based scholarships for deserving students. The $100k grant award will remove significant financial barriers for area families who struggle to access the school’s individualized educational services, ensuring area children—who have learning differences such as dyslexia, dysgraphia and ADHD—can receive the academic interventions they rely upon to be successful in the classroom.

Each year, more than half of Radcliffe Creek’s student body receives some form of financial aid to attend the School. This year alone, over $526,000 in assistance has been committed to help families in need whose children learn differently. Head of School, Peter Thayer, explained, “Many of our students haven’t succeeded in traditional learning environments and need the small class sizes, daily interventions and customized instruction we provide here at RCS every day. However, accessing our services can be an enormous challenge for area families, who never expected to send their children to a private school. The generosity of the Kathy and Jerry Wood Foundation to provide this substantial support for scholarships will be a life-changing gift for many families. We are profoundly grateful to the Wood Foundation for making a Radcliffe education possible for these children.”

The Kathy and Jerry Wood Foundation, established in 2006, supports youth in attending nonprofit and educational institutions that aid in the intellectual, physical and moral development of American students. Through scholarship support, the foundation works to advance learning throughout the United States.

The foundation, based in Annapolis, Maryland, was also the area Kathy and Jerry Wood called “home.” Before their deaths, Jerry founded the Annapolis Sailing School and together, the couple transformed the school into the largest commercial sailing school in the United States. Later, the Woods established the sailboat show and the powerboat show, revolutionizing the boat show industry. For this work, the couple was credited with helping to shape the modern recreational boating industry and build broad recognition for the City of Annapolis as the “Sailing Capital of America.”

As the only K-8 school on Maryland’s Eastern Shore specialized in educating children with learning differences, Radcliffe Creek School (RCS) continues to stand out as a critical resource for area families. RCS students hail from eight counties, from Prince George’s County in Maryland to Sussex County in Delaware. To learn more about the immersive, individualized education program offered at Radcliffe Creek School, visit www.radcliffecreekschool.org or call 410-778-8150.

 

 

The Spy Newspapers may periodically employ the assistance of artificial intelligence (AI) to enhance the clarity and accuracy of our content.

Filed Under: Ed Homepage

Governor’s education bill slows growth of per pupil funding, worrying advocates

January 23, 2025 by Maryland Matters

 House Appropriations Committee Chair Ben Barnes (D-Prince George’s and Anne Arundel) gives opening remarks at Wednesday’s joint briefing with the Ways and Means Committee on the Blueprint for Maryland’s Future. House Speaker Adrienne Jones, left, listens. (Photo by William J. Ford/Maryland Matters)

A comprehensive education bill unveiled Wednesday by the Moore administration would slow the growth of per pupil spending beginning next year and continuing for the next eight years, raising concerns among advocates and lawmakers.

The reductions begin in fiscal 2026, when the per pupil “foundation” funding was scheduled to grow from $8,789 per student to $9,226; the administration’s bill calls for it to grow next year to $9,063 instead, a reduction in growth of $163 per student.

Instead of growing between 4% and 5% a year for the next eight years, the Excellence in Maryland Public Schools Act calls for growth from 2% to 3% in the same period.

From fiscal years 2034 through 2037, the per pupil amount would increase by 3.5% each year, ultimately reaching $13,259 per pupil.

Still, the slow-down in growth represents an estimated $234 million less for state schools than was originally forecast, said Mary Pat Fannon, executive director of the Public School Superintendents’ Association of Maryland. The revised level of funding “is not a historic investment,” she said.

“Funding matters for student achievement,” Fannon said. “We need to advocate and explain that you do need funding in order to get the outcomes that you’re expecting.”

Del. Ben Barnes (D-Prince George’s and Anne Arundel), chair of the Appropriations Committee, said lawmakers are aware of the change in per pupil spending, which he said will likely cause problems in the House.

“That’s something we’re very aware of. I don’t think you’ll see that coming out of the House. Just put it that way,” Barnes said.

When asked to comment on the revised number, a spokesperson for Gov. Wes Moore (D) pointed to a prepared statement released Tuesday, in which the governor was quoted as saying that the state will still work toward the goals of the Blueprint for Maryland’s Future, the state’s 10-year education reform plan, but that it must do so “while making it fit our current needs and realities in a post-pandemic environment.”

“Through the Excellence in Maryland Public Schools Act, we propose strategic investments designed to lay out the foundation for effective implementation of key components of the Blueprint, including recruiting and supporting educators and building partnerships between schools and communities,” the Tuesday statement said.

The bill, House Bill 504, was just part of the discussion at Wednesday’s briefing on the status of the Blueprint for the House Appropriations and House Ways and Means committees, at a time when the state is struggling with a budget deficit that is projected to be close to $3 billion in fiscal 2026.

Moore has proposed closing that gap with a combination of increased revenues and budget reductions next year, but he and legislative leaders have said the education reform plan is fully funded for the next two years.

One goal of the Blueprint is to increase the teacher pipeline, which is also an element touched on in the administration’s bill.

With more than half of the state’s teachers coming from other states, according to the state Department of Education, one part of the bill calls for an interstate teacher mobility compact, to let Maryland enter into agreements with other states that have comparable licensing standards and accept teaching credentials from those states. The bill also proposes supporting relocation of eligible military spouses.

The state teachers’ union agrees with that part of the plan. Maryland State Education Association Vice President Nikki Woodward said a few states with student populations and curriculums similar to Maryland include Massachusetts, New York and Pennsylvania.

“We unfortunately do not graduate enough students from our education programs across the state,” Woodward said in an interview after the briefing. “This allows for an easier transition for educators to come into the state and immediately begin to receive their licensure, to begin working.”

The bill would allow the department to start a national teacher recruitment campaign “to bring licensed and prospective teachers to the state” that includes up to $2,000 in relocation costs. If approved, that campaign would start July 1 and run through July 2029.

 State Board of Education President Joshua Michael, left, and Tenette Smith, the Maryland Department of Education’s interim deputy state superintendent in the Office of Teaching and Learning, testify Wednesday. (Photo by William J. Ford/Maryland Matters)


 

Other provisions

The governor’s proposal is slated to go before the Senate Budget and Taxation and Education, Energy, and the Environment committees. No bill hearing has been scheduled. A joint hearing on the House version before Appropriations and Ways and Means could be held next month.

Some of the other items in the bill include allowing school officials to apply for grants, beginning next year, to fund expanded “collaborative time” for teachers. That is time outside of class that teachers use for training, analyzing student data, identifying students who may need help and spending time, one on one or in groups, to get students back on track.

The Blueprint plan calls for collaborative time to be expanded from the current 20% of a teacher’s workday to 40% within the next eight years. But that proposal has run up against the state’s current teacher shortage: In order to start expanding collaborative time next school year, the state would need up to 15,000 more teachers. The number doesn’t account for the 6,000 current teachers who are conditionally approved.

“The purpose of the grant is to provide funds to establish innovative models that can be replicated for teacher collaboration at the school or local school system level that improve teacher retention and student learning,” according to the bill’s language. Initial awards for the $48 million program would start to be distributed March 1, 2026.

The bill also proposes a school system training program and school leadership academy.

The 12-month training program would be for high-ranking school officials, such as the state and local superintendents and school board chairs and vice chairs.

Some of the work would include reviewing data and other education information from top-performing school systems in this country and others, researching the benefits of high-quality and diverse teachers and implementing career ladders for teachers.

A leadership academy would target those who seek to remain or become school principals or other school-based leaders. This academy would also last 12 months and include work on data-informed instruction, utilize teachers on the career ladder and strategies for peer mentorship.

State Board of Education President Joshua Michael said this week the governor’s proposal would provide a $134 million investment to boost the state’s Grow Your Own teacher initiative. He said Wednesday that initiative will help with the Blueprint plan “to deepen and strengthen our teacher pipeline.”

“We stand deeply committed to the promise and vision of the Blueprint,” Michael said to the House committees. “The Blueprint is truly a once-in-a-generation opportunity and represents our nation’s biggest bet on public education.”

William “Brit” Kirwan, vice chair of the Accountability and Implementation Board that oversees the 10-year Blueprint plan, had a few words for any concerns about its future: “Keep the faith. We’re going to get there.”

The Spy Newspapers may periodically employ the assistance of artificial intelligence (AI) to enhance the clarity and accuracy of our content.

Filed Under: 7 Ed Notes, Ed Portal Lead

Morgan State professor fined for presenting himself as licensed architect

December 18, 2024 by Spy Desk

 

The Baltimore Banner reported yesterday that Professor Dale Glenwood Green at Morgan State University was not a licensed architect and had forged his credentials. Green is well known for his work on the historic Hill neighborhood in Easton.

Read the full story here.

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Filed Under: Ed Homepage

Slight increases on Maryland’s annual report card, but changes could be coming

December 6, 2024 by Maryland Matters

Baltimore City pre-K instructor Berol Dewdney, the 2022-2023 Maryland teacher of the year, uses an interactive video with her students at the beginning of the school day. File photo by Shannon Clark/Capital News Service.

Maryland’s 1,303 public schools saw slight gains on the state Department of Education’s annual report card, which rates schools on measures including academic achievement, school quality and progress in English language proficiency.

The report card, released this week, grades schools on a scale of one to five stars, with five stars going to schools that earn a score of at least 75% on a formula that measures overall school performance. The report said 91 schools earned five-star status in the 2023-24 school year, up from 85 schools the year before.

About 41% of schools received a four- or five-star rating last year, compared with 38% in the 2022-23 school year.

Twenty Baltimore County schools earned five stars on this year’s report card, the most of any county. The county’s Eastern Technical High School received the most points in the state with 91, edging out the Academy of Health and Sciences at Prince George’s Community College and its 90.7 points.

Baltimore County Schools Superintendent Myriam Rogers said the county’s broad gains are “are evidence of the effectiveness of the targeted and comprehensive resources and supports we put in place to fast-forward student achievement.”

“We are encouraged by the growth our schools are making on key markers of progress and achievement,” Rogers wrote in a message to the school community. “We will continue to use multiple and frequent measures to evaluate student progress and assess where we need to intensify efforts to meet the needs of our students and bolster achievement.”

Montgomery County, the state’s largest school system, had the second-most five-star schools at 18, and about half of its schools scored either four or five stars. But the school system called the overall performance “disappointingly flat” in a statement, with schools receiving at least three stars increasing by less than 1%.

Approximately nine of Worcester County’s 11 schools received a four-star rating, in which schools scored at least 60 out of 100 points on the grading formula. Ocean City Elementary received five stars and Pocomoke Middle three stars.

“I continue to be in awe of our schools’ positive trajectory in Maryland’s accountability system,” Worcester County Superintendent Louis H. Taylor said in a statement. “Worcester continues to outperform our counterparts across the State, and today’s [Dec. 3] release is just another example of how we are delivering dividends on the investment our community has made in our educational system.”

The state began the star system in 2018 in response to the federal Every Student Succeeds Act. The state released a second report card in 2019, but the reports were suspended in the 2019-20 and 2020-21 school years due to the COVID-19 pandemic.

Although 83% of schools recorded at least three stars in the latest report card, compared with 80% in the previous report card, there could be changes to assess overall performance.

Superintendent Carey Wright announced in April the creation of a task force to assess student achievement after disappointing scores on the Maryland Comprehensive Assessment Program, the state’s standardized tests known as MCAP. At the time of her announcement, only 47% of students in third through eighth grades scored “proficient” in English language arts and nearly 25% in math.

A graphic shows a slight increase in Maryland schools that received a five-star rating, the highest rating available, from 85 schools in the 2022-23 school year to 91 in 2023-24. Graphic courtesy of the Maryland State Department of Education.

With the current MCAP contract set to expire in December 2026, Wright said at Tuesday’s State Board of Education meeting that it’s time to either search for a new assessment vendor, or retain the same vendor “with new requirements.”

“There were a lot of questions that were being raised about the assessment itself,” Wright said. “I’m a firm believer in accountability, always have been. This task force moved with a great deal of speed to get this done.”

The task force presented a report Tuesday with options that include revising the current ratings system, creating a system that meets federal requirements and reflects state priorities, and refining the framework on career and college readiness, which is one of the priorities in the Blueprint for Maryland’s Future education reform plan.

“We reject the theory of action that simply reporting information and hoping that people make good decisions is complete,” said Chris Domaleski, the task force facilitator and associate director of the National Center for the Improvement of Educational Assessment based in New Hampshire. “We think a more appropriate theory of action is that these systems integrate with the kinds of treatments that change curriculum, instruction and support that really uplift students in the state.”

The board voted to accept the report and continue to review it and assess any possible future changes.


by William J. Ford, Maryland Matters
December 5, 2024

Maryland Matters is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Maryland Matters maintains editorial independence. Contact Editor Steve Crane for questions: [email protected]. Follow Maryland Matters on Facebook and X.

The Spy Newspapers may periodically employ the assistance of artificial intelligence (AI) to enhance the clarity and accuracy of our content.

Filed Under: Ed Homepage

Radcliffe Creek School awarded grant to support students with ADHD and anxiety

November 20, 2024 by Spy Desk

RCS students Addison and Emma using Sensory Resource items during instruction time with Mrs. Simon, English and Orton-Gillingham Teacher at Radcliffe Creek School.

Radcliffe Creek School (RCS) was recently awarded a grant from the Queen Anne’s County Mental Health Committee (QACMHC) to provide the School’s faculty and parent community with resources to support students with Attention-Deficit/Hyperactivity Disorder (ADHD) and anxiety in the classroom and at home. This grant will fund a new Sensory Resource Room at RCS, expand the School’s Social-Emotional Learning (SEL) Library, continue the SEL program for older students, as well as support a full day of training with parents and teachers on ways to support mental health in neurodivergent children.

The new Sensory Resource Room at RCS will be filled with tools and equipment for teachers to check out for their classrooms as needed, helping students calm and regulate their sensory systems. When a child is in a heightened state due to an issue like anxiety, it can interfere with a student’s ability to be present in the classroom setting. Depending upon whether a child’s body is overly sensitive to sensory stimuli or seeking more sensory input, this equipment will help students regulate their bodies to be more available for learning. Debbie Cohee-Wright, a special education learning specialist at RCS, explained, “At Radcliffe Creek School, we recognize the needs of our students and how sensory integration will enhance their learning experience based off their own individual needs and strengths. The new Sensory Resource Room will enable our teachers to have the appropriate tools at their fingertips for ease and accessibility throughout their day.”

Equipment in the Sensory Resource Room will include noise-canceling headphones, weighted lap and shoulder pads, indoor hanging sensory chairs, bean bags, chair bands, fidgets, white noise machines and sound-absorbing wall panels. The integration of these resources will support students by addressing their fine motor skills, gross motor skills, social skills, cognition and play skills.

Additionally, this grant will allow the expansion of the School’s SEL library and continued SEL curriculum for older students, as well as a speaking event to be hosted for RCS parents and teachers in early 2025 with Dr. Vincent Culotta, an expert in mental health and neurodivergent children. Head of School Peter Thayer explained, “We remain grateful to QACMHC for their continued support of our school and for making these important educational and therapeutic mental health resources available to our parents, faculty and students.”

This is the second year in a row that QACMHC has awarded a grant to Radcliffe Creek School. “The Queen Anne’s County Mental Health Committee is excited to see Radcliffe Creek School utilizing the grant funds from us to reach the goal of maintaining their social-emotional learning program “Brain Talk” as well as faculty training, supplying the sensory room, and adding to their social-emotional learning library,” stated QACMHC President, Kelly Phipps. “The scheduled visit of Dr. Vincent Culotta to train faculty in helping students with ADHD and anxiety in the classroom will further enrich Radcliffe Creek’s program. The committee is proud to be a part of the school’s dedication in educating their students on achieving and maintaining sound, positive mental health.”

To learn more about the immersive, individualized education program offered at Radcliffe Creek School, as well as the school’s robust transportation program, visit www.radcliffecreekschool.org online or call 410-778-8150.

 

 

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Filed Under: 7 Ed Notes, Archives, Ed Homepage

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