MarylandTransformsStrategicPlanningEngagementReport - Flipbook - Page 45
READY TO READ
CHARETTE SUMMARY
On May 2, 2023, 43 participants representing five local education agencies (Frederick, Washington,
Carroll, Howard, and Montgomery counties) convened to discuss their thoughts about the strategies,
under the priority: Ready to read by the end of the third grade, and those who are not have the
necessary support to become proficient. Participants included directors of curriculum and instruction,
principals and superintendents, literacy coaches, teachers, parents, as well as others.
“
Maybe a word to write in progress monitoring is
accountability...you can have the greatest measures
in place, but if we’re not making certain that they
are being used the way that they’re intended to be
used and that they’re not driving next decisions
instructionally for children, then they’re only as
good as...a waste of time.”
DISCUSSION ON THE CONDITIONS NEEDED FOR STUDENTS AND
ATTENDEES
FOCUSED THEIR
EDUCATORS TO BE SUCCESSFUL IN THE CONTEXT OF EVIDENCEBASED AND HIGHLY EFFECTIVE READING
The discussion centered around the conditions necessary for successful implementation of training
programs. Participants highlighted the importance of training teachers in all subject areas, not just
language arts, and the need for consistent strategies across content areas. They discussed the
challenges of providing training to all educators, the criteria for evidence-based training, and the need
for accountability and funding. The conversation touched on the challenges of providing training to a
large number of teachers, the need for requirements and accountability, and the role of higher education
programs in preparing teachers with the necessary skills.
EDUCATORS
KEY
TAKEAWAYS
DISCUSSED THE
THE NEED TO PROVIDE TEACHERS WITH RESOURCES, GUIDANCE,
AND COLLABORATIVE OPPORTUNITIES TO ENHANCE THEIR
TEACHING PRACTICES
Participants mentioned the ability to provide feedback about implementation hurdles, as well as responsive
leadership that allows for flexibility in training depending on teachers’ needs. The discussion also
addressed the importance of ongoing support and mentorship for teachers and the need to create space
and prioritize reading instruction within schools. The balance between time spent on assessments and
instruction needs to be considered so that students are not being overtested. Some participants suggested
having students set goals for themselves, and to celebrate when they are achieved so that students have
ownership over learning. Often assessments are given and not revisited, but showing students the progress
they are making would give them a taste of success.
MARYLAND TRANSFORMS - ENGAGEMENT REPORT
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