MarylandTransformsStrategicPlanningEngagementReport - Flipbook - Page 46
READY FOR HIGH SCHOOL
CHARETTE SUMMARY
On May 11, 2023, 14 participants representing four local education agencies (Baltimore City, Worcester,
Wicomico, and Howard counties) convened to discuss their thoughts about the strategies, under the
priority: All Maryland students enter high school on track to meet the college and career readiness
standard by the end of 10th grade. Participants included administrators, community partners, principals,
school counselors, parents, as well as other stakeholders.
“
I think it’s very important that we give the students a
rigorous course and curriculum program that has very high
standards and opportunities for enrichment and rigor,
but I also think we tend to forget there needs to be time in
the schedule to address those gaps when students have
them. When students start developing these gaps and
the only way to plug those gaps is by taking away other
opportunities... I think that’s when we lose the engagement
of students, when they see the balance of...get extra help
on this area where I’m falling down means I’m missing out
on this really interesting, engaging opportunity that I want
to take part in.”
HOW STUDENTS’ CURRENT SCHEDULES AND PROGRAMS ARE
STAKEHOLDERS
POINTED OUT
SO FOCUSED ON RIGOR AND CURRICULUM THAT THERE IS LESS
OPPORTUNITY AND TIME TO ADDRESS LEARNING GAPS
When students need to get some extra help in certain areas, the only option is to take away opportunities,
and as a result, students begin to lose engagement. To counter waning engagement, schools could
rearrange students’ schedules and incorporate an intervention block into the school day, where students
can get extra help or extra enrichment, depending on their needs.
ATTENDEES
KEY
TAKEAWAYS
STRESSED THE
DEVELOPMENT OF EARLY WARNING SYSTEMS ACROSS ALL
GRADE LEVELS, BUT ESPECIALLY IN MIDDLE SCHOOL COULD BE
BENEFICIAL IN TARGETING STRUGGLING STUDENTS
Participants mentioned developing a system that provides early identification of students facing academic
and attendance challenges. The system should be vetted, be able to be used at different school levels, and
be based on students’ particular needs. Relatedly, educators need resources and support for understanding
the adolescent brain, what the transition from childhood to adolescence looks like, and what their needs
are. They also need planning time and confidence that they can succeed. It would be helpful if schools
could provide more staffing, particularly social workers and counselors, to work with students, which would
assist in providing individualized instruction. Schools could also be in better communication with families
who can play a role in supporting students.
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MARYLAND TRANSFORMS - ENGAGEMENT REPORT
