Maryland Leads: Navigating Educational Challenges
The Maryland Leads grant initiative is designed to support local education agencies (LEAs) in addressing the educational challenges brought on by the COVID-19 pandemic. It aims to accelerate student learning, narrow achievement gaps, and provide targeted support for historically underserved students.
The initiative centers around seven high-leverage strategies, Grow Your Own Staff, Staff Support and Retention, The Science of Reading, High-Quality, School Day Tutoring, Reimagining The Use of Time, Innovative School Models, and Transforming Neighborhoods Through Excellent Community Schools, offering flexibility for LEAs to tailor their approaches based on a student’s unique needs. The goal is to collaborate with best-in-class partners and implement programs effectively across these strategies.
The Reimagining The Use of Time strategy empowers LEAs to customize educational experiences for students by allocating time and creating space to build knowledge, foster motivation, and drive student outcomes. Embedded within the strategy are various focus areas and best practices drawn from the field that LEAs have the option to adopt and incorporate. These components may involve strategic student placements, social-emotional learning initiatives, professional development for educators, family and administrator engagement, as well as staff collaboration to address student needs. The aim is to strengthen support systems for students, ultimately bolstering their academic success and personal development.
By partnering with BARR, North Caroline High School has built a comprehensive program that focuses on every student in order to keep all students on track during their first year of high school. The BARR school model is a framework designed to elevate student achievement, with particular attention to the pivotal 9th grade transition. At its core, this model underscores the cultivation of robust relationships within the school community. It is widely acknowledged that when students experience a profound sense of belonging and support, they are more inclined to excel academically and personally.
“The positive difference I have seen is almost night and day. I feel like the kiddos have a stronger sense of ownership when it comes to their learning. I also feel like our staff teams have allowed us to discuss issues and plan effectively, not just as individual teachers, but as a cohesive team. I feel that the BARR model has truly made a difference with our Freshman.” — 9th Grade Teacher