Literacy Programs and Initiatives Branch

Approved Universal Screener List

The Maryland State Department of Education (MSDE) has completed its review and approval of the universal reading screeners required under the Comprehensive PreK–3 Policy.

These approved screeners support the implementation of Maryland’s Comprehensive PreK–3 Literacy Policy and meet all statutory and regulatory requirements outlined in the Ready to Read Act and in COMAR 13A.03.08, Students at Risk for Reading Difficulties.

The MSDE Universal Screener Panel Report and Approved List is available below for reference.

Student Reading Improvement Plan (SRIP) Checklist

The SRIP Checklist outlines the core elements every LEA must include when developing Student Reading Improvement Plans. While the required components ensure consistency in content, LEAs have the flexibility to adapt the format so it integrates seamlessly into their existing systems for family communication and data collection.

Revisions to Maryland College and Career Ready Standards (MCCRS) for Literacy/English Language Arts
 

Please review the adopted revisions for the Maryland College and Career Readiness Standards for Literacy/English Language Arts.
 

Read and Lead Maryland: The MD Comprehensive Literacy State Development (CLSD) Grant

Read and Lead Maryland: The Maryland Comprehensive Literacy State Development Grant (CLSD) serves as a cornerstone initiative aimed at transforming literacy outcomes across the state. Designed and implemented by the Maryland State Department of Education (MSDE), this grant focuses on addressing persistent literacy achievement gaps, fostering equitable access to high-quality literacy instruction, and equipping educators with the tools and knowledge necessary to deliver evidence-based teaching practices. This initiative seeks to elevate both educator capacity and student achievement, paving the way for academic success and lifelong learning.

MSDE Literacy Policy

It is the intent of the General Assembly, the Maryland State Board of Education, and the Maryland State Department of Education that student advancement be determined, in part, by proficiency in reading. Local school board policies should support reading instruction and intervention services to meet the needs of each student, while also ensuring that parents or guardians are kept informed of their student’s reading progress.

Rationale

Research from the Annie E. Casey Foundation in its 2011 report "Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation" emphasizes the critical importance of early reading proficiency. According to the report, children who do not read proficiently by third grade are four times more likely to drop out of school compared to proficient readers. The stakes are even higher for children living in poverty, who face a thirteen-fold higher risk of not graduating on time if they lack reading proficiency by third grade.

These findings underscore the urgent need to ensure that all students develop strong reading skills early in their education to support their long-term academic success and high school graduation.