Education - The Blueprint for Maryland's Future - Revisions

EXPLANATION: CAPITALS INDICATE MATTER ADDED TO EXISTING LAW.
[Brackets] indicate matter deleted from existing law.
Underlining indicates amendments to bill.
Strike out indicates matter stricken from the bill by amendment or deleted from the law by
amendment.
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*sb0311*

SENATE BILL 311
F1 (6lr2254)
ENROLLED BILL
— Education, Energy, and the Environment/Appropriations and Ways and Means —
Introduced by The President (By Request – Accountability and Implementation
Board)

Read and Examined by Proofreaders:

_______________________________________________
Proofreader.
_______________________________________________
Proofreader.

Sealed with the Great Seal and presented to the Gover nor, for his approval this

_______ day of _______________ at ________________________ o’clock, ________M.

______________________________________________
President.

CHAPTER ______

AN ACT concerning 1

Education – The Blueprint for Maryland’s Future – Revisions 2

FOR the purpose of repealing a requirement that county boards of education submit a 3
certain technology report each year; extending the time period during which a 4
certain method is used to calculate compensatory education enrollment; repealing a 5
termination date for the use of funds under the Concentration of Poverty Grant 6
Program for the purpose of providing certain program s; altering the qualifications 7
for an initial teacher certificate; extending the date by which a teacher must be a 8
National Board Certified teacher before becoming a licensed principal on the 9
administrator track of the career ladder; extending the time period during which the 10
State Board of Education and Accountability and Implementation Board may limit 11
the number and types of dual enrollment for certain purposes; altering the definition 12
of “wraparound services” as it applies to community schools to include the offering 13
of certain academic interventions small group instruction ; altering the purpose, 14
2 SENATE BILL 311

composition, and duties of the Career and Technical Education (CTE) Committee; 1
repealing the CTE Skills Standards Advisory Committee; requiring certain State 2
agencies and certain workforce development and education programs to use a certain 3
list of occupations for certain purposes; requiring the State Department of Education 4
to suspend operation of the Expert Review Team Program for a certain school year; 5
requiring providing that certain funds allocated for the Expert Review Team 6
Program certain programs in a certain budget to be transferred to the Academic 7
Excellence Fund certain programs notwithstanding certain limitations; requiring the 8
Accountability and Implem entation Board and the Department to identify a 9
methodology for counting low –income students to calculate a certain education 10
funding formula; requiring the Accountability and Implementation Board and the 11
Department to conduct a certain process in a certain manner; and generally relating 12
to revisions to the Blueprint for Maryland’s Future. 13

BY repealing and reenacting, with amendments, 14
Article – Education 15
Section 5–212, 5–222(a)(2), 5–223(c)(9), 6–126, 6–1006(b)(2), and 7–205.1(g)(1) and 16
(4) 17
Annotated Code of Maryland 18
(2025 Replacement Volume and 2025 Supplement) 19

BY repealing and reenacting, without amendments, 20
Article – Education 21
Section 5–222(a)(1), 5–223(b) and (c)(4), and 6–1006(a)(1) and (b)(1) 22
Annotated Code of Maryland 23
(2025 Replacement Volume and 2025 Supplement) 24

BY repealing and reenacting, without amendments, 25
Article – Education 26
Section 9.9–101(a) 27
Annotated Code of Maryland 28
(2022 Replacement Volume and 2025 Supplement) 29

BY repealing and reenacting, with amendments, 30
Article – Education 31
Section 9.9–101(e) and 21–209 32
Annotated Code of Maryland 33
(2022 Replacement Volume and 2025 Supplement) 34

BY repealing 35
Article – Education 36
Section 21–210 37
Annotated Code of Maryland 38
(2022 Replacement Volume and 2025 Supplement) 39

BY adding to 40
Article – Education 41
SENATE BILL 311 3

Section 21–210 and 21–211 1
Annotated Code of Maryland 2
(2022 Replacement Volume and 2025 Supplement) 3

SECTION 1. BE IT ENACTED BY THE GENERAL ASSEMBLY OF MARYLAND, 4
That the Laws of Maryland read as follows: 5

Article – Education 6

5–212. 7

(a) The target per pupil foundation amount includes costs associated with 8
implementing the Blueprint for Maryland’s Future including: 9

(1) Increasing salaries; 10

(2) Additional teachers to provide professional learning and collaborative 11
time for teachers; 12

(3) Career counseling; 13

(4) Behavioral health; 14

(5) Instructional opportunities for students who are college and career 15
ready and those who are not; 16

(6) Maintenance and operation of schools; 17

(7) Supplies and materials for teachers; and 18

(8) Educational technology including digital devices, broadband 19
connectivity, and information technology staff. 20

(b) Schools may use funds provided under this section to provide the programs 21
required under COMAR 13A.04.16.01. 22

(c) (1) County boards of education and schools shall prioritize the purchase of 23
digital devices for using funds under subsection (a)(8) of this section. 24

(2) Additional funds provided in the target per pupil foundation amount for 25
educational technology are intended to supplement and not supplant existing funding 26
provided for educational technology. 27

[(3) (i) On or before November 15 each year, each county board shall 28
submit a report to the Department detailing, for the previous fiscal year: 29

4 SENATE BILL 311

1. The amount spent by the local school system on technology 1
disaggregated by digital devices, connectivity, and information technology staff; and 2

2. The percentage of students, teachers, and staff with 3
digital devices and adequate connectivity in their homes in accordance with the F ederal 4
Communications Commission standards for broadband. 5

(ii) On or before December 15 each year, the Department shall 6
submit to the General Assembly, in accordance with § 2 –1257 of the State Government 7
Article, a compilation of the reports submitted to the Department under subparagraph (i) 8
of this paragraph. 9

(iii) On or before September 1, 2021, the Department shall establish 10
uniform reporting requirements, including definitions to ensure that consistent and 11
comparable reports are submitted under subparagraph (i) of this paragraph.] 12

5–222. 13

(a) (1) In this section the following words have the meanings indicated. 14

(2) (i) “Compensatory education enrollment” means: 15

1. Except as provided in subparagraph (iii) of this paragraph, 16
for fiscal years 2017 through [2026] 2027 2028, the greater of: 17

A. The number of students eligible for free or reduced price 18
meals for the prior fiscal year; 19

B. For county boards that participate, in whole or in part, in 20
the United States Department of Agricul ture community eligibility provision, the number 21
of students equal to the greater of: 22

I. The sum of the number of students in participating schools 23
identified by direct certification for the prior fiscal year, plus the number of students 24
identified by the income information provided by the family to the school system on an 25
alternative form developed by the Department for the prior fiscal year, plus the number of 26
students eligible for free and reduced price meals from any schools not participating in the 27
community eligibility provision for the prior fiscal year; or 28

II. Subject to paragraph (3) of this subsection, the number of 29
students eligible for free and reduced price meals at schools not participating in the 30
community eligibility provision for the prior fiscal year, plus the product of the percentage 31
of students eligible for free and reduced price meals at participating schools for the fiscal 32
year prior to opting into the community eligibility provision multiplied by the prior fiscal 33
year enrollment; or 34

SENATE BILL 311 5

C. The number of students directly certified and who are 1
enrolled in a public school in the county in the prior fiscal year; and 2

2. For fiscal year [2027] 2028 2029 and each fiscal year 3
thereafter, the greater of: 4

A. The number of students eligible for free or reduced price 5
meals using the United States Department of Agriculture count or the alternative State 6
form for the prior fiscal year; or 7

B. The number of direct certification students who are 8
enrolled in a public school in the county in the prior fiscal year. 9

(ii) For the purpose of the calculation under subparagraph (i)1BII of 10
this paragraph, the schools participating in the community eligibility provision during the 11
pilot year may use the percentage of students identi fied for free and reduced price meals 12
during the pilot year. 13

(iii) For the purpose of the calculation under subparagraph (i)1 of this 14
paragraph, direct certification multiplied by the multiplier may be used only for schools 15
that did not exist prior to the year the school system opted into the United States 16
Department of Agriculture community eligibility provision. 17

5–223. 18

(b) (1) There is a Concentration of Poverty School Grant Program in the State. 19

(2) The purpose of the Program is to provide grants to eligible schools with 20
a high concentration of eligible students. 21

(3) The Program consists of the: 22

(i) Personnel grant; and 23

(ii) Per pupil grant. 24

(c) (4) If the personnel grant provided to an eligible school exceeds the cost to 25
employ the positions and provide the coverage required under paragraph (2) of this 26
subsection, the eligible school may only use the excess funds to: 27

(i) Provide wraparound services to the students enrolled in the 28
eligible school; 29

(ii) Complete the needs assessment; and 30

(iii) In fiscal years 2021 through 2025, provide the requirements 31
under COMAR Title 13A, Subtitle 04, including 13A.04.16.01. 32
6 SENATE BILL 311

(9) The personnel and per pupil grant may be used [through fiscal year 1
2027] to provide the programs requir ed under COMAR Title 13A, Subtitle 04, including 2
13A.04.16.01. 3

6–126. 4

(a) (1) This subsection applies to individuals who have graduated from a 5
teacher preparation program or an alternative teacher preparation program. 6

(2) Beginning on July 1, 2025, t o qualify for an initial certificate an 7
individual shall: 8

(i) Pass the subject –specific examinations under § 6 –125 of this 9
subtitle; 10

(ii) Meet one of the following qualifications: 11

1. Subject to paragraph (3) of this subsection, pass: 12

A. A nationally recognized, portfolio –based assessment of 13
teaching ability; or 14

B. A portfolio–based assessment of a [nationally accredited] 15
teacher preparation program THAT HAS NATIONAL AC CREDITATION OR HAS B EEN 16
APPROVED BY THE DEPARTMENT; or 17

2. Subject to paragraph (4) of this subsection, complete a 18
rigorous local school system teacher induction program that lasts for the lesser of: 19

A. 3 years; or 20

B. The amount of time a teacher may hold a conditional 21
teacher certificate; 22

(iii) Meet one of the following qualifications: 23

1. Pass a basic literacy skills assessment approved by the 24
Department under § 6–125 of this subtitle; 25

2. Hold a degree from a regionally accredited educational 26
institution and have earned a minimum overall cumulative grade point average of 3.0 on a 27
4.0 scale or its equivalent on the most recently earned degree; or 28

3. Submit documentation to the Department of having 29
received effective evaluations from a local school system for 3 years; 30
SENATE BILL 311 7

(iv) Pass a rigorous State–specific examination of mastery of reading 1
instruction and content for the grade level the individual will be teaching; and 2

(v) Satisfactorily complete any other requirements established by 3
the State Board. 4

(3) (I) An individual who graduates from a teacher preparation 5
program in the State who passed a nationally recognized, portfolio–based assessment 6
DESCRIBED IN PARAGRAPH (2)(II) OF THIS SUBSECTION may not be required to take 7
the assessment more than one time. 8

(II) AN INDIVIDUAL WHO SUC CESSFULLY COMPLETES A 9
DEPARTMENT–SPONSORED REGISTERED APPRENTICESHIP PROGR AM FOR 10
TEACHING MAY SUBMIT THE APPRENTICESHIP CERTIFICATE IN LIEU OF PASSAGE OF 11
AN ASSESSMENT OF TEACHING ABILITY UNDER PARAGRAPH (2)(II)1A (2)(II) OF THIS 12
SUBSECTION. 13

(4) (i) In order to satisfy the requirements of paragraph (2)(ii)2 of this 14
subsection, a candidate for an initial teacher certificate shall submit documentation to the 15
Department that the candidate has completed a rigorous comprehensive induction 16
program, established in accordance with § 6 –117 of this subtitle, that meets the 17
requirements of this paragraph. 18

(ii) The comprehensive induction program shall be developed by a 19
local school system, either independently or collaboratively with other local school systems. 20

(iii) Before establishing a comprehensive induction program, one or 21
more local school systems shall submit a plan for the program to the Department and the 22
Accountability and Implementation Board. 23

(iv) The comprehensive induction program shall incl ude a locally 24
developed portfolio component that is aligned with the Interstate Teacher Assessment and 25
Support Consortium Standards. 26

(v) A teacher preparation program or an alternative teacher 27
preparation program may use the locally developed portfolio component under 28
subparagraph (iv) of this paragraph as meeting a portion of the coursework requirements 29
of the program. 30

(vi) A candidate who satisfactorily completes a comprehensive 31
induction program established in accordance with this paragraph may n ot be required to 32
pass a nationally recognized, portfolio–based assessment of teaching ability. 33

(b) In addition to any other requirements established by the State Board, to 34
qualify for a certificate in the State, a teacher who graduated from an institution of higher 35
8 SENATE BILL 311

education A TEACHER PREPARATION PROGRAM in another state or holds a professional 1
license or certificate from another state shall: 2

(1) Pass an examination of teaching ability within 18 months of being hired 3
by a local school system; 4

(2) Hold an active National Board Certification from the National Board 5
for Professional Teaching Standards; [or] 6

(3) Complete a comprehensive induction program in accordance with 7
subsection (a)(4) of this section; OR 8

(4) SUBMIT DOCUMENTATION TO THE DEPARTMENT OF HAVING 9
RECEIVED EFFECTIVE E VALUATIONS FROM A SCHOOL OR SCHOOL SYSTEM FOR 2 10
YEARS. 11

(c) (1) The Department, after a reasonable period of review and assessment, 12
shall determine whether one of the assessments of teaching skill approved for initial 13
teacher certification under this section more adequately measures the skills and knowledge 14
required of a highly qualified teacher. 15

(2) If the Department makes a determination under paragraph (1) of this 16
subsection that requires a revision to the statutor y requirements for initial teacher 17
certification, the Department shall, in accordance with § 2 –1257 of the State Government 18
Article, submit a report to the General Assembly on or before the next September 1 on its 19
recommendations for revising the qualifications for initial teacher certification. 20

(d) (1) The Department shall actively monitor and assess, during their 21
implementation and development, new teacher standards and assessments produced under 22
this section for any negative impact on the diversity of teacher candidates passing the 23
initial teacher certification assessments. 24

(2) The Department shall report the results of its monitoring and 25
assessment to the Accountability and Implementation Board established under § 5 –402 of 26
this article. 27

6–1006. 28

(a) (1) There is an administrator track on level four of the career ladder. 29

(b) (1) The first tier of the administrator track is a licensed principal. 30

(2) (i) The State Board, in consultation with the Professional Standards 31
and Teacher Education Board, shall establish the criteria that a teacher shall meet to 32
achieve the licensed principal tier. 33

SENATE BILL 311 9

(ii) The criteria under subparagraph (i) of this paragraph: 1

1. Except as provided in subparagraph (iii) of this paragraph 2
and beginning on July 1, [2029] 2034, shall include a requirement that a teacher be an 3
NBC teacher before the teacher may be a licensed principal; and 4

2. May include a requirement that a teacher shall complete 5
an induction or training program for new principals. 6

(iii) The State Board, in consultation with the Professional Standards 7
and Teacher Education Board, shall establish a process through which an individual may 8
receive a waiver to serve as a licensed principal if the individual: 9

1. Is not an NBC teacher; but 10

2. Meets other qualifying criteria, as determined by the State 11
Board, in consultation with the Professional Standards and Education Board. 12

7–205.1. 13

(g) (1) Subject to paragraph (4) of this subsection, beginning in the 2023–2024 14
school year, each county bo ard shall provide all students who meet the CCR standard 15
required under subsection (c) of this section with access to the following post college and 16
career readiness (post–CCR) pathways, at no cost to the student or the student’s parents, 17
including the cost of any fees: 18

(i) A competitive entry college preparatory program, chosen by the 19
county board, consisting of: 20

1. The International Baccalaureate Diploma Program; 21

2. The Cambridge AICE Diploma Program; or 22

3. A comparable program consisting of Advanced Placement 23
courses specified by the College Board; 24

(ii) A program that allows a student, through an early college 25
program or dual enrollment at a student’s high school and an institution of higher 26
education to earn: 27

1. An associate degree; or 28

2. At least 60 credits toward a bachelor’s degree; and 29

10 SENATE BILL 311

(iii) A robust set of career and technology education programs that 1
are [recommended by the CTE Skills Standards Advisory Committee and approved ] 2
ADOPTED by the CTE Committee and that allow students to complete: 3

1. A credit or noncredit certificate or license program, course, 4
or sequence of courses, including a program, course, or courses taken through dual 5
enrollment under § 15 –127 of this article, at a secondary or postseconda ry institution, 6
through an Advanced Placement course at a secondary institution, or through an 7
apprenticeship sponsor that leads to an industry recognized occupational –credential or 8
postsecondary certificate; 9

2. A registered apprenticeship program app roved by the 10
Division of Workforce Development and Adult Learning within the Maryland Department 11
of Labor; or 12

3. A youth apprenticeship program, under Title 18, Subtitle 13
18 of this article. 14

(4) To phase in expansion of dual enrollment to maximize t he number of 15
students who can earn the maximum number of dual enrollment credits consistent with 16
the phased increases in school funding, for fiscal years 2025 through [2027] 2030, the State 17
Board and the Accountability and Implementation Board, in consulta tion with each local 18
school system, may limit the number and types of courses that a student dually enrolled at 19
the student’s public high school and at an institution of higher education may enroll in 20
during the school year at the institution of higher edu cation as part of the post –CCR 21
pathway in accordance with paragraph (1) of this subsection and § 15–127 of this article. 22

9.9–101. 23

(a) In this title the following words have the meanings indicated. 24

(e) “Wraparound services” means: 25

(1) Extended learning time, including before and after school, weekends, 26
summer school, and an extended school year; 27

(2) Safe transportation to and from school and off –site learning 28
opportunities, including apprenticeship programs; 29

(3) Vision, hearing, and dental care services; 30

(4) Establishing or expanding school–based health center services; 31

(5) Additional social workers, mentors, counselors, therapists, 32
psychologists, and restorative practice coaches; 33

SENATE BILL 311 11

(6) Enhancing physical wellness, including providing healthy food for 1
in–school and out–of–school time and linkages to community providers; 2

(7) Enhancing behavioral health services, including access to mental 3
health practitioners and providing professional development to school staff to provide 4
trauma–informed interventions; 5

(8) Providing family and community engagement and supports, including 6
informing parents of academic course offerings, language classes, workforce development 7
training, opportunities for children, and available social services as well as educating 8
families on how to monitor a child’s learning; 9

(9) Establishing and enhancing linkages to Judy Centers and other early 10
education programs that feed into the school; 11

(10) Enhancing student enrichment experiences, including educational field 12
trips, partnerships, and programs with museums, arts organizations, and cultural 13
institutions; 14

(11) Offering evidence –based in –school and in –person tutoring , AND 15
OTHER EVIDENCE –BASED ACADEMIC INTER VENTIONS TO IMPROVE S TUDENT 16
OUTCOMES FOCUSED ON INDIVIDUAL AND SMALL GROUP INSTRUCTION , provided 17
during the school day, AND OTHER EVIDENCE–BASED ACADEMIC INTERVENTIONS; 18

(12) Improving student attendance and chronic absenteeism; 19

(13) Improving the learning environment at the school; and 20

(14) Any professional development for teachers and school staff to quickly 21
identify students who are in need of these resources. 22

21–209. 23

(a) There is a Career and Technical Education (CTE) Committee. 24

(b) (1) The CTE Committee is a unit within the Governor’s Workforce 25
Development Board ESTABLISHED UNDER TITLE 11, SUBTITLE 5 OF THE LABOR AND 26
EMPLOYMENT ARTICLE. 27

(2) The CTE Committee shall operate under the oversight of the 28
Accountability and Implementation Board, established under Title 5, Subtitle 4 of this 29
article. 30

(c) (1) The purpose of the CTE Committee is to [build] DIRECT AND 31
COORDINATE THE DEVELOPMENT OF an integrated, globally competitive [framework] 32
12 SENATE BILL 311

AND ALIGNED SYSTEM for providing CTE to Maryland stude nts in public schools, 1
institutions of postsecondary education, and the workforce. 2

(2) The CTE Committee shall strive to integrate CTE in secondary and 3
postsecondary institutions in the State. 4

(3) The CTE Committee shall consist of individuals who collectively reflect, 5
to the extent practicable, the INDUSTRIAL, geographical, racial, ethnic, cultural, and 6
gender diversity of the State. 7

(d) The CTE Committee is composed of the following members of the Governor’s 8
Workforce Development Board: 9

(1) The State Superintendent; 10

(2) The Secretary of Higher Education; 11

(3) The Secretary of Labor; 12

(4) The Secretary of Commerce; AND 13

(5) [The chair of the Skills Standards Advisory Committee, established 14
under § 21–208 of this subtitle; and 15

(6) The following six] SEVEN members, jointly selected by the Governor, 16
the President of the Senate, and the Speaker of the House of Delegates, who collectively 17
represent: 18

(i) Employers; 19

(ii) Industry or trade associations; 20

(iii) Labor organizations; 21

(iv) Community colleges; 22

(v) The agricultural community; and 23

(vi) Experts in CTE programming. 24

(e) The Governor, the President of the Senate, and the Speaker of the House of 25
Delegates jointly shall appoint a chair of the CTE Committee from among the [committee’s 26
members] COMMITTEE MEMBERS WHO ARE EMPLOYER REPRESENTATIVES. 27

(f) A member of the CTE Committee: 28

SENATE BILL 311 13

(1) May not receive compensation as a member of the CTE Committee; and 1

(2) Is not entitled to reimbursement for expenses under the Standard State 2
Travel Regulations for duties performed under this section. 3

(g) The CTE Committee may employ additional staff necessary to carry out the 4
committee’s functions as provided in the State budget. 5

(h) The CTE Committee shall perform the following duties: 6

(1) Develop a statewide framework for CTE that prepares students for 7
employment in a diverse, modern economy; 8

(2) Allocate roles and responsibilities to State agencies for the 9
credentialing of students, INCLUDING THOSE engaged in CTE programs; 10

(3) Adopt and, where appropriate, develop and regularly update , IN 11
ACCORDANCE WITH § 21–210 OF THIS SUBTITLE, a comprehensive and cohesive system 12
of [occupational skills ] CAREER PATHWAY INFOR MATION, INCLUDING NECESSARY 13
SKILLS, KNOWLEDGE, COMPETENCIES, AND CREDENTIALING standards to drive the 14
State’s WORKFORCE DEVELOPMENT AND CTE [system] SYSTEMS; 15

(4) Work with the business community, including nonprofit entities and 16
apprenticeship sponsors, to develop CTE learning opportunities; 17

(5) Bring together representatives from public schools, institutions of 18
postsecondary education, and the business communit y, including nonprofit entities and 19
apprenticeship sponsors, to ensure that CTE programs are aligned with the State’s 20
economic development and workforce goals and operate with best global practices; 21

(6) Set content qualification and recruitment standard s for CTE 22
instructors; 23

(7) Determine which programs should be approved for credit towards high 24
school graduation requirements; 25

(8) [Approve, reject, or modify the proposals made by the CTE Skills 26
Standards Advisory Committee established under § 21–208 of this subtitle to establish CTE 27
programs for public school students; 28

(9)] Address operational issues associated with delivering CTE programs to 29
students, including transportation to and from job sites; 30

[(10)] (9) Review agency budget proposals in volving CTE and make 31
recommendations to the Governor and, in accordance with § 2 –1257 of the State 32
Government Article, the General Assembly on or before December 15 each year; 33
14 SENATE BILL 311

[(11)] (10) Monitor the progress of CTE in the State, including progress on 1
implementing the CTE goals in the Blueprint for Maryland’s Future; 2

[(12)] (11) Develop yearly goals for each county board to reach the statewide 3
goal under § 21–204 of this subtitle that 45% of public HIGH school students [achieve an] 4
COMPLETE THE HIGH S CHOOL LEVEL OF A REG ISTERED APPRENTICESH IP OR 5
ANOTHER industry–recognized [occupational] credential before they graduate; 6

[(13)] (12) Track progress toward and perform any tasks necessary to 7
achieve the statewide goal under § 21 –204 of this subtitle tha t 45% of public high school 8
students [achieve a youth apprenticeship or any other ] COMPLETE THE HIGH SC HOOL 9
LEVEL OF A REGISTERE D APPRENTICESHIP OR ANOTHER industry–recognized 10
[occupational] credential, AS DEFINED BY THE CTE COMMITTEE, before they graduate; 11

[(14)] (13) Establish, administer, and supervise the CTE Expert Review 12
Teams established under § 5–412 of this article; 13

[(15)] (14) Using State accountability data, identify schools to be 14
[investigated] REVIEWED by CTE Expert R eview Teams in which sufficient numbers of 15
students or groups of demographically distinct students are not making adequate progress 16
towards the completion of the CTE pathway; 17

[(16)] (15) Submit to the Accountability and Implementation Board plans 18
for de ploying CTE Expert Review Teams, and deploy the teams in accordance with 19
approved plans; 20

[(17)] (16) Share information on CTE education with the Accountability and 21
Implementation Board; [and] 22

(17) MAKE RECOMMENDATIONS AND PROVIDE GUIDANCE ON SETTING 23
THE OCCUPATIONAL STA NDARDS NECESSARY FOR A STRONG CTE SYSTEM THAT 24
SHALL FORM THE BASIS FOR THE POST –CCR CTE PATHWAY REQUIRED UND ER § 25
7–205.1(G)(3) OF THIS ARTICLE; 26

(18) IN COLLABORATION WITH AND SUBJ ECT TO THE APPROVAL OF 27
THE GOVERNOR’S WORKFORCE DEVELOPMENT BOARD AND IN CONSULTA TION 28
WITH OTHER INDUSTRY REPRESENTATIVES, DEVELOP AND MAINTAIN A LIST OF 29
HIGH–SKILL, HIGH–WAGE, OR IN–DEMAND PRIORITY OCCUPATIONS FOR THE STATE; 30

(19) IN ACCORDANCE WITH § 21–211 OF THIS SUBTITLE , MAKE 31
RECOMMENDATIONS TO STATE AGENCIES AND OF FICES, INCLUDING TO THE 32
DEPARTMENT, THE MARYLAND DEPARTMENT OF LABOR, THE MARYLAND HIGHER 33
SENATE BILL 311 15

EDUCATION COMMISSION, AND THE ACCOUNTABILITY AND IMPLEMENTATION 1
BOARD, ON ADJUSTMENTS TO THE STATE’S CTE SYSTEM TO ENSURE THE SYSTEM: 2

(I) REMAINS GLOBALLY COMPETITIVE; 3

(II) IS ADMINISTERED ACCOR DING TO BEST GLOBAL 4
PRACTICES; AND 5

(III) WHEN INFORMING THE DE SIGN OF COURSES AND 6
PROGRAMS OF STUDY , LEVERAGES THE CAREER PATHWAY AND OCCUPATI ONAL 7
STANDARDS DEVELOPED UNDER § 21–210 OF THIS SUBTITLE; AND 8

[(18)] (20) Perform any other duties assigned by the Governor’s Workforce 9
Development Board. 10

(i) The CTE Committee may: 11

(1) Make grants to innovative programs developed by public schools, 12
institutions of postsecondary education, apprenticeship sponsors, nonprofits, and other 13
persons that help further the CTE Committee’s purpose; 14

(2) Contract with a public or private entity to research and analyze the 15
provision of CTE to students; 16

(3) Create advisory structures necessary to ensure essential input from 17
educators, parents, unions, employers, apprenticeship sponsors, community organizers, 18
local workforce boards, and other key stakeholders; and 19

(4) Adopt any regulations necessary to carry out the committee’s duties and 20
administer CTE in the State. 21

(j) (1) A majority of CTE Committee members constitutes a quorum. 22

(2) Action by the CTE Committee requires the affirmative vote of a 23
majority of the committee members present. 24

(k) (1) Each year, the CTE Committee shall report to the Governor and, in 25
accordance with § 2–1257 of the State Government Article, the General Assembly, and the 26
Accountability and Implementation Board. 27

(2) The CTE Committee’s report shall include: 28

(i) An annual assessment of the state of CTE within the State; and 29

(ii) Statutory, regulatory, budgetary, and structural changes needed 30
to address the challenges of the evolving CTE system. 31
16 SENATE BILL 311

(3) Any student–level information in the CTE Committee’s report shall be 1
disaggregated by race, ethnicity, gender, family income level, linguistic status, and 2
disability status. 3

[21–210. 4

(a) In this section, “Advisory Com mittee” means the CTE Skills Standards 5
Advisory Committee. 6

(b) The CTE Committee shall create a CTE Skills Standards Advisory 7
Committee. 8

(c) (1) The purpose of the Advisory Committee is to make recommendations 9
and provide advice to the CTE Committee on setting the occupational standards necessary 10
for a strong CTE system. 11

(2) The recommendations made by the Advisory Committee shall form the 12
basis for the post–CCR CTE pathway required under § 7–205.1 of this article. 13

(d) (1) The Advisory Committee sh all be composed of members appointed by 14
the chair of the CTE Committee that include employers, unions, apprenticeship sponsors, 15
and other experts on occupational skills, including agricultural skills. 16

(2) To the extent practicable, the Advisory Committee shall be composed of 17
members of the Governor’s Workforce Development Board who do not serve on the CTE 18
Committee. 19

(e) A member of the Advisory Committee: 20

(1) May not receive compensation as a member of the Advisory Committee; 21
and 22

(2) Is not entitled to reimbursement for expenses under the Standard State 23
Travel Regulations for duties performed under this section. 24

(f) (1) The Advisory Committee shall make recommendations to the CTE 25
Committee concerning: 26

(i) A comprehensive array of career advancement guidelines, 27
including standards for each occupation in a profession and concrete steps and 28
accomplishments needed to progress to a greater skilled occupation in a given field; 29

(ii) Credentials to be issued at each stage of advancement and 30
criteria necessary to be awarded a particular credential; and 31

SENATE BILL 311 17

(iii) Necessary adjustments to ensure that the State’s CTE system 1
remains globally competitive and administered according to best global practices. 2

(2) In making recommendations under thi s subsection, the Advisory 3
Committee shall strive to create a comprehensive, unified system of career progression 4
that: 5

(i) Is attuned to the State’s workforce needs; 6

(ii) Features integration among as many industries as possible; 7

(iii) Features performance assessments administered by industry 8
practitioners whenever possible; 9

(iv) Allows a student trained in one career to seamlessly transfer the 10
student’s skills and education to a new career in a different field; 11

(v) Seeks to incorporate as much education in a job setting as is 12
practicable; 13

(vi) Incorporates professional workplace soft skills, including 14
interpersonal and communication skills, time management, business etiquette, and use of 15
common business tools; and 16

(vii) Incorporates education in high school, community college, and 17
other postsecondary occupation programs into a seamless whole that will provide students 18
with credentials at various points that build on previous credentials. 19

(g) The terms, meeting times, pr ocedures, and policies guiding removal of 20
members for the Advisory Committee shall be determined by the CTE Committee.] 21

21–210. 22

(A) (1) FOR EACH OCCUPATION O N THE LIST DEVELOPED UNDER § 23
21–209(H) OF THIS SUBTITLE , THE CTE COMMITTEE SHALL DEVEL OP, IN 24
COLLABORATION WITH T HE GOVERNOR’S WORKFORCE DEVELOPMENT BOARD, 25
COMPREHENSIVE, PUBLICLY ACCESSIBLE CAREER PATHWAY INFORMATION. 26

(2) THE CAREER PATHWAY IN FORMATION SHALL INCL UDE 27
INFORMATION ON: 28

(I) SKILLS, KNOWLEDGE, COMPETENCIES, EXPERIENCE, OR 29
CREDENTIAL STANDARDS FOR EACH OCCUPATION; 30

18 SENATE BILL 311

(II) CONCRETE STEPS TO OBTAIN THE SKILLS, COMPETENCIES, 1
EXPERIENCES, OR CREDENTIALS NECESSARY TO ADVANCE ON A CAREER PATHWAY 2
OR TO HIGHER–PAYING ROLES IN A PROFESSION; 3

(III) CREDENTIALS TO BE ISSUED AT E ACH STAGE OF CAREER 4
PATHWAY ADVANCEMENT; AND 5

(IV) NECESSARY CRITERIA TO BE AWARDED A CREDENTIAL. 6

(3) THE CAREER PATHWAY INFORMATION SHALL BE ADOPTED BY THE 7
GOVERNOR’S WORKFORCE DEVELOPMENT BOARD. 8

(B) ALL STATE AGENCIES AND RELEVANT WORKFORCE DEVELOPMENT AND 9
EDUCATION PROGRAMS SHALL USE THE LIST OF OCCUPATIONS DEVELOPED UNDER 10
§ 21–209(H) OF THIS SUBTITLE AND CAREER PATHWAY INFORMATION DEVELOPED 11
UNDER THIS SECTION A S A GUIDELINE FOR CU RRICULUM ALIGNMENT , 12
CREDENTIALING, AND CAREER ADVANCEMENT. 13

21–211. 14

IN MAKING THE RECOMMENDATIONS REQUIRED UNDER § 21–209(H) OF THIS 15
SUBTITLE REGARDING A DJUSTMENTS TO THE STATE’S CTE SYSTEM, THE CTE 16
COMMITTEE SHALL STRIV E TO CREATE A COMPRE HENSIVE, UNIFIED SYSTEM OF 17
CAREER PROGRESSION THAT: 18

(1) IS ATTUNED TO THE STATE’S WORKFORCE NEEDS; 19

(2) FEATURES INTEGRATION AMONG AS MANY INDUST RIES AS 20
POSSIBLE; 21

(3) FEATURES PERFORMANCE ASSESSMENTS ADMINIST ERED BY 22
INDUSTRY PRACTITIONERS WHENEVER POSSIBLE; 23

(4) ALLOWS A STUDENT TRAI NED IN ONE CAREER TO SEAMLESSLY 24
TRANSFER THE STUDENT ’S SKILLS AND EDUCATI ON TO A NEW CAREER I N A 25
DIFFERENT FIELD; 26

(5) INCORPORATES PROFESSI ONAL WORKPLACE SOFT SKILLS, 27
INCLUDING INTERPERSO NAL AND COMMUNICATIO N SKILLS , TIME MANAGEMENT , 28
BUSINESS ETIQUETTE, AND USE OF COMMON BUSINESS TOOLS; AND 29

(6) INCORPORATES EDUCATIO N IN HIGH SCHOOL , COMMUNITY 30
COLLEGE, AND OTHER POSTSECOND ARY OCCUPATIONAL TRA INING PROGRAMS 31
SENATE BILL 311 19

INTO A UNIFIED SYSTE M THAT WILL PROVIDE STUDENTS WITH CREDEN TIALS AT 1
VARIOUS POINTS THAT BUILD ON PREVIOUS CREDENTIALS. 2

SECTION 2. AND BE IT FURTHER ENACTED, That: 3

(a) Notwithstanding the provisions of §§ 5 –206 and 5 –411 § 5 –411 of the 4
Education Article: 5

(1), the State Department of Education shall suspend operation of the 6
Expert Review Team Program during the 2026–2027 school year; and 7

(2) the funding allocated for the Expert Review Team Program in the fiscal 8
year 2027 operating budget shall be transferred to the Academic Excellence Fund 9
established under § 6–1105 of the Education Article. 10

(b) Notwithstanding any limitations in Chapter 4 of the Acts of 2026, in the fiscal 11
year 2027 operating budget: 12

(1) $3,334,574 of the appropriation for the Expert Review Team Program 13
under Aid to Education (R00A02) may be used for the Judith P. Hoyer Early Childhood 14
Education Enhancement Program established under § 5–230 of the Education Article; and 15

(2) $3,334,574 of the fiscal year 2027 General Fund appropriation for the 16
Judith P. Hoyer Early Childhood Education Enhancement Program under Aid to Education 17
(R00A02) may be transferred to the Academic Excellence Fund established under § 6 –1105 18
of the Education Article. 19

(b) (c) On or before November 1, 2026, the State Department of Education and the 20
Accountability and Implementation Board jointly shall submit a report to the Governor 21
and, in accordance with § 2–1257 of the State Government Article, the Senate Budget and 22
Taxation Committee, the Senate Education, Energy, and the Environment Committee, the 23
House Appropriations Committee, and the House Ways and Means Committee on plans for 24
future implementation of the Expert Review Team Program under § 5–411 of the Education 25
Article. 26

SECTION 3. AND BE IT FURTHER ENACTED, That: 27

(a) The Accountability and Implementation Board and State Department of 28
Education shall identify a methodology for counting students from low–income households 29
to calculate the Compensatory Education formula under § 5–222 of the Education Article. 30

(b) The Accountability and Implementation Board and the State Department of 31
Education shall en gage in a collaborative and transparent process for identifying the 32
method for counting students from low –income households under subsection (a) of this 33
section, including consultation with the Department of Budget and Management and the 34
Department of Legislative Services. 35

20 SENATE BILL 311

(c) On or before December 31, 2026, the The Accountability and Implementation 1
Board and the State Department of Education jointly shall submit a report the following 2
reports on their findings and recommendations regarding the methodolog y for counting 3
students from low–income households under this section to the Governor and, in accordance 4
with § 2–1257 of the State Government Article, the General Assembly: 5

(1) on or before December 31, 2026, an interim report; and 6

(2) on or before September 30, 2027, a final report. 7

SECTION 2. 4. AND BE IT FURTHER ENACTED, That this Act shall take effect 8
July 1, 2026. 9

Approved:
________________________________________________________________________________
Governor.
________________________________________________________________________________
President of the Senate.
________________________________________________________________________________
Speaker of the House of Delegates.