In this subtitle the following words have the meanings indicated. “Board” means the Accountability and Implementation Board. “Blueprint for Maryland’s Future” means the plan recommended by the Commission on Innovation and Excellence in Education and enacted by Chapter 361 of the Acts of the General Assembly of 2018, Chapter 771 of the Acts of the General Assembly of 2019, and Chapter 36 of the Acts of the General Assembly of 2021. “Blueprint for Maryland’s Future” includes, unless the context provides otherwise, the recommendations made by the Commission on Innovation and Excellence in Education. “Commission” means the Commission on Innovation and Excellence in Education. “Comprehensive Implementation Plan” means the plan adopted by the Board under § 5–404 of this subtitle. “Nominating Committee” means the Accountability and Implementation Board Nominating Committee.

Beginning on July 1, 2020, and continuing until June 30, 2032, there is an Accountability and Implementation Board. The Board is an independent unit of State government. The purpose of the Board is to hold State and local governments, including county boards, accountable for implementing the Blueprint for Maryland’s Future and evaluating the outcomes achieved against the goals of the Blueprint for Maryland’s Future and the Commission during the implementation period. The Board shall strive to provide equal access to a high–quality education with equitable outcomes for each Maryland student regardless of the student’s race, ethnicity, gender, address, disability status, socioeconomic status, or the language spoken in the student’s home. To achieve its purpose, the Board shall: Develop a Comprehensive Implementation Plan for the Blueprint for Maryland’s Future that all units of State and local government responsible for implementing the Blueprint for Maryland’s Future will follow; Hold State and local governments accountable for implementing the Comprehensive Implementation Plan; Monitor implementation of the Comprehensive Implementation Plan during the implementation period; and Evaluate the outcomes achieved during implementation of the Blueprint for Maryland’s Future. The Board is composed of seven members appointed by the Governor, with the advice and consent of the Senate, chosen from a slate prepared by the Nominating Committee established under § 5–403 of this subtitle. When appointing members of the Board, the Governor shall select from the slate of nominees nominated in accordance with § 5–403(c) of this subtitle. The Governor shall appoint members to the Board within 30 days after the date on which the Governor receives the slate of nominees nominated in accordance with § 5–403(c) of this subtitle. The Board shall consist of individuals who collectively: Reflect, to the extent practicable, the geographic, racial, ethnic, cultural, and gender diversity of the State; and Have a high level of knowledge and expertise in: Early education through secondary education policy; Postsecondary education policy; Teaching in public schools; Strategies used by top–performing state and national education systems in the world; Leading and implementing systemic change in complex organizations; and Financial auditing and accounting. The Governor, the President of the Senate, and the Speaker of the House of Delegates jointly shall appoint a chair of the Board from among the Board’s members. A member of the Board: May not receive compensation as a member of the Board; but Is entitled to reimbursement for expenses under the Standard State Travel Regulations for duties performed under this subtitle. The term of a member is 6 years. The terms of the members are staggered as follows: The terms of three initial members shall terminate on July 1, 2024; The terms of two initial members shall terminate on July 1, 2025; and The terms of two initial members shall terminate on July 1, 2026. A member may be renominated by the Nominating Committee. A majority of Board members constitutes a quorum. Action by the Board requires the affirmative vote of a majority of the appointed members. The Board shall appoint an executive director and hire staff sufficient to carry out its powers and duties under this subtitle. The Board may retain any necessary accountants, financial advisers, or other consultants. For fiscal year 2021, the Governor shall include an appropriation of at least $1,500,000 in the annual budget bill for the establishment of the Board. For fiscal years 2022 through 2032, the Governor shall include in the annual budget bill an appropriation of at least $1,800,000 for the Board, which includes funds to support 15 professional staff. For each of fiscal years 2022 through 2024, the Governor shall include an appropriation of at least $3,000,000 in the annual budget bill for the Board to be used in accordance with this subparagraph. The Board shall use the funds provided under this subparagraph to provide technical assistance to county boards to develop and implement the plan required under § 5–404 of this subtitle. The Board may allocate a portion of the funds provided under this subparagraph to the CTE Committee to provide technical assistance to county boards to meet the requirements under § 21–207 of this article. The Board may: Adopt regulations to carry out the provisions of this subtitle; Adopt bylaws for the conduct of its business; Maintain offices at a place the Board designates in the State; Accept loans, grants, or assistance of any kind from any entity of federal, State, or local government, an institution of higher education, or a private source; Enter into contracts or other legal instruments, including, as necessary, contracts with independent experts to fulfill any of its duties under this subtitle; Sue or be sued; and Subpoena data needed to complete its functions and duties under this subtitle. Except as provided in this subsection, the Board is exempt from: Title 10 and Division II of the State Finance and Procurement Article; and The provisions of Division I of the State Personnel and Pensions Article that govern the State Personnel Management System. The Board is subject to the Public Information Act. The Board is subject to the Open Meetings Act. Each open Board meeting shall be made available to the public through live video streaming. The Board shall make publicly available on the Internet a complete, unedited archived video recording of each open meeting for a minimum of 5 years after the date of the meeting. The Board and its officers and employees are subject to the Maryland Public Ethics Law. The Board and its employees are subject to Title 12, Subtitle 4 of the State Finance and Procurement Article. The Board is not intended to usurp or abrogate: The operational authority of the Department, the Governor’s Workforce Development Board, the Maryland Higher Education Commission, the Department of Commerce, or the Maryland Department of Labor; or The day–to–day decision making of county boards, local superintendents, institutions of higher education, or other stakeholders with a role to play in the implementation of the Blueprint for Maryland’s Future. The Board may not usurp or abrogate the lawful collective bargaining process due educators and others in the State. The Board shall have plenary authority over all matters within its jurisdiction under this subtitle, including the intended outcomes of the Blueprint for Maryland’s Future. In the event of a conflict between a decision or policy of the Board and the decision or policy of another entity on a matter within the Board’s jurisdiction, the Board’s decision or policy shall control.

There is an Accountability and Implementation Board Nominating Committee. The Nominating Committee is composed of six members. The Governor, the President of the Senate, and the Speaker of the House of Delegates each shall appoint two members to the Nominating Committee. If two of the three individuals required to appoint members to the Nominating Committee under subparagraph (i) of this paragraph have each appointed two members, the remaining individual shall appoint two members to the Nominating Committee within 30 days after the date on which the most recent appointment of a member to the Nominating Committee was made. If the third individual required to appoint members to the Nominating Committee does not appoint the remaining two members to the Nominating Committee within the time period required under subparagraph (ii) of this paragraph, subsection (d) of this section no longer applies. The term of a member is 5 years. The Nominating Committee shall consist of individuals who: Collectively reflect, to the extent practicable, the geographic, racial, ethnic, cultural, and gender diversity of the State; and Have collective knowledge of: Education policy for early childhood education through postsecondary education; Education strategies used by top–performing state and national systems in the world; Systemic changes in complex organizations; and Financial auditing and accounting. On initial establishment and when there is a vacancy on the Board, the Nominating Committee shall nominate a slate of nominees to fill the vacancy. For the initial establishment of the Board, the slate of nominees shall contain at least nine individuals to meet the Board qualifications listed in § 5–402(d) of this subtitle. For a vacancy, the slate of nominees shall contain at least two individuals for each vacant position on the Board. Except as provided in subsection (b)(2)(iii) of this section, nominations for the Board made by the Nominating Committee shall be decided by a majority vote, provided that at least one vote cast in the majority is a vote cast by each of a member appointed by the Governor, the President of the Senate, and the Speaker of the House.

The Board shall develop a Comprehensive Implementation Plan to implement the Blueprint for Maryland’s Future, considering any input provided by interested stakeholders in the State. The Comprehensive Implementation Plan shall include a timeline for implementation of the Blueprint for Maryland’s Future with key milestones to be achieved by each State or local government unit required to implement an element of the Blueprint for Maryland’s Future for each year of the implementation period. The Comprehensive Implementation Plan shall include the intended outcomes that the Blueprint for Maryland’s Future will achieve. The Comprehensive Implementation Plan shall be adopted by the Board no later than December 1, 2022. Any changes to the Comprehensive Implementation Plan shall be adopted by the Board no later than August 1 of each year. The Board shall adopt guidelines for entities required to submit and carry out implementation plans under this section that include establishing a maximum page length, including appendices, for implementation plans. State and local government units responsible for implementing an element of the Blueprint for Maryland’s Future shall develop implementation plans consistent with the Comprehensive Implementation Plan that describe the goals, objectives, and strategies that will be used to improve student achievement and meet the Blueprint for Maryland’s Future recommendations for each segment of the student population. On or before September 1, 2022, the Department shall develop criteria to be used to recommend approval or disapproval of local school system implementation plans and release of funds under this subtitle. The criteria shall be submitted for approval to the Board. Except as provided in subsubparagraph 2 of this subparagraph, each unit responsible for developing an implementation plan under this section shall submit the plan to the Board for approval on or before March 15, 2023. The Juvenile Services Education Program Superintendent shall submit the plan to the Board for approval on or before June 15, 2023. Each local school system shall submit a copy of its plan to the Department for review and a recommendation of approval or disapproval. Governmental units shall submit implementation plans on elements of the Blueprint for Maryland’s Future under this subsection, including: Plans from each local school system to implement each element of the Blueprint for Maryland’s Future, including how to: Adapt curriculum, instruction, and the organization of the school day to enable more students to achieve college and career readiness by the end of 10th grade, to provide students with needed services including community–partnered behavioral health services if appropriate, and to identify students who are falling behind and develop a plan to get them back on track; Close student achievement gaps listed under § 5–408(a)(2)(i) of this subtitle within the local school system; Avoid the disproportionate placement of students with particular racial, ethnic, linguistic, economic, or disability status characteristics with novice teachers or teachers providing instruction in fields in which they lack expertise; and Use additional funds for teacher collaborative time in accordance with Title 6, Subtitle 10 of this article prioritized based on availability of a sufficient number of high–quality teachers; The joint plan of the Department and the Maryland Higher Education Commission for teacher preparation and training that meets the requirements under Title 6 of this article; A plan from the Department for the expansion and coordination of Judy Centers under § 5–230 of this title and a plan for the expansion of community–based family support centers under Title 9.5, Subtitle 10 of this article; The Department’s plan for selection, assembly, and deployment of expert review teams under § 5–411 of this subtitle; The Department’s plan for implementing the teacher career ladder and training Maryland teachers, school leaders, and administrators under Title 6, Subtitle 10 of this article; The Career and Technical Education Committee plan for developing rigorous CTE pathways under § 21–207 of this article; Plans from each local school system on proposed memoranda of understanding for prekindergarten in accordance with § 7–1A–05 of this article; A plan from the Juvenile Services Education Program Superintendent on the proposed education of juveniles under Title 9, Subtitle 6 of the Human Services Article; and Any other implementation plans the Board determines are necessary. An implementation plan submitted to the Board for approval under this section shall be: Consistent with the developed guidelines and, if applicable, the approved criteria under subsection (b) of this section; and Concise and focused on the measures taken and the measures to be taken to implement and achieve the Blueprint’s goals. A responsible government unit shall amend the implementation plan until it is approved by the Board. The Board shall: Review and approve implementation plans submitted under subsection (c) of this section; Monitor the implementation of approved plans and work in partnership with the relevant agencies to: Disseminate information on best practices, programs, and resources; Provide technical assistance and training; Resolve implementation issues as they arise; and Promote interagency efforts to: Achieve the purposes of the Blueprint for Maryland’s Future; and Reduce the effects of societal and economic isolation on student achievement and opportunity by promoting socioeconomic diversity in communities and schools; Receive periodic updates, in accordance with the Board’s guidelines, on progress responsible entities are making toward reaching the implementation plan goals; and Request any information the Board determines is necessary to carry out its obligations from an entity responsible for carrying out the implementation plans under this section. A governmental unit responsible for developing and carrying out an implementation plan shall provide: Periodic updates, when requested by the Board, on its progress toward meeting the implementation plan goals; and Any information the Board requests. The Board shall maintain a public website on which is published: The Comprehensive Implementation Plan; The Department’s criteria, developed under subsection (b)(3) of this section; Proposed implementation plans, submitted under subsection (c) of this section; and Implementation plans approved by the Board under subsection (d) of this section. A unit of State government required to implement an element of the Blueprint for Maryland’s Future shall, before adopting regulations relating to the Blueprint, consult with the Board. For each fiscal year, the governing body of a county and the local school system jointly shall appoint a single implementation coordinator responsible for the implementation of the Blueprint for Maryland’s Future by all government units operating in the county. For each fiscal year, each county board shall provide $150,000 for the salary and benefits of the implementation coordinator appointed in accordance with paragraph (1) of this subsection. Funding for the salary and benefits of the implementation coordinator provided by the county board in accordance with paragraph (2) of this subsection shall be paid by the State and the county in the same proportion as the foundation program under § 5–213 of this title.

Subject to the judgment of the Board and in accordance with this section, each fiscal year a portion of the increase in the State share of major education aid, as defined in § 5–201 of this title, over the amount provided in the prior fiscal year shall be withheld from public schools and local school systems. Except as otherwise provided in this section, beginning in fiscal year 2023, 25% of the increase in the State share of major education aid over the amount provided in the prior fiscal year shall be automatically withheld from a local school system for the next fiscal year. For fiscal year 2023, the Board shall release funds withheld under this section if the Board finds that a local school system has met the minimum guidelines for the submission of the initial implementation plan under § 5–404 of this subtitle. Beginning in fiscal year 2024 and ending in fiscal year 2025, the Board shall release funds withheld under this section each year if the Board finds that a local school system or public school: Has developed an initial implementation plan under § 5–404 of this subtitle; and Has received approval for its initial implementation plan and for any subsequent modifications. Beginning in fiscal year 2026, the Board shall consider releasing funds withheld under this section to a public school or local school system if: The Board receives a recommendation to release funds from: The Department; The Career and Technical Education Committee established under § 21–209 of this article; or An Expert Review Team established under § 5–411 of this subtitle; or The Board determines that a public school or local school system has made sufficient progress on an implementation plan or taken appropriate steps to improve student performance. The Board may withhold more than 25% of the increase in the State share of major education aid over the amount provided in the current fiscal year from a public school or local school system, if, in the judgment of the Board: A local school system has not made satisfactory efforts to develop or revise the implementation plan required to be approved by the Board under § 5–404 of this subtitle; A public school or local school system has not made sufficient progress on its implementation plan; or A public school or local school system has not taken appropriate steps to improve student performance. In determining whether to release or withhold additional funds under this section, the Board shall consider whether a public school or local school system has been responsive to the recommendations of the Department, the Career and Technical Education Committee, an Expert Review Team, and the Board’s staff. The Board shall notify the Governor, the President of the Senate, and the Speaker of the House of Delegates of a decision not to release funds or to withhold additional funds. If the Board finds that funding should not be released under subsection (c) or subsection (d) of this section, the Board shall, on or before December 1, issue an initial warning to the public school principal or county superintendent that funds may not be released in the next fiscal year. A warning issued under paragraph (1) of this subsection shall inform the local principal or county superintendent of: The findings by the Board and the reasoning for the findings; and Any steps that may be undertaken to remedy the finding. On or before February 1, the Board shall make a final determination on whether to release funds under this section for the next fiscal year. If a public school or local school system makes progress in some areas but not in others, the Board may determine that a portion of the funds may be released while a portion may be withheld. The Board shall notify the State Superintendent and the Comptroller for purposes of § 5–205 of this title by June 1 of each year of the Board’s final decision to release, not release, or withhold additional funds under this section in the next fiscal year. The Board may determine it is necessary to release or withhold funds for the current fiscal year. The Board shall notify the State Superintendent and the Comptroller as soon as practicable for purposes of § 5–205 of this title if it decides to release or withhold additional funds during the current fiscal year. The Board shall develop an appeals process through which a public school or local school system may contest the withholding of funds under this section.

The Board shall review the use of funds provided under Subtitle 2 of this title by the State and local government agencies responsible for implementing the Blueprint for Maryland’s Future. On or before January 1 each year in 2022 through 2032, the Department shall submit to the Board information on the use of school–level expenditures in the current fiscal year to aid the Board in fulfilling its responsibilities under this subtitle. Subject to subparagraph (ii) of this paragraph, each local school system shall report to the Department, in a manner determined by the Department, on school–level spending to aid the Department in fulfilling its obligations under this subtitle. Each local school system that includes public charter schools shall account in the report required under this subsection for the distribution of school–level funding to public charter schools to demonstrate compliance with § 5–234 of this title. The Board shall monitor the expenditures of local school systems to ensure that minimum school–level funding requirements under § 5–234 of this title are met. The Board shall monitor the expenditures of funding provided to local school systems under § 5–223 of this title to ensure that public schools are providing the necessary services. The Board shall monitor how additional special education funding provided under § 5–225 of this title is being used, including: The aggregate number of children in special education services by school; and The special education services that have been provided through funding under § 5–225 of this title. If a local school system is not spending funding allocated under § 5–225 of this title in addition to special education spending levels provided by State and local funds on June 30, 2020, the local school system shall provide a written response to the Board explaining why additional spending on special education is not necessary. The Board shall develop an appeals process through which local school systems may request greater flexibility in meeting this requirement for reasons including a significant shift in total enrollment or at–promise enrollment between schools from the prior school year to the current school year.

Beginning in fiscal year 2022, the Board may determine to withhold appropriated funds from the Department, the Maryland Higher Education Commission, the Career and Technical Education Committee, or any other entity of State or local government responsible for developing an implementation plan under § 5–404 of this subtitle if the entity: Has not developed an initial implementation plan, or has not had its implementation plan approved; or Has not implemented its implementation plan appropriately. The Board shall notify the Comptroller, the Governor, the President of the Senate, and the Speaker of the House of Delegates regarding the intent to withhold appropriated funds under this section. After receiving notification from the Board under subsection (b) of this section, the Comptroller shall withhold the amount of funding that the Board determines is necessary to be withheld.

In order to meet its obligation to track whether the Blueprint for Maryland’s Future is progressing according to plan, the Board shall: Develop guidelines for the submission of reports by: The Department; Local school systems; and Public schools; Using reports submitted in accordance with item (1) of this subsection and the Board’s ongoing monitoring as a guide, gather and analyze disaggregated data, in accordance with subsection (c) of this section, to measure progress made on the implementation of the Blueprint for Maryland’s Future, by examining: The effects on student performance over time, with specific emphasis on closing achievement gaps between student groups of different: Race; Ethnicity; Disability status; Household income; Linguistic status; and Any other student group characteristics that feature achievement gaps as determined by the Board; and Student outcomes, such as: Absenteeism; Disciplinary action; Enrichment opportunities; and Meaningful family involvement; Monitor and review the performance of each teacher preparation program at an institution of higher education and alternative teacher preparation program; Monitor changes in the concentration of students eligible for free and reduced price meals within public schools and local school systems; Examine the school–level diversity of public school staff and student bodies; Monitor and review the placement and concentration of students in particular racial, ethnic, linguistic, economic, and disability status groups assigned to: Novice teachers; Teachers providing instruction in fields in which they lack expertise; Substitute teachers who teach the same class for more than 1 week; and Effective teachers, including teachers at levels three and four of the career ladder established under Title 6, Subtitle 10 of this article; Monitor and review the progress of community schools receiving grants under § 5–223 of this article; Monitor public schools and local school systems to ensure that sufficient numbers of teachers are participating in the career ladder and achieving National Board Certification, as provided in Title 6, Subtitle 10 of this article; Examine the racial, ethnic, disability–status, and income makeup of full–day prekindergarten students, disaggregated by providers, and monitor whether the mix of public and private prekindergarten providers is effectively meeting the needs of families; and Approve the plans for deployment of Expert Review Teams submitted by the Department and the Career and Technical Education Committee under §§ 5–411 and 5–412 of this subtitle. In gathering and analyzing data to complete its duties under this subtitle, the Board may collect data from any relevant entities. If additional data is needed for the Board to complete its duties, the Board may request that other appropriate government agencies aid in the collection of data. Unless otherwise prohibited by law, a government agency shall provide the Board with any requested data. Unless otherwise prohibited by law, a government agency whose aid the Board has requested under this subsection shall regularly collect the requested data and provide it to the Board. The Board shall work with the Maryland Longitudinal Data System Center to collect and analyze data necessary to carry out the Board’s responsibilities under this subtitle and may direct the Center to provide: A researcher designated by the Board access to the data in the Maryland Longitudinal Data System in accordance with the procedures for staff authorization and data access established by the Maryland Longitudinal Data System governing board; Aggregate data tables; or Research or evaluation. Any student–level information reported to or by the Board shall be disaggregated by race, ethnicity, gender, family income level, linguistic status, and disability status.

In addition to any other duties assigned or duties granted to the Board under this subtitle, the Board has the power to perform the duties described in this section. The Board shall: Oversee the work of the Career and Technical Education Committee established under § 21–209 of this article; Coordinate through the Department the State’s participation in the Organization for Economic Cooperation and Development’s Program for International Student Assessment survey program; In accordance with § 5–408(c) of this subtitle, report on or before November 1 each year for calendar years 2021 through 2031 to the Governor, the public, and, in accordance with § 2–1257 of the State Government Article, the General Assembly, on: Progress made on the implementation of the Blueprint for Maryland’s Future; Recommended legislative changes, including any changes necessary to ensure that the implementations have adequate resources and measurements; The degree to which State and local agencies, as applicable, are carrying out their assigned roles in implementing the Blueprint for Maryland’s Future; and Whether the funds provided by the State and local governments are consistent with the Board’s estimate of what is necessary to fully implement the Blueprint for Maryland’s Future; Provide training to Expert Review Teams established under § 5–411 of this subtitle; and Provide outreach and educational materials to parents, students, and members of the public on the Blueprint for Maryland’s Future. The Board may: Recommend that the Department and the Maryland Higher Education Commission review the accreditation of a program reviewed under § 5–408(a)(3) of this subtitle that was found to be ineffective; Determine that the career ladder system under Title 6, Subtitle 10 of this article has been well established throughout the State for the purposes of implementing the Blueprint for Maryland’s Future; Make grants to innovative programs developed by public schools, institutions of postsecondary education, nonprofit organizations, and other persons that help further the Board’s purpose; and Perform any other duties necessary to carry out the powers granted under this subtitle.

In addition to its own assessments and tracking of progress, required under § 5–406 of this subtitle, the Board shall contract with a public or private entity to conduct an independent evaluation of the State’s progress in implementing the Blueprint for Maryland’s Future and achieving the expected outcomes during the implementation period. The independent evaluation shall include an assessment of: The use of additional funding to meet the goals of the Blueprint for Maryland’s Future; Progress toward the goals of the Blueprint for Maryland’s Future and whether the goals have been achieved; and Any recommendations to alter the goals or strategies employed to reach the goals, including new uses for existing funds or additional funding. An entity with which the Board contracts for an independent evaluation shall report its results to the Board on or before: December 1, 2026; and October 1, 2030. The Board shall contract for each independent evaluation as soon as practicable. On or before January 15, 2027, the Board shall, using the first independent evaluation and its own judgment, report to the Governor and, in accordance with § 2–1257 of the State Government Article, the General Assembly on whether the Blueprint for Maryland’s Future is being implemented as intended and achieving the expected outcomes. The Board’s report shall include an assessment of the State’s progress towards: Increasing the number of teachers achieving National Board Certification; Providing full–day prekindergarten programs for 3– and 4–year–olds in accordance with Title 7, Subtitle 1A of this article; Improving behavioral health services in accordance with § 7–447 of this article; and Ensuring that students enrolled in public schools meet college and career standards in accordance with § 7–205.1 of this article. The Board’s report shall include any legislative or structural corrections necessary to fully implement the Blueprint. On or before December 1, 2030, the Board shall report on the results of the final independent evaluation to the Governor and, in accordance with § 2–1257 of the State Government Article, the General Assembly. The Board’s reports under this subsection shall include: Practices being used to close achievement gaps between students of different groups listed in § 5–408(a)(2)(i) of this subtitle; Progress made in closing the achievement gaps listed under item (i) of this paragraph; and Assessments of student outcomes listed under § 5–408(a)(2)(ii) of this subtitle, disaggregated by race, income, ethnicity, and gender. The Board shall determine: Whether the Blueprint for Maryland’s Future is working as intended; What steps are necessary to continue providing a globally competitive education to the children of the State; If any changes to the structure, functioning, and authority of State and local agencies responsible for education are necessary; and Whether the Board should continue to monitor implementation of the Blueprint for Maryland’s Future after June 30, 2032. In making its determination, the Board shall examine the manner in which State and local government entities responsible for implementing the Blueprint for Maryland’s Future have contributed to educating, training, providing learning opportunities for, and developing the careers of students and young people in the State. The Board shall identify ways to foster partnerships between local school systems, public schools, and institutions of higher education, and develop collaborative relationships among the entities examined under paragraph (2) of this subsection to create a world–class 21st–century education system in the State. The Board shall report its findings under this subsection in the report required under subsection (d)(2) of this section.

In this section, “Program” means the Expert Review Team Program. The Department shall establish, administer, and supervise an Expert Review Team Program. The purpose of the Program is for teams of expert educators to: Conduct interviews, observe classes, and use other data to analyze the extent to which the Blueprint for Maryland’s Future is being implemented; and Collaborate with school–based faculty and staff and local school system staff to: Determine reasons why student progress is insufficient; and Develop recommendations, measures, and strategies to address the issues identified by the Expert Review Team. The Department shall select highly regarded Expert Review Team members for the Program, who reflect, to the extent practicable, the geographic, racial, ethnic, linguistic, and gender diversity of the population of public school students, from the following groups: Teachers who are represented by teachers’ organizations that, for purposes of collective bargaining, represent a majority of teachers in the State or in a local school system; School leaders; and Other individuals who have expertise directly relevant to the purpose and duties of the Program. After the career ladder under Title 6, Subtitle 10 of this article is well established throughout the State, the Department shall select Expert Review Team members from expert teachers and principals who are in senior positions on the career ladder. To the extent practicable, a teacher who visits an elementary, middle, or high school as a member of an Expert Review Team shall have experience working in or knowledge of the type of school being visited. Each member of an Expert Review Team shall be thoroughly trained by the Board on the Blueprint for Maryland’s Future and its rationale, including detailed information on the way similar systems work in top–performing school systems in the world. During a school visit, an Expert Review Team shall: Conduct comprehensive in–school investigations of the causes of poor student performance; and Make recommendations to the following entities on the measures needed to improve the performance of low–performing schools and correct identified problems: Principal and county superintendent; School faculty; County boards of education; and The community. An Expert Review Team may, in the course of its work under paragraph (1) of this subsection: Perform evaluations of behavioral health services provided in a school; and If the Team determines that poor student performance is due, in part, to missing or inadequate behavioral health services, make recommendations to the appropriate entities to correct the identified problems. After a school visit, an Expert Review Team shall submit a report to the Department within the time period, in the manner, and including the information required by the Department. Beginning on or before July 1, 2021, and each July 1 through 2030, the Department shall develop and submit to the Board for approval a plan to deploy the Expert Review Teams in the following school year. Beginning on July 1, 2023, the Department shall send Expert Review Teams to at least 10% of public schools in at least three different local school systems each year. An Expert Review Team shall be sent to every residential facility in which juveniles are educated in accordance with Title 9, Subtitle 6 of the Human Services Article by the end of the 2025–2026 school year. An Expert Review Team shall be sent at least once to every public school in the State by the end of the 2030–2031 school year. The Department shall, in accordance with an approved deployment plan and subject to the provisions of this subsection, send an Expert Review Team to: Each school determined to be one of the lowest performing schools in the State once each year; Schools determined to be lower performing schools in the State on a regular schedule but not every year; Schools determined to be the highest performing in the State; and All other schools at intervals determined by a randomized selection process. The lowest and highest performing schools shall be determined by: The overall performance on State assessments; and The performance of subgroups of students on State assessments; or Based on data produced by the data monitoring system established under the federal Every Student Succeeds Act. Beginning on July 1, 2025, a school that has not been selected for review by an Expert Review Team may submit a request to the Department for a review. The Board may request that the Department send an Expert Review Team to a particular school. Beginning in the 2022–2023 school year, the Department shall send an Expert Review Team to a school or a group of schools in the same immediate area in which students continue to demonstrate learning loss that began in relation to the COVID–19 pandemic for the purpose of determining the reason that the learning loss continues. During the period from July 1, 2023, through June 30, 2025, the report and recommendations of an Expert Review Team shall be advisory only and may be used by a school and local school system to strengthen the school program and the management of the school and local school system. Beginning on July 1, 2025, the report and recommendations of an Expert Review Team shall be used by the Department as the basis for a recommendation to the Board under § 5–405 of this subtitle as to whether to release a portion of the annual increase in funding for the upcoming school year because the school and the local school system have developed a satisfactory plan for the use of the funds consistent with the Expert Review Team’s recommendations. In fulfilling its duties under this subsection, an Expert Review Team in the Program may make recommendations on: Requiring State action in accordance with § 7–203.4 of this article; or Pairing the school with a higher performing school with similar demographics from which the school leadership collaborates and shares expertise for the benefit of faculty and staff. If the Board determines that all or a portion of a school’s annual increase in funding should not be released due to an unsatisfactory plan, the Department shall work with the school and local school system to develop a satisfactory plan to allow release of the withheld funds.

In this section the following words have the meanings indicated. “CTE Committee” means the Career and Technical Education Committee established under § 21–207 of this article. “Program” means the CTE Expert Review Team Program. The CTE Committee shall establish, administer, and supervise a CTE Expert Review Team Program for schools with career and technical education programs and pathways. Subject to the provisions of this subsection, the program will have the same purpose, structure, training, and reporting requirements as the Expert Review Team Program established by the Department under § 5–411 of this subtitle. The CTE Committee shall select the members of CTE Expert Review Teams in the Program. The CTE Committee shall select CTE Expert Review Team members who, to the extent practicable, reflect the geographic, racial, ethnic, linguistic, and gender diversity of the population of the public school students, from the following groups: Highly regarded career and technical education teachers who are represented by teachers’ organizations that, for purposes of collective bargaining, represent a majority of teachers in the State or in a local school system; School leaders; Employers; Trade unions; and Apprenticeship and internship sponsors. During a school visit, a CTE Expert Review Team shall conduct interviews, observe classes, and use other data to: Determine whether student progress is insufficient toward successful completion of the CTE pathway; and Develop recommendations, measures, and strategies to address the issues identified by the CTE Expert Review Team. After a CTE Expert Review Team issues a report, the school, the county board, the employers, and apprenticeship or internship sponsors shall: Review the report and recommendations; and If necessary, submit a plan to the CTE Committee addressing the recommendations in the report. Beginning on July 1, 2022, and ending July 1, 2031, the CTE Committee shall develop and submit to the Board, for approval, a plan to deploy the CTE Expert Review Teams in the following school year. Subject to the Board’s approval, the CTE Committee shall schedule CTE Expert Review Team school visits in a manner designed to provide the CTE Committee and the Department with sufficient information to make informed decisions on the release of school funds conditioned on student performance, including adequate time for a school to respond to an Expert Review Team’s report and recommendations before decisions are made regarding the retaining of school funds.

On or before July 1 each year, beginning in 2022 and ending in 2031, the Maryland Longitudinal Data System Center, in consultation with the Department and the Maryland Higher Education Commission, shall submit a report to the Board, the Governor, and in accordance with § 2–1257 of the State Government Article, the General Assembly on the progress made in increasing the preparation and diversity of teacher candidates and new teachers in the State as required by the Blueprint for Maryland’s Future. The report required under subsection (a) of this section shall include: Data trends in: The number of applications to and acceptance by Maryland teacher education institutions and alternative programs that prepare educators, as a whole and disaggregated by gender, racial, and ethnic background; Teacher quality as measured by the grades, class standing, and accountability test performance of students applying to and admitted to institutions and alternative programs; The proportion of graduates of teacher education programs, including those graduates expecting to teach at the elementary school level, who have majored as undergraduates in the subjects they plan to teach to the total number of graduates of teacher education programs; The proportion of new teachers hired in the State who were trained out of State to those trained in the State; The satisfaction of school district officials with newly hired teachers who have just graduated from Maryland institutions as determined by the school district officials’ responses to questions on a form the officials helped develop; and The proportion of graduates of teacher education programs who pass required tests for licensure on the first attempt and after subsequent attempts; Measures taken to increase the proportion of highly qualified individuals from groups historically underrepresented in the teaching profession who apply to teacher education institutions; Measures taken to increase the number of high school graduates with very strong academic backgrounds who select teaching as a career; Measures taken to make teacher education in the underlying disciplines more rigorous; Measures taken to better align the programs of the teacher education institutions with State curriculum frameworks; Measures taken to improve the background of beginning teachers in research and research techniques; Implementation of more rigorous licensing standards and measures for new teachers in both mastery of the subject being taught and the methods for teaching it; Implementation of incentives to attract high–quality high school graduates into careers in teaching; Trends in the rates at which teachers are acquiring the credentials needed to advance up the career ladder, established under Title 6, Subtitle 10 of this article, including National Board Certification and higher steps on the ladder; Trends in the distribution of teachers along the steps of the career ladder; Trends in longevity in teaching in Maryland schools and, in particular, schools serving high proportions of historically underserved students; Trends in the number of teacher candidates of color hired by local school systems disaggregated by higher education institution and alternative teacher preparation program and the systems in which those new teachers were hired; and Trends in the number of teachers certified through alternative preparation programs that meet the requirements of the Blueprint for Maryland’s Future related to a longer practicum by school system.

On or after July 1, 2026, the Board, in consultation with the Maryland Longitudinal Data System Center, shall perform an evaluation that measures the effectiveness of efforts to increase diversity in: Enrollment in teacher preparation programs; Teacher candidates who successfully graduate from teacher preparation programs and subsequently enter the teaching profession; and Teachers and school leaders in primary and secondary schools in the State. The evaluation required under subsection (a) of this section shall be conducted in consultation with at least one institution of higher education in the State. On or before December 31, 2026, the Board shall submit a report to the Governor and, in accordance with § 2–1257 of the State Government Article, the General Assembly on the results of the evaluation performed under subsection (a) of this section, including any recommendations for alterations in State programs and policies as needed to ensure diversity in the areas described under subsection (a) of this section.