<section article="ged" article_name="Education" number="7-101" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <text>All individuals who are 5 years old or older and under 21 shall be admitted free of charge to the public schools of this State.</text> </level> <level label="b"> <level label="1"> <text>Except as provided in § 7–301 of this title and in paragraph (2) of this subsection, each child shall attend a public school in the county where the child is domiciled with the child’s parent, guardian, or relative providing informal kinship care, as defined in subsection (c) of this section.</text> </level> <level label="2"> <level label="i"> <text>On request and in accordance with a county board’s policies concerning residency, a county superintendent:</text> <level label="1"> <text>May allow a child to attend school in the county even if the child is not domiciled in that county with the child’s parent or guardian; and</text> </level> <level label="2"> <text>Shall allow a dependent child of an active service member who is relocating to the State on official orders to enroll in school in the county in accordance with § 7–115.1 of this subtitle.</text> </level> </level> <level label="ii"> <text>Regardless of where the child is currently domiciled, a county superintendent shall allow a child to remain at the school that the child is attending, if:</text> <level label="1"> <text>The child is a child who is:</text> </level> <level label="A"> <text>In the custody of, committed to, or otherwise placed by a local department of social services or the Department of Juvenile Services; and</text> </level> <level label="B"> <text>Subject to the educational stability provisions of the federal Fostering Connections to Success and Increasing Adoptions Act of 2008 and the Every Student Succeeds Act of 2015;</text> </level> <level label="2"> <text>The child is not in any of the following placements:</text> </level> <level label="A"> <text>A detention facility;</text> </level> <level label="B"> <text>A forestry camp;</text> </level> <level label="C"> <text>A training school;</text> </level> <level label="D"> <text>A State–owned and State–operated facility that accommodates more than 25 children; or</text> </level> <level label="E"> <text>Any other facility operated primarily for the detention of children who are determined to be delinquent;</text> </level> <level label="3"> <text>The local department of social services or the Department of Juvenile Services determines, in consultation with the local school system, that it is in the best interests of the child to continue at that school; and</text> </level> <level label="4"> <text>The local department of social services or the Department of Juvenile Services pays for the cost of transporting the child to and from school.</text> </level> </level> <level label="iii"> <level label="1"> <text>The Department of Human Services and the Department of Juvenile Services each shall adopt regulations establishing factors that shall be considered in determining the best interests of a child under this section.</text> </level> <level label="2"> <text>The Department shall adopt regulations to implement the educational stability provisions of the federal Fostering Connections to Success and Increasing Adoptions Act of 2008 and the Every Student Succeeds Act of 2015.</text> </level> </level> </level> <level label="3"> <text>If a child fraudulently attends a public school in a county where the child is not domiciled with the child’s parent or guardian, the child’s parent or guardian shall be subject to a penalty payable to the county for the pro rata share of tuition for the time the child fraudulently attends a public school in the county.</text> </level> <level label="4"> <text>Nothing in this section alters the requirements for out–of–county placements contained in § 4–122 and Title 8, Subtitles 3, 3A, and 4 of this article or in any other State or federal law.</text> </level> </level> <level label="c"> <level label="1"> <level label="i"> <text>In this subsection the following words have the meanings indicated.</text> </level> <level label="ii"> <text>“Informal kinship care” means a living arrangement in which a relative of a child, who is not in the care, custody, or guardianship of the local department of social services, provides for the care and custody of the child due to a serious family hardship.</text> </level> <level label="iii"> <text>“Relative” means an adult related to the child by blood or marriage within the fifth degree of consanguinity.</text> </level> <level label="iv"> <text>“Serious family hardship” means:</text> <level label="1"> <text>Death of a parent or legal guardian of the child;</text> </level> <level label="2"> <text>Serious illness of a parent or legal guardian of the child;</text> </level> <level label="3"> <text>Drug addiction of a parent or legal guardian of the child;</text> </level> <level label="4"> <text>Incarceration of a parent or legal guardian of the child;</text> </level> <level label="5"> <text>Abandonment by a parent or legal guardian of the child; or</text> </level> <level label="6"> <text>Assignment of a parent or legal guardian of a child to active uniformed services duty.</text> </level> </level> </level> <level label="2"> <level label="i"> <text>A county superintendent shall allow a child who is a resident of this State to attend a public school in:</text> <level label="1"> <text>A county other than the county where the child is domiciled with the child’s parent or legal guardian if the child lives with a relative providing informal kinship care in the county and the relative verifies the informal kinship care relationship through a sworn affidavit; or</text> </level> <level label="2"> <text>A school attendance area other than the school in the school attendance area where the child is domiciled with the child’s parent or legal guardian if the child lives with a relative providing informal kinship care in the school attendance area and the relative verifies the informal kinship care relationship through a sworn affidavit.</text> </level> </level> <level label="ii"> <level label="1"> <text>After allowing a child to enroll under subparagraph (i) of this paragraph, subsequently a county superintendent may require that the affidavit be accompanied by supporting documentation of one or more serious family hardships and, where possible, the telephone number and address of any authority who is legally authorized to reveal information which can verify the assertions in the affidavit.</text> </level> <level label="2"> <text>If supporting documentation is required under subsubparagraph 1 of this subparagraph, the documentation shall be consistent with local, State, and federal privacy and confidentiality policies and statutes.</text> </level> </level> </level> <level label="3"> <text>The affidavit shall include:</text> <level label="i"> <text>The name and date of birth of the child;</text> </level> <level label="ii"> <text>The name and address of the child’s parent or legal guardian;</text> </level> <level label="iii"> <text>The name and address of the relative providing informal kinship care;</text> </level> <level label="iv"> <text>The date the relative assumed informal kinship care;</text> </level> <level label="v"> <text>The nature of the serious family hardship and why it resulted in informal kinship care;</text> </level> <level label="vi"> <text>The kinship relation to the child of the relative providing informal kinship care;</text> </level> <level label="vii"> <text>The name and address of the school the child previously attended;</text> </level> <level label="viii"> <text>Notice that the county superintendent may verify the facts given by the relative providing informal kinship care in the affidavit and conduct an audit of the case after the child has been enrolled in the county public school system;</text> </level> <level label="ix"> <text>Notice that if fraud or misrepresentation is discovered during an audit, the county superintendent shall remove the child from the public school or county public school system roll; and</text> </level> <level label="x"> <text>Notice that any person who willfully makes a material misrepresentation in the affidavit shall be subject to a penalty payable to the county for three times the pro rata share of tuition for the time the child fraudulently attends a public school in the county.</text> </level> </level> <level label="4"> <text>The affidavit shall be in the following form:</text> <level label="i"> <text>I, the undersigned, am over eighteen (18) years of age and competent to testify to the facts and matters set forth herein.</text> </level> <level label="ii"> <text>____________________ (name of child), whose date of birth is _____________, is living with me because of the following serious family hardship: (check each that is applicable)</text> <text>_____ death of father/mother/legal guardian</text> <text>_____ serious illness of father/mother/legal guardian</text> <text>_____ drug addiction of father/mother/legal guardian</text> <text>_____ incarceration of father/mother/legal guardian</text> <text>_____ abandonment by father/mother/legal guardian</text> <text>_____ assignment of a parent or legal guardian of a child to active uniformed services duty</text> </level> <level label="iii"> <text>The name and last known address of the child’s parent(s) or legal guardian is:</text> <text>______________________________________________________________________________</text> <text>______________________________________________________________________________</text> <text>______________________________________________________________________________</text> </level> <level label="iv"> <text>My kinship relation to the child is _______________________</text> </level> <level label="v"> <text>My address is:</text> <text>______________________________________________________________________________</text> <text>Street Apt. No.</text> <text>______________________________________________________________________________</text> <text>City State Zip Code</text> </level> <level label="vi"> <text>I assumed informal kinship care of this child for 24 hours a day and 7 days a week on __________________(day/month/year).</text> </level> <level label="vii"> <text>The name and address of the last school that the child attended is:</text> <text>______________________________________________________________________________</text> <text>______________________________________________________________________________</text> </level> <level label="viii"> <text>The county superintendent may verify the facts contained in the foregoing affidavit and conduct an audit on a case–by–case basis after the child has been enrolled in the county public school system. If the county superintendent discovers fraud or misrepresentation, the child shall be removed from the public school or county public school system roll.</text> </level> <level label="ix"> <text>I solemnly affirm under the penalties of perjury that the contents of the foregoing are true to the best of my knowledge, information, and belief.</text> <text>___________________________________</text> <text>Signature of affiant</text> <text>___________________________________</text> <text>(Day/month/year)</text> </level> <level label="x"> <text>Any person who willfully makes a material misrepresentation in this affidavit shall be subject to a penalty payable to the county for three times the pro rata share of tuition for the time the child fraudulently attends a public school in the county.</text> </level> </level> <level label="5"> <level label="i"> <text>Instructions that explain the necessity for both an affidavit and, when appropriate, the supporting documentation of the serious family hardship resulting in informal kinship care shall:</text> <level label="1"> <text>Be attached to affidavit forms that comply with paragraph (4) of this subsection; and</text> </level> <level label="2"> <text>Include language encouraging the relative providing informal kinship care to submit the affidavit and, when appropriate, the supporting documentation prior to September 30 of each year.</text> </level> </level> <level label="ii"> <text>The affidavit forms, with attached instructions, shall be made available free of charge at the offices of each county board of education, each local department of social services, and each local area agency on aging.</text> </level> </level> <level label="6"> <text>If a change occurs in the care or in the serious family hardship of the child, the relative providing informal kinship care for the child shall notify the local school system in writing within 30 days after the change occurs.</text> </level> <level label="7"> <level label="i"> <text>An informal kinship care affidavit may be filed during a school year.</text> </level> <level label="ii"> <text>The relative providing informal kinship care shall file an affidavit annually at least 2 weeks prior to the beginning of the school year for each year the child continues to live with the relative because of a serious family hardship.</text> </level> </level> <level label="8"> <text>Unless the court appoints a guardian for the child or awards custody of the child to someone other than the relative providing informal kinship care, the relative providing informal kinship care shall make the full range of educational decisions for the child.</text> </level> <level label="9"> <text>The relative providing informal kinship care shall make reasonable efforts to inform the parent or legal guardian of the child of the informal kinship care relationship.</text> </level> <level label="10"> <text>The parent or legal guardian of a child in an informal kinship care relationship shall have final decision making authority regarding the educational needs of the child.</text> </level> </level> <level label="d"> <text>Section 4–122.1 of this article shall apply to the education funding of a child in an informal kinship care relationship if the fiscal impact of the requirements of subsections (b) and (c) of this section exceeds 0.1% of a county board’s total operating budget for a fiscal year.</text> </level> <level label="e"> <level label="1"> <text>By the 2007–2008 school year, each county board shall provide full–day kindergarten programs for all kindergarten students in that county.</text> </level> <level label="2"> <text>In the comprehensive master plan that is submitted under § 5–401 of this article, a county board shall identify the strategies that will be used in that county to ensure that full–day kindergarten programs are provided to all kindergarten students in that county by the 2007–2008 school year.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-101.1" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <level label="1"> <text>In this section the following terms have the meanings indicated.</text> </level> <level label="2"> <text>“Economically disadvantaged background” means a family whose income would make a child eligible for free or reduced price meals if the child were in kindergarten.</text> </level> <level label="3"> <text>“Eligible child” means a child:</text> <level label="i"> <text>Who is from an economically disadvantaged background;</text> </level> <level label="ii"> <text>Whose parent or guardian seeks to enroll the child in a public prekindergarten program; and</text> </level> <level label="iii"> <text>Who is 4 years old on September 1 of the school year in which the parent or legal guardian seeks to enroll the child in a public prekindergarten program.</text> </level> </level> <level label="4"> <text>“Eligible for free or reduced price meals” means eligible for free or reduced price meals based on eligibility requirements established by the United States Department of Agriculture.</text> </level> </level> <level label="b"> <text>By the 2007–2008 school year, all eligible children shall be admitted free of charge to publicly funded prekindergarten programs established by each of the county boards.</text> </level> <level label="e"> <text>In the comprehensive master plan that is submitted under § 5–401 of this article, a county board shall identify the strategies that will be used in that county to ensure that publicly funded prekindergarten programs are available to all eligible children in that county by the 2007–2008 school year.</text> </level> </section> <section article="ged" article_name="Education" number="7-101.2" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <level label="1"> <text>In this section the following terms have the meanings indicated.</text> </level> <level label="2"> <text>“Economically disadvantaged background” means a family whose income is no more than 300% of the federal poverty guidelines.</text> </level> <level label="3"> <text>“Eligible young child” means a child:</text> <level label="i"> <text>Who is from an economically disadvantaged background;</text> </level> <level label="ii"> <text>Whose parent or legal guardian seeks to enroll the child in a publicly funded prekindergarten program established under this section; and</text> </level> <level label="iii"> <text>Who is 3 or 4 years old on September 1 of the school year in which the parent or legal guardian seeks to enroll the child in a publicly funded prekindergarten program established under this section.</text> </level> </level> <level label="4"> <text>“Fund” means the Prekindergarten Expansion Fund.</text> </level> <level label="5"> <text>“Montessori school” has the meaning stated in § 6–127 of this article.</text> </level> <level label="6"> <text>“Program” means the Prekindergarten Expansion Grant Program.</text> </level> <level label="7"> <text>“Qualified provider” means:</text> <level label="i"> <text>If partnering with a county board under a memorandum of understanding, a State accredited or nationally accredited child care program or a nonpublic school approved by the Department to provide prekindergarten services; and</text> </level> <level label="ii"> <text>A county board.</text> </level> </level> </level> <level label="b"> <level label="1"> <text>There is a grant program known as the Prekindergarten Expansion Grant Program in the State.</text> </level> <level label="2"> <text>The purpose of the Program is to broaden the availability of high–quality prekindergarten and school readiness services throughout the State for children and their families in coordination with the expansion of publicly funded full–day prekindergarten under the Blueprint for Maryland’s Future established under Subtitle 1A of this title.</text> </level> <level label="3"> <text>The Department shall administer the Program.</text> </level> <level label="4"> <level label="i"> <text>The Program shall be a competitive grant program to provide funds to qualified providers.</text> </level> <level label="ii"> <text>The Department shall take measures to achieve geographic diversity among participating qualified providers.</text> </level> <level label="iii"> <text>Priority for participation in the Program shall be given to qualified providers:</text> <level label="1"> <text>That are located in areas of the State that have an unmet need for prekindergarten or comprehensive early childhood education services;</text> </level> <level label="2"> <text>That include a plan for long–term sustainability, including community and business partnerships and matching funds to the extent possible; and</text> </level> <level label="3"> <text>That incorporate parental engagement and the benefits of educational activities beyond the classroom into the providers’ programs.</text> </level> </level> <level label="iv"> <text>Prekindergarten Expansion Grants may be used to expand prekindergarten services, including:</text> <level label="1"> <text>Establishing or expanding full–day prekindergarten for eligible young children; and</text> </level> <level label="2"> <text>Expanding existing half–day prekindergarten programs into full–day prekindergarten programs for eligible young children.</text> </level> </level> <level label="v"> <text>The Department may establish:</text> <level label="1"> <text>Additional eligibility criteria for the selection of qualified providers;</text> </level> <level label="2"> <text>Application and award processes including the submission date for applications, renewal procedures, and application review processes for making awards under the Program; and</text> </level> <level label="3"> <text>Any other policies and procedures necessary to implement the Program.</text> </level> </level> </level> </level> <level label="c"> <level label="1"> <text>Except as provided in paragraph (2) of this subsection, before approving qualified providers for prekindergarten services to receive a grant under this section, a qualified provider shall certify to the Department that for each classroom funded under this section the provider will:</text> <level label="i"> <text>Maintain a student–to–classroom personnel ratio of no more than 10 to 1 with a maximum of 20 children per classroom;</text> </level> <level label="ii"> <text>Provide in each classroom at least one teacher and at least one teacher’s aide who meet the high staff qualifications of § 7–1A–04(a)(1)(i) of this title;</text> </level> <level label="iii"> <text>Operate an educational program for:</text> <level label="1"> <text>5 days per week;</text> </level> <level label="2"> <text>180 days per year, in accordance with the public school calendar established by the local school board; and</text> </level> <level label="3"> <level label="A"> <text>For half–day programs, at least 2.5 hours per day; or</text> </level> </level> <level label="B"> <text>For full–day programs, at least 6.5 hours per day; and</text> </level> </level> <level label="iv"> <text>To receive a grant under this section, meet the requirements of § 7–1A–04 of this title.</text> </level> </level> <level label="2"> <text>Before approving qualified providers who are Montessori schools or Montessori programs for prekindergarten services to receive a grant under this section, a qualified provider shall certify to the Department that for each classroom funded under this section the provider will:</text> <level label="i"> <text>Meet the requirements under paragraph (1)(iii) of this subsection;</text> </level> <level label="ii"> <text>Maintain a student–to–classroom personnel ratio of no more than 10 to 1, with a maximum of 20 students per classroom if all of the students are under the age of 5 years;</text> </level> <level label="iii"> <text>Maintain a student–to–classroom personnel ratio of no more than 14 to 1, with a maximum of 28 students per classroom if some of the students are at least 5 years old; and</text> </level> <level label="iv"> <text>Require a classroom teacher to:</text> <level label="1"> <text>Hold a bachelor’s degree in any field; and</text> </level> <level label="2"> <text>Hold a Montessori credential issued by:</text> </level> <level label="A"> <text>The Association Montessori Internationale;</text> </level> <level label="B"> <text>The American Montessori Society; or</text> </level> <level label="C"> <text>A program accredited by the Montessori Accreditation Council for Teacher Education.</text> </level> </level> </level> </level> <level label="d"> <level label="1"> <level label="i"> <text>Beginning in fiscal year 2020 through fiscal year 2029, the Governor shall annually appropriate to the Fund an amount that is at least equal to the total amount of all funds received by the Program in the prior fiscal year.</text> </level> <level label="ii"> <text>Beginning in fiscal year 2030, the funds appropriated to the Fund shall be consolidated into the publicly funded full–day prekindergarten program established in Subtitle 1A of this title.</text> </level> </level> <level label="2"> <text>The Governor may provide funds to the Department to administer the Program.</text> </level> </level> <level label="e"> <text>Grants awarded under this section may not be used:</text> <level label="1"> <text>To supplant existing funding for prekindergarten services;</text> </level> <level label="2"> <text>For capital improvements; or</text> </level> <level label="3"> <text>To fund the same full–day prekindergarten slot that is funded under Subtitle 1A of this title.</text> </level> </level> <level label="f"> <text>The Department shall:</text> <level label="1"> <text>Leverage Child Care Scholarship Program funds when making grant awards to private providers that participate in the Child Care Scholarship Program;</text> </level> <level label="2"> <text>Encourage private providers that receive grants to pursue level 5 in the Department’s voluntary quality rating and improvement system known as “Maryland EXCELS”;</text> </level> <level label="3"> <text>Supervise and monitor the use of grant funds distributed under this section; and</text> </level> <level label="4"> <text>Evaluate whether grant recipients are meeting annual benchmarks established by the Department.</text> </level> </level> <level label="g"> <level label="1"> <text>There is a Prekindergarten Expansion Fund.</text> </level> <level label="2"> <text>The purpose of the Fund is to provide funds to the Program.</text> </level> <level label="3"> <text>The Department shall administer the Fund.</text> </level> <level label="4"> <level label="i"> <text>The Fund is a special, nonlapsing fund that is not subject to § 7–302 of the State Finance and Procurement Article.</text> </level> <level label="ii"> <text>The State Treasurer shall hold the Fund separately, and the Comptroller shall account for the Fund.</text> </level> </level> <level label="5"> <text>The Fund consists of:</text> <level label="i"> <text>Money appropriated in the State budget to the Fund;</text> </level> <level label="ii"> <text>Investment earnings of the Fund; and</text> </level> <level label="iii"> <text>Any other money from any other source, including donations, accepted for the benefit of the Fund.</text> </level> </level> <level label="6"> <text>The Fund may be used only for grants made by the Department for the Program.</text> </level> <level label="7"> <level label="i"> <text>The State Treasurer shall invest the money of the Fund in the same manner as other State money may be invested.</text> </level> <level label="ii"> <text>Investment earnings of the Fund shall be paid into the Fund.</text> </level> </level> <level label="8"> <text>Expenditures from the Fund may be made only in accordance with the State budget.</text> </level> </level> <level label="h"> <text>In accordance with § 2–1257 of the State Government Article, the Department shall report to the General Assembly by November 1 of each year on the implementation of the Program.</text> </level> </section> <section article="ged" article_name="Education" number="7-101.3" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <text>For each fiscal year in which the Department receives an Expansion Grant through the federal Preschool Development Grants Program, the Governor shall include in the State budget for that fiscal year, in addition to the amount required under § 7–101.2(d) of this subtitle, an appropriation of State funds equal to the amount that the State committed to fund as the State match in its application to the United States Department of Education for the Expansion Grant.</text> </section> <section article="ged" article_name="Education" number="7-102" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <text>The Prince George’s County Board shall develop an affidavit of disclosure form to be completed and signed by the parents or guardians of a student who is entering the public schools of Prince George’s County.</text> </level> <level label="b"> <text>By regulation, the county board shall make completion of an affidavit of disclosure a prerequisite for admission to the public schools.</text> </level> <level label="c"> <text>The purpose of the affidavit of disclosure is limited to ascertaining from the parents or guardians of a student in the public schools:</text> <level label="1"> <text>Their legal residence; and</text> </level> <level label="2"> <text>The duration of their residency in this State.</text> </level> </level> <level label="d"> <text>The parents or guardians who complete the affidavit of disclosure shall attest to the truth of the information in the affidavit by their signature which shall be witnessed by the individuals designated by the county board under appropriate rules and regulations.</text> </level> <level label="e"> <level label="1"> <text>Failure to complete the affidavit of disclosure truthfully by a parent or guardian is a misdemeanor.</text> </level> <level label="2"> <text>Any person who violates any provision of this section is guilty of a misdemeanor and on conviction is subject to a fine not exceeding $250.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-103" future_version_removed="true" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <text>Except as provided in subsections (b), (e), (f), and (g) of this section, each public school under the jurisdiction of a county board:</text> <level label="1"> <level label="i"> <text>Shall be open for pupil attendance for at least 180 actual school days and a minimum of 1,080 school hours during a 10–month period in each school year; or</text> </level> <level label="ii"> <text>If normal school attendance is prevented because of conditions described in subsection (b) of this section, shall be open for at least 1,080 hours during a 10–month period;</text> </level> </level> <level label="2"> <text>Shall be open for pupil attendance a minimum of 3 hours during each school day; and</text> </level> <level label="3"> <text>May not be open on Saturdays, Sundays, or holidays in order to meet the 180–day or 1,080–hour requirement of this subsection.</text> </level> </level> <level label="b"> <level label="1"> <text>If a county board submits a written application to the State Board that describes a demonstrated effort by the county board to comply with subsection (a) of this section, the State Board may permit:</text> <level label="i"> <text>The following adjustments:</text> <level label="1"> <text>An increase in the length of the school year; or</text> </level> <level label="2"> <text>A decrease in the length of the school year;</text> </level> </level> <level label="ii"> <text>Exceptions from the requirement that the school year be completed within a 10–month period;</text> </level> <level label="iii"> <text>Adjustments in the length of the school day; and</text> </level> <level label="iv"> <text>Schools to be open on holidays.</text> </level> </level> <level label="2"> <text>These adjustments may be granted only if normal school attendance is prevented because of:</text> <level label="i"> <text>Natural disaster;</text> </level> <level label="ii"> <text>Civil disaster; or</text> </level> <level label="iii"> <text>Severe weather conditions.</text> </level> </level> <level label="3"> <text>Education funding from State or local sources may not be reduced if there are less than 180 school days in any year because of an approved application under paragraph (1)(i)2 of this subsection.</text> </level> <level label="4"> <text>In case of emergency, the State Board may open schools on holidays.</text> </level> </level> <level label="c"> <level label="1"> <text>The following days are public school holidays:</text> <level label="i"> <text>Thanksgiving Day and the day after;</text> </level> <level label="ii"> <text>Christmas Eve and from then through January 1;</text> </level> <level label="iii"> <text>Martin Luther King, Jr. Day;</text> </level> <level label="iv"> <text>Presidents’ Day;</text> </level> <level label="v"> <text>The Friday before Easter and from then through the Monday after Easter;</text> </level> <level label="vi"> <text>Memorial Day; and</text> </level> <level label="vii"> <text>Primary and general election days.</text> </level> </level> <level label="2"> <text>If the federal and State observances of a holiday are on different days, the board of education of each county shall determine which date shall be the date of observance for the public schools within the county.</text> </level> <level label="3"> <text>The public schools shall devote a part of at least one day to appropriate exercises for each of the following:</text> <level label="i"> <text>Washington’s Birthday;</text> </level> <level label="ii"> <text>Lincoln’s Birthday;</text> </level> <level label="iii"> <text>Veterans’ Day;</text> </level> <level label="iv"> <text>Columbus Day;</text> </level> <level label="v"> <text>Arbor Day;</text> </level> <level label="vi"> <text>Black History Month, with an emphasis on Harriet Tubman and Frederick Douglass and the contributions they made in the fight against slavery; and</text> </level> <level label="vii"> <text>Any other day of national significance.</text> </level> </level> <level label="4"> <text>Notwithstanding any other provisions of this article, the public schools, in the following counties, may remain open and in session on primary and general election days:</text> <level label="i"> <text>Calvert;</text> </level> <level label="ii"> <text>Caroline;</text> </level> <level label="iii"> <text>Dorchester;</text> </level> <level label="iv"> <text>Kent;</text> </level> <level label="v"> <text>Talbot; and</text> </level> <level label="vi"> <text>Worcester.</text> </level> </level> </level> <level label="d"> <text>Except as provided in subsection (e) of this section, the State Board shall divide the school year into the terms it considers appropriate.</text> </level> <level label="e"> <level label="1"> <text>The county boards of Allegany, Anne Arundel, Calvert, Howard, Montgomery, and Prince George’s counties, and the Board of School Commissioners of Baltimore City, may elect to operate one or more schools within the county or Baltimore City on a year–round basis, provided that the 180–day and the minimum hour requirements under this section are met.</text> </level> <level label="2"> <text>Nothing in this section precludes a county board from conducting a year–round pilot study or program that is funded by the county board.</text> </level> </level> <level label="f"> <level label="1"> <text>In this subsection, “minimal hours of attendance” means the minimum hours of attendance for the school year required under COMAR 13A.03.02.12, in effect on July 1, 2025.</text> </level> <level label="2"> <text>Subject to the requirements of this subsection, the Anne Arundel County Board of Education may elect to operate all of the schools within the county using a scheduling model that eliminates early dismissal days to allow for less than 180 school days if the minimal hours of attendance are met.</text> </level> <level label="3"> <text>If the Anne Arundel County Board of Education elects to use a scheduling model that eliminates early dismissal days in accordance with this subsection, the county board must use the scheduling model for all schools in the county.</text> </level> <level label="4"> <text>If the Anne Arundel County Board of Education uses a scheduling model that results in a school in the county being open for less than 180 days, the county board shall offer school employees who receive pay at an hourly rate an opportunity to make up the lost wages through other duties before the beginning of the next school year.</text> </level> </level> <level label="g"> <text>Publicly funded half–day prekindergarten programs are not subject to the requirements of subsection (a) of this section.</text> </level> <level label="h"> <text>Notwithstanding any other law and subject only to this section, each county board annually shall set the start and end dates of the school year for schools in the county.</text> </level> </section> <section article="ged" article_name="Education" number="7-103.1" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <text>The State Board shall explore the use of innovative school scheduling models, including extended year, year–round schooling, or other school scheduling models that do not allow for prolonged lapses in instructional time, in low–performing or at–risk public schools.</text> </level> <level label="b"> <text>The State Board shall encourage county boards to use the school scheduling models that are determined to be most effective in enhancing student achievement in low–performing or at–risk public schools.</text> </level> </section> <section article="ged" article_name="Education" number="7-103.2" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <text>Subject to subsection (b) of this section, a county board may authorize the county superintendent, in cases of severe weather conditions, to provide virtual education days to students instead of closing the public schools in the county during a severe weather event.</text> </level> <level label="b"> <text>Before a county board may authorize the county superintendent to provide virtual education days to students in accordance with subsection (a) of this section, the county board shall:</text> <level label="1"> <text>Discuss this topic at an open meeting; and</text> </level> <level label="2"> <text>Vote affirmatively to authorize the county superintendent to provide virtual education days to students during a severe weather event.</text> </level> </level> <level label="c"> <level label="1"> <text>A county board shall publish the county board’s plan for the use of virtual education days on the school system’s website.</text> </level> <level label="2"> <text>The county board’s plan published in accordance with paragraph (1) of this subsection shall include:</text> <level label="i"> <text>A plan to ensure that attendance will be taken for all students and teachers during each virtual education day;</text> </level> <level label="ii"> <text>A plan to provide opportunities for students to make up work missed during virtual education days when they return to in–person school;</text> </level> <level label="iii"> <text>A plan to ensure that all staff and students, including students with disabilities, homeless students, and English language learners, have the necessary devices at home for virtual education days, including access to Wi–Fi; and</text> </level> <level label="iv"> <text>Specific strategies for the continued implementation of individualized education programs during the virtual education day, including specially designed instruction, related services, supplementary aids and services, and accommodations.</text> </level> </level> </level> <level label="d"> <text>A county superintendent may decide to provide a day of virtual education for public school students in the county only if:</text> <level label="1"> <text>The local school system has used all the days incorporated into its calendar for school closures for severe weather conditions;</text> </level> <level label="2"> <text>The county board has authorized the county superintendent to provide virtual education days to students in accordance with subsection (b) of this section; and</text> </level> <level label="3"> <text>The county superintendent determines that severe weather conditions are likely to prevent normal attendance at the public school.</text> </level> </level> <level label="e"> <level label="1"> <text>If a county superintendent decides to provide a virtual education day for public school students in the county, the county superintendent shall notify the school principals as soon as possible after the decision is made.</text> </level> <level label="2"> <text>A school principal who receives notice of a virtual education day immediately shall notify the students, parents, and school staff of the implementation of the virtual education day.</text> </level> </level> <level label="f"> <level label="1"> <text>A virtual education day shall consist of not less than 4 hours of synchronous instruction, and asynchronous instruction designed to maximize the advantages of online access.</text> </level> <level label="2"> <text>Notwithstanding any other provision of law, an employee organization designated as an exclusive representative may negotiate with a local school system about:</text> <level label="i"> <text>The period of time that public school employees require for preparation on a virtual education day; and</text> </level> <level label="ii"> <text>The time at which synchronous instruction shall begin on a virtual education day.</text> </level> </level> <level label="3"> <text>A county superintendent shall adequately design the virtual education day model, including any time requirements negotiated under paragraph (2) of this subsection, before implementation of the first virtual education day.</text> </level> </level> <level label="g"> <text>If a county board of education provides a day of virtual education for public school students in the county, the local school system shall offer public school employees who are not assigned to work during the virtual education day an opportunity to make up the lost work through other duties before the beginning of the next school year.</text> </level> </section> <section article="ged" article_name="Education" number="7-104" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <text>Principals and teachers in each public elementary and secondary school in this State may require all students to be present and participate in opening exercises on each morning of a school day and to meditate silently for approximately 1 minute.</text> </level> <level label="b"> <text>During this period, a student or teacher may read the holy scripture or pray.</text> </level> </section> <section article="ged" article_name="Education" number="7-105" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <text>This section is enacted so that the love of freedom and democracy, shown in the devotion of all true and patriotic Americans to their flag and country, shall be instilled in the hearts and minds of the youth of America.</text> </level> <level label="b"> <text>Each county board shall:</text> <level label="1"> <text>Require the display of an American flag on the site of each public school building in its county while the school is in session;</text> </level> <level label="2"> <text>Buy all necessary flags, staffs, and appliances for the flags; and</text> </level> <level label="3"> <text>Adopt rules and regulations for the proper custody, care, and display of the flag.</text> </level> </level> <level label="c"> <text>Each county board shall:</text> <level label="1"> <text>Provide each public school classroom with an American flag;</text> </level> <level label="2"> <text>Prepare a program for each public school classroom for the beginning of each school day that provides for the salute to the flag and other patriotic exercises that are approved by the United States government; and</text> </level> <level label="3"> <text>Require all students and teachers in charge to stand and face the flag and while standing give an approved salute and recite in unison the pledge of allegiance as follows: “I pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one nation under God, indivisible, with liberty and justice for all.”</text> </level> </level> <level label="d"> <text>Any student or teacher who wishes to be excused from the requirements of subsection (c)(3) of this section shall be excused.</text> </level> <level label="e"> <text>Each county board may provide for any other patriotic exercises it considers appropriate under the regulations and instruction that best meet the requirements of the different grades in the schools.</text> </level> <level label="f"> <text>Any individual who commits an act of disrespect, either by word or action, is in violation of the intent of this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-106" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <text>On the recommendation of the county superintendent and subject to the provisions of this article, each county board shall adopt procedures for the selection and purchase of the following necessary items, at the lowest price consistent with good quality, for use in the public schools:</text> <level label="1"> <text>Textbooks;</text> </level> <level label="2"> <text>Supplementary readers;</text> </level> <level label="3"> <text>Materials of instruction;</text> </level> <level label="4"> <text>Visual and auditory aids;</text> </level> <level label="5"> <text>Stationery; and</text> </level> <level label="6"> <text>School supplies.</text> </level> </level> <level label="b"> <level label="1"> <text>Each county board shall adopt procedures for the selection and purchase for use in each public school library or media center of a collection of books and auditory and visual materials concerning African American history.</text> </level> <level label="2"> <text>The collection in each library or media center shall be appropriate for students in each age group and reading level in the school.</text> </level> </level> <level label="c"> <text>Each county board shall furnish the materials and supplies listed in subsection (a) of this section:</text> <level label="1"> <text>Free of cost for use in the public schools; and</text> </level> <level label="2"> <text>In sufficient quantities for the different grades in the public schools.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-107" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <text>On application and at no expense to the county or State, each county board may allow any private or parochial school to connect its facilities to a closed-circuit educational television system that is maintained for the use of the public school system for any program presented by way of the system.</text> </section> <section article="ged" article_name="Education" number="7-108" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <text>Each county board shall encourage the use of public school facilities for community purposes.</text> </level> <level label="b"> <level label="1"> <text>If written application is made to the county superintendent, the county board shall provide for the use of a public school facility for:</text> <level label="i"> <text>The presentation and discussion of public questions;</text> </level> <level label="ii"> <text>Public speaking;</text> </level> <level label="iii"> <text>Lectures; or</text> </level> <level label="iv"> <text>Other civic, educational, social, or recreational purposes or church affiliated civic purposes.</text> </level> </level> <level label="2"> <text>These meetings shall be open to the public.</text> </level> <level label="3"> <text>The county board may refuse the use of any school facility for these purposes if it appears that the use is likely to:</text> <level label="i"> <text>Provoke or add to a public riot or breach of the peace; or</text> </level> <level label="ii"> <text>Create a clear and present danger to the peace and welfare of the county or State.</text> </level> </level> </level> <level label="c"> <text>Each county board may permit a partisan political organization that has polled 10 percent or more of the entire vote cast in this State in the last general election to use public school facilities for programs and meetings that relate to a political campaign for nomination or election of a candidate to public office.</text> </level> <level label="d"> <text>Each county board may permit the use of public school facilities for religious or other lawful purposes.</text> </level> <level label="e"> <text>Subject to § 7–109 of this subtitle, school facilities may be used only at times that will not interfere with regular school sessions or other bona fide school activities.</text> </level> <level label="f"> <text>In Montgomery County, nonschool use of school facilities for public and community purposes and the manner by which costs associated with such use are apportioned may be regulated by local law consistent with the use criteria set forth in § 7–110 of this subtitle and not inconsistent with any other provisions of this article. The local law authorized by this subsection may provide for an interagency coordinating board and for the appointment of its members by Montgomery County. Membership may include the Superintendent of Schools, the President of Montgomery College, the members of the Montgomery County Planning Board, and such other members as may be provided by the local law.</text> </level> <level label="g"> <text>In Talbot County, the county board may enter into a lease with an organization that operates a community–based educational and recreational program to use a public school facility if:</text> <level label="1"> <text>The county board does not anticipate a need for the public school facility during the term of the lease;</text> </level> <level label="2"> <text>The county board determines that the public school system will benefit if the organization operates a community–based educational and recreational facility at the public school facility; and</text> </level> <level label="3"> <text>The lease term is not longer than 99 years.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-109" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <text>If the program and public school facility comply with the rules and regulations of the Department that govern group child care centers, each county board:</text> <level label="1"> <text>Shall give priority to nonprofit child care programs for use of public school facilities before and after school hours;</text> </level> <level label="2"> <text>May make space available during school hours; and</text> </level> <level label="3"> <text>May lease any part of public school property for the construction or operation of a child care center if:</text> <level label="i"> <text>The county board determines that the property will not be needed for public school use during the term of the lease; and</text> </level> <level label="ii"> <text>The term of the lease is not greater than 20 years.</text> </level> </level> </level> <level label="b"> <text>Each county board shall adopt rules and regulations for implementing this program that are consistent with the rules and regulations of the Department that govern group child care centers.</text> </level> <level label="c"> <text>Any additional costs incurred in the administration or support of these child care services shall be paid by the sponsoring organizations in accordance with an annual agreement with the county board that made the facilities available.</text> </level> </section> <section article="ged" article_name="Education" number="7-110" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <level label="1"> <text>A reasonable charge for heating, lighting, and janitorial services for use of public school facilities under §§ 7-108 and 7-109 of this subtitle may be made.</text> </level> <level label="2"> <text>Charges for commercial use of surplus school space may include rent and recovery of capital costs, in addition to those items in paragraph (1) of this subsection.</text> </level> </level> <level label="b"> <level label="1"> <text>The person who applies for the use of school facilities shall be responsible for all damage to the property, other than ordinary wear and tear.</text> </level> <level label="2"> <text>If the person does not pay for damages to the property, the county board may refuse any other application by that person for the use of the property until the damage is repaired without expense to the county board.</text> </level> </level> <level label="c"> <level label="1"> <text>The person who applies for the use of school facilities shall leave the facilities after their use as clean as they were before the use.</text> </level> <level label="2"> <text>If the person does not leave the facilities as clean as they were before the use, the county board may refuse to allow the person to use the facilities again.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-111" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <text>Subject to subsection (b) of this section, each public school under the jurisdiction of a county board that provides access to its buildings and grounds or its student information directory to any person or group which makes students aware of occupational or educational options shall provide access on the same basis to official recruiting representatives of the military forces of this State and the United States for the purpose of informing students of educational and career opportunities available in the military.</text> </level> <level label="b"> <level label="1"> <text>A public school subject to this section shall provide notice to each student and to the parent or guardian of each student enrolled at the school that, in accordance with federal law, the student or the parent or guardian of the student may request that the student’s name, address, and telephone number not be released to military recruiters.</text> </level> <level label="2"> <text>The notice described under paragraph (1) of this subsection shall:</text> <level label="i"> <text>Be included in a clear and conspicuous manner and in the same size type as the other statements on the card requesting emergency contact information that is distributed by the public school to each student or parent or guardian of the student; and</text> </level> <level label="ii"> <text>Request that the student or the parent or guardian of the student indicate if the student’s name, address, and telephone number are not to be released to military recruiters by checking the box “Do not release contact information”.</text> </level> </level> <level label="3"> <text>On or before October 1 and March 1 of each school year, the principal of each public school in a county shall submit a list to the county board that includes the name, address, and telephone number of each student whose contact information is not released to military recruiters as directed under paragraph (2)(ii) of this subsection.</text> </level> </level> <level label="c"> <level label="1"> <text>In this subsection, “ASVAB” means the Armed Services Vocational Aptitude Battery.</text> </level> <level label="2"> <text>Each public school in the State that administers the ASVAB shall, 2 weeks before administering the exam, notify students taking the ASVAB and the parent or guardian of students taking the ASVAB of the option to choose “Option 8” as the score reporting option for military recruiter contact to prohibit the general release of any student information to military recruiters.</text> </level> <level label="3"> <text>Each public school that administers the ASVAB shall notify students taking the ASVAB and the parent or guardian of students taking the ASVAB of the release of student information requirements set forth in paragraph (4) of this subsection.</text> </level> <level label="4"> <text>A student or a student’s parent or guardian who chooses “Option 8” as the score reporting option or for whom “Option 8” is chosen by the county board may choose to later release the student’s personal information and ASVAB scores by individually submitting the required forms to the military services authorizing the release of the information to:</text> <level label="i"> <text>Recruiting representatives of the military services;</text> </level> <level label="ii"> <text>Registered apprenticeship programs;</text> </level> <level label="iii"> <text>Youth apprenticeship programs under Title 18, Subtitle 18 of this article; and</text> </level> <level label="iv"> <text>Employers registered with:</text> <level label="1"> <text>The Maryland Department of Labor; or</text> </level> <level label="2"> <text>Local Workforce Development Boards.</text> </level> </level> </level> <level label="5"> <text>Nothing in this subsection may be construed to limit a county board’s ability to choose “Option 8” as the score reporting option for military recruiter contact to prohibit the general release of any student information to military recruiters for public schools that administer the ASVAB in the county.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-112" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <text>When a county board publishes a listing or a description of a course or courses for an individual school or for the county school system, the county board shall include as a part of the listing or description specific information concerning:</text> <level label="1"> <text>The content of any course or any section of a course for which there are alternative activities available for a student who does not wish to participate in the course or section of the course;</text> </level> <level label="2"> <text>The content of the alternative activities that are available; and</text> </level> <level label="3"> <text>The methods by which a student can gain access to the alternative activities for a course or a section of a course.</text> </level> </section> <section article="ged" article_name="Education" number="7-112.1" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <text>Subject to the requirements of this section, the Department may develop a standardized course numbering system to facilitate the collection of data on student participation in courses offered by the public schools.</text> </level> <level label="b"> <text>The course numbering system shall be available for adoption by each county school system on a voluntary basis.</text> </level> <level label="c"> <text>If the Department requires a data collection involving course numbers, a county school system that has not adopted the State standardized course numbering system shall be responsible for providing a translation between the county school system’s course numbers and those in the State standardized course numbering system.</text> </level> </section> <section article="ged" article_name="Education" number="7-113" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <text>A public school may not print or have printed a student’s Social Security number on any type of identification card.</text> </section> <section article="ged" article_name="Education" number="7-114" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Private noncollegiate institution” means a school or other institution that is not under the general control and supervision of a county board of education.</text> </level> <level label="3"> <text>“Unpaid work–based learning experience” means a program that provides a student with structured employer–supervised learning that:</text> <level label="i"> <text>Occurs in the workplace;</text> </level> <level label="ii"> <text>Links with classroom instruction;</text> </level> <level label="iii"> <text>Is coordinated by a county board or private noncollegiate institution; and</text> </level> <level label="iv"> <text>Is conducted in accordance with the terms of an individual written work–based learning agreement between the county board of education or private noncollegiate institution placing a participating student and the employer of that participating student.</text> </level> </level> </level> <level label="b"> <text>A student who has been placed with an employer in an unpaid work–based learning experience coordinated by a county board or private noncollegiate institution is a covered employee of that employer, as defined in Title 9 of the Labor and Employment Article, for the purposes of coverage under the State workers’ compensation laws.</text> </level> <level label="c"> <level label="1"> <text>The participating employer where a student is placed in an unpaid work–based learning experience under this section shall secure workers’ compensation coverage for that student.</text> </level> <level label="2"> <text>The participating employer may satisfy its obligation to secure workers’ compensation coverage under this subsection if the county board or private noncollegiate institution that places the student in the unpaid work–based learning experience chooses to secure workers’ compensation coverage for that student.</text> </level> </level> <level label="d"> <level label="1"> <text>The county board or private noncollegiate institution that places a student with an employer in an unpaid work–based learning experience under this section may secure workers’ compensation coverage for that student.</text> </level> <level label="2"> <text>Subject to subsection (e) of this section, if a county board or private noncollegiate institution chooses to secure workers’ compensation coverage under this subsection, the participating employer shall reimburse the county board or private noncollegiate institution in an amount equal to the lesser of:</text> <level label="i"> <text>The cost of the premium for the workers’ compensation insurance coverage; or</text> </level> <level label="ii"> <text>A fee of $250.</text> </level> </level> </level> <level label="e"> <text>A county board may waive the requirement for reimbursement under subsection (d)(2) of this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-115" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <text>To facilitate the transfer of school–aged student dependents of active service members to and from the public schools of this State, the State Board shall pursue reciprocity agreements with other states regarding the terms of those student transfers.</text> </level> <level label="b"> <text>A reciprocity agreement shall include procedures for:</text> <level label="1"> <text>The timely transfer of student records;</text> </level> <level label="2"> <text>Awarding credit for completed course work;</text> </level> <level label="3"> <text>Allowing a student to satisfy the graduation requirements of § 7-205 of this title through successful completion of comparable courses in another state; and</text> </level> <level label="4"> <text>Allowing a student to satisfy the requirements of the Maryland high school assessments through successful performance on comparable exit-level or high standard assessments administered in another state.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-115.1" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Child with a disability” has the meaning stated in § 8–401 of this article.</text> </level> <level label="3"> <text>“Dependent child” means an individual of school age who is a natural child, a stepchild, an adopted child, or a financially dependent child of an active service member.</text> </level> <level label="4"> <text>“Enrollment” includes course registration and charter school lotteries.</text> </level> <level label="5"> <text>“Free appropriate public education” has the meaning stated in § 8–401 of this article.</text> </level> <level label="6"> <text>“Sending state” has the meaning stated in § 7–1303 of this title.</text> </level> </level> <level label="b"> <level label="1"> <text>Subject to paragraph (2) of this subsection and subsection (c) of this section, a county superintendent shall allow a dependent child of an active service member who is relocating to the State on official orders and is not domiciled in that county during the enrollment period to apply for advance enrollment in a public school in the county.</text> </level> <level label="2"> <text>To advance enroll under paragraph (1) of this subsection, an active service member shall provide to a county superintendent official orders evidencing that the active service member will be stationed in the State during the current or immediately following school year.</text> </level> <level label="3"> <level label="i"> <text>A county superintendent shall establish a remote registration process for advance enrollment under paragraph (1) of this subsection.</text> </level> <level label="ii"> <text>A remote registration process established under this paragraph may not:</text> <level label="1"> <text>Charge a fee; or</text> </level> <level label="2"> <text>Require the active service member or other parent or guardian or the dependent child to physically appear at a location within the county to complete any part of the advance enrollment process.</text> </level> </level> </level> <level label="4"> <level label="i"> <text>The remote registration process shall provide an opportunity for the active service member or other parent or guardian of a dependent child to note whether the child has an individualized education program or a 504 plan in the sending state.</text> </level> <level label="ii"> <text>If a dependent child has an individualized education program or a 504 plan in the sending state, the county board shall ensure that the child receives an appropriate education without undue delay in the county in which the child enrolls, including, if appropriate, education under an individualized education program or in accordance with a 504 plan.</text> </level> <level label="iii"> <text>A county board shall coordinate with a child’s parent or guardian and the school system in the sending state in order to carry out this paragraph.</text> </level> </level> </level> <level label="c"> <level label="1"> <text>To finalize advance enrollment under this section, within 10 days of the published arrival date on the active service member’s official orders, the active service member shall provide the school with:</text> <level label="i"> <text>Satisfactory evidence of the dependent child’s status as a dependent child of the active service member;</text> </level> <level label="ii"> <text>A copy of the active service member’s official orders to relocate; and</text> </level> <level label="iii"> <text>Proof of residence in the county.</text> </level> </level> <level label="2"> <text>The active service member may use the address of any of the following as proof of residence:</text> <level label="i"> <text>A temporary on–base lodging facility;</text> </level> <level label="ii"> <text>A purchased or leased home or apartment; or</text> </level> <level label="iii"> <text>Any federal government housing unit or off–base military housing unit.</text> </level> </level> </level> <level label="d"> <level label="1"> <text>Notwithstanding any other provision of law, a dependent child of an active service member who has used advance enrollment to enroll in a school under this section may remain enrolled in school until the end of the current school year, even if the child no longer meets residency requirements of the school.</text> </level> <level label="2"> <text>A dependent child of an active service member who uses advance enrollment shall have access to academic courses and programs, including extracurricular activities and athletic and social programs, in the same manner as other students enrolled in the school.</text> </level> </level> <level label="e"> <text>The Secretary of Veterans and Military Families, in consultation with the military family education liaison designated under § 7–1303 of this title and the Office of Military and Federal Affairs and the Maryland Military Installation Council in the Department of Commerce, shall publish and maintain information on:</text> <level label="1"> <text>The advance enrollment procedures established under this section;</text> </level> <level label="2"> <text>The Purple Star Schools Program established under § 7–129 of this subtitle;</text> </level> <level label="3"> <text>The Interstate Compact on Educational Opportunity for Military Children established under Subtitle 13 of this title; and</text> </level> <level label="4"> <text>Any assistance and services available to active service members regarding the advance enrollment of a dependent child, including a child with a disability entitled to receive a free appropriate public education in the State.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-116" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <text>The purpose of this section is to:</text> <level label="1"> <text>Acknowledge 36 U.S.C. § 106, which designates September 17 of each year as “Constitution Day and Citizenship Day” to commemorate the signing of the United States Constitution on September 17, 1787; and</text> </level> <level label="2"> <text>Celebrate “Constitution Day and Citizenship Day” in the public schools and help instill in students knowledge of the history, importance, and enduring meaning of the United States Constitution and of the Maryland Constitution on the citizens of the State.</text> </level> </level> <level label="b"> <level label="1"> <text>In accordance with Pub. L. 108–447 § 111(b), each county board may establish a program of education to be held on “Constitution Day and Citizenship Day” each year to teach students about:</text> <level label="i"> <text>The United States Constitution; and</text> </level> <level label="ii"> <text>The Maryland Constitution.</text> </level> </level> <level label="2"> <text>The program of education may include:</text> <level label="i"> <text>Special assemblies, discussions, presentations, and events commemorating the United States Constitution and the Maryland Constitution;</text> </level> <level label="ii"> <text>The opportunity for eligible students to register to vote; and</text> </level> <level label="iii"> <text>Efforts to reinforce existing curricula.</text> </level> </level> </level> </section> <section article="ged" article_name="Education" number="7-117" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <text>The Governor shall include the following amounts in the State budget to the Maryland Association of Environmental and Outdoor Education for increasing the number of green schools in the State:</text> <level label="1"> <text>For fiscal year 2021, $278,750;</text> </level> <level label="2"> <text>For fiscal year 2022, $268,300;</text> </level> <level label="3"> <text>For fiscal year 2023, $272,100;</text> </level> <level label="4"> <text>For fiscal year 2024, $276,400;</text> </level> <level label="5"> <text>For fiscal year 2025, $280,850;</text> </level> <level label="6"> <text>For fiscal year 2026, $280,850;</text> </level> <level label="7"> <text>For fiscal year 2027, $280,850; and</text> </level> <level label="8"> <text>For fiscal year 2028, $216,600.</text> </level> </level> <level label="b"> <text>The appropriations made under subsection (a) of this section may only be used as follows:</text> <level label="1"> <text>To support professional development, assist with transportation of students to and from environmentally focused activities, or support school projects that incorporate environmental best practices for waste and recycling, energy conservation, water conservation, schoolyard habitat, outdoor classrooms, transportation, or health, the following allocations:</text> <level label="i"> <text>For fiscal year 2021, $115,000;</text> </level> <level label="ii"> <text>For fiscal year 2022, $115,300;</text> </level> <level label="iii"> <text>For fiscal year 2023, $115,600;</text> </level> <level label="iv"> <text>For fiscal year 2024, $116,000;</text> </level> <level label="v"> <text>For fiscal year 2025, $116,250;</text> </level> <level label="vi"> <text>For fiscal year 2026, $116,250;</text> </level> <level label="vii"> <text>For fiscal year 2027, $116,250; and</text> </level> <level label="viii"> <text>For fiscal year 2028, $116,600;</text> </level> </level> <level label="2"> <text>To increase the number of environmental educators in the State who will provide green schools training and assist schools with becoming a green school, the following allocations:</text> <level label="i"> <text>For fiscal year 2021, $125,750;</text> </level> <level label="ii"> <text>For fiscal year 2022, $130,000;</text> </level> <level label="iii"> <text>For fiscal year 2023, $133,500;</text> </level> <level label="iv"> <text>For fiscal year 2024, $137,400;</text> </level> <level label="v"> <text>For fiscal year 2025, $141,600;</text> </level> <level label="vi"> <text>For fiscal year 2026, $141,600;</text> </level> <level label="vii"> <text>For fiscal year 2027, $141,600; and</text> </level> <level label="viii"> <text>For fiscal year 2028, $85,000;</text> </level> </level> <level label="3"> <text>To support statewide green school events, the following allocations:</text> <level label="i"> <text>For each of fiscal years 2021 through 2027, $8,000; and</text> </level> <level label="ii"> <text>For fiscal year 2028, $6,000;</text> </level> </level> <level label="4"> <text>To conduct, in accordance with subsection (c) of this section, an annual evaluation of the impact of the funds appropriated under this section on increasing the number of green schools in the State, the following allocations:</text> <level label="i"> <text>For each of fiscal years 2021 through 2027, $10,000; and</text> </level> <level label="ii"> <text>For fiscal year 2028, $4,000; and</text> </level> </level> <level label="5"> <text>To create an online application form for a school to apply to get funding under this section, the following allocations:</text> <level label="i"> <text>For fiscal year 2021, $20,000; and</text> </level> <level label="ii"> <text>For each of fiscal years 2022 through 2028, $5,000.</text> </level> </level> </level> <level label="c"> <text>The annual evaluation funded under subsection (b)(4) of this section shall:</text> <level label="1"> <text>Be conducted annually in calendar years 2022 through 2029;</text> </level> <level label="2"> <text>Be conducted by an independent contractor that has experience evaluating environmental programs;</text> </level> <level label="3"> <text>Examine whether the funding has:</text> <level label="i"> <text>Increased support for the development of green schools;</text> </level> <level label="ii"> <text>Provided professional development to more teachers; and</text> </level> <level label="iii"> <text>Increased the environmental literacy of students; and</text> </level> </level> <level label="4"> <text>On completion, be provided to:</text> <level label="i"> <text>The President of the Senate;</text> </level> <level label="ii"> <text>The Speaker of the House;</text> </level> <level label="iii"> <text>The State Superintendent;</text> </level> <level label="iv"> <text>The Secretary of the Environment;</text> </level> <level label="v"> <text>The Secretary of Natural Resources;</text> </level> <level label="vi"> <text>The Senate Education, Health, and Environmental Affairs Committee;</text> </level> <level label="vii"> <text>The House Committee on Ways and Means; and</text> </level> <level label="viii"> <text>The House Environment and Transportation Committee.</text> </level> </level> </level> </section> <section article="ged" article_name="Education" number="7-119" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <level label="1"> <text>In this section, “classroom teacher” means a teacher who is primarily responsible and accountable for the students in that class.</text> </level> <level label="2"> <text>“Classroom teacher” does not include:</text> <level label="i"> <text>Curriculum specialists;</text> </level> <level label="ii"> <text>Guidance counselors;</text> </level> <level label="iii"> <text>Librarians;</text> </level> <level label="iv"> <text>Media specialists;</text> </level> <level label="v"> <text>Instructional aides;</text> </level> <level label="vi"> <text>Attendance personnel;</text> </level> <level label="vii"> <text>Health services personnel;</text> </level> <level label="viii"> <text>Psychologists;</text> </level> <level label="ix"> <text>Social workers;</text> </level> <level label="x"> <text>Clerical personnel;</text> </level> <level label="xi"> <text>Community college staff; or</text> </level> <level label="xii"> <text>Any other individual whose job does not require skill in the field of education and who is not responsible for the day–to–day instruction of the same group of students.</text> </level> </level> </level> <level label="b"> <level label="1"> <text>By the beginning of the 2012–2013 academic year, the Department shall develop a uniform data collection method to track the number of students who regularly participate in a classroom teacher’s class.</text> </level> <level label="2"> <text>The uniform data collection method developed under paragraph (1) of this subsection shall reflect the number of students who participate in a classroom teacher’s class as of September 30 of each year.</text> </level> </level> <level label="c"> <text>Beginning with the 2012–2013 academic year, each county board shall:</text> <level label="1"> <text>Implement the uniform data collection method developed under subsection (b) of this section; and</text> </level> <level label="2"> <text>Report the results of the data collection to the Department on or before December 1 of each year.</text> </level> </level> <level label="d"> <text>On or before March 1 each year, the Department shall report to the General Assembly, in accordance with § 2–1257 of the State Government Article, on the data obtained under subsection (c)(2) of this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-120" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <text>In this section, “multiple–birth children” means twins, triplets, quadruplets, quintuplets, or more.</text> </level> <level label="b"> <text>This section applies only to children entering kindergarten through second grade.</text> </level> <level label="c"> <level label="1"> <text>The parent or guardian of multiple–birth children may request that the multiple–birth children or certain groups of the multiple–birth children be placed in the same classroom or separate classrooms if the children are in the same grade level at the same school.</text> </level> <level label="2"> <text>The parent or guardian shall make the request in writing to the school principal within 14 days after:</text> <level label="i"> <text>The first day of school; or</text> </level> <level label="ii"> <text>If the children were enrolled in the school after the school year has commenced, the first day of attendance of the children.</text> </level> </level> </level> <level label="d"> <text>Except as provided in subsection (e) of this section, a school shall provide the classroom placement requested by the parent or guardian under subsection (c) of this section.</text> </level> <level label="e"> <text>At the end of 30 days, if the principal of the school, in consultation with the teacher of each classroom in which the children are placed, determines that the requested classroom placement is disruptive to the school, the principal may determine the appropriate classroom placement for the children.</text> </level> <level label="f"> <text>The school may:</text> <level label="1"> <text>Recommend to a parent or guardian the appropriate classroom placement for the multiple–birth children; or</text> </level> <level label="2"> <text>Provide professional educational advice to assist a parent or guardian regarding classroom placement for the multiple–birth children.</text> </level> </level> <level label="g"> <text>A county board may not adopt a classroom placement policy of automatically separating or placing together multiple–birth children.</text> </level> </section> <section article="ged" article_name="Education" number="7-121" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <level label="i"> <text>“School–sponsored media” means any material that is:</text> <level label="1"> <text>Prepared, written, published, or broadcast by a student journalist at a public school;</text> </level> <level label="2"> <text>Distributed or generally made available to members of the student body; and</text> </level> <level label="3"> <text>Prepared under the direction of a student media advisor.</text> </level> </level> <level label="ii"> <text>“School–sponsored media” does not include material that is intended for distribution or transmission solely in the classroom in which the material is produced.</text> </level> </level> <level label="3"> <text>“Student journalist” means a public school student who gathers, compiles, writes, edits, photographs, records, or prepares information for dissemination in school–sponsored media.</text> </level> <level label="4"> <text>“Student media advisor” means an individual employed, appointed, or designated by a county board or a public school to supervise or provide instruction relating to school–sponsored media.</text> </level> </level> <level label="b"> <level label="1"> <text>Subject to subsection (d) of this section, a student journalist may exercise freedom of speech and freedom of the press in school–sponsored media.</text> </level> <level label="2"> <text>Paragraph (1) of this subsection may not be construed to be limited by the fact that the school–sponsored media is:</text> <level label="i"> <text>Supported financially by the local school system, or by the public school, or by use of facilities owned by the county board; or</text> </level> <level label="ii"> <text>Produced in conjunction with a class in which the student journalist is enrolled.</text> </level> </level> </level> <level label="c"> <level label="1"> <text>Subject to subsection (d) of this section, a student journalist is responsible for determining the news, opinion, feature, and advertising content of school–sponsored media.</text> </level> <level label="2"> <text>Paragraph (1) of this subsection may not be construed to prevent a student media advisor from teaching professional standards of English and journalism to student journalists.</text> </level> </level> <level label="d"> <text>This section may not be construed to authorize or protect content of school–sponsored media by a student journalist that:</text> <level label="1"> <text>Is libelous or slanderous;</text> </level> <level label="2"> <text>Constitutes an unwarranted invasion of privacy;</text> </level> <level label="3"> <text>Violates federal or State law; or</text> </level> <level label="4"> <text>Incites students to create a clear and present danger of the commission of an unlawful act, the violation of county board policies, or the material and substantial disruption of the orderly operation of the public school.</text> </level> </level> <level label="e"> <text>A student media advisor may not use the advisor’s position to influence a student journalist to promote an official position of a county board or a public school.</text> </level> <level label="f"> <level label="1"> <text>Except as provided in paragraph (2) of this subsection, a county board may not exercise prior restraint of any school–sponsored media.</text> </level> <level label="2"> <text>A county board may exercise prior restraint of school–sponsored media described under subsection (d) of this section.</text> </level> </level> <level label="g"> <text>The administration of a public school shall have the burden of proving justification without undue delay before an action is taken under subsection (f)(2) of this section.</text> </level> <level label="h"> <level label="1"> <text>A student journalist may not be disciplined for acting in accordance with subsection (b) or (c) of this section.</text> </level> <level label="2"> <text>A student media advisor may not be dismissed, suspended, disciplined, reassigned, transferred, or otherwise retaliated against for:</text> <level label="i"> <text>Acting to protect a student journalist engaged in conduct under subsection (b) or (c) of this section; or</text> </level> <level label="ii"> <text>Refusing to infringe on conduct that is protected by subsection (b) or (c) of this section, the First Amendment to the United States Constitution, or Article 40 of the Maryland Declaration of Rights.</text> </level> </level> </level> <level label="i"> <level label="1"> <text>Each county board shall adopt a written policy concerning the provisions of this section.</text> </level> <level label="2"> <text>The policy adopted under paragraph (1) of this subsection:</text> <level label="i"> <text>Shall include reasonable provisions for the time, place, and manner of expression by a student journalist in school–sponsored media; and</text> </level> <level label="ii"> <text>Notwithstanding the provisions of subsections (b) and (c) of this section, may include limitations on language that may be defined as profane, vulgar, lewd, or obscene, or language that has the intent to harass, threaten, or intimidate.</text> </level> </level> </level> </section> <section article="ged" article_name="Education" number="7-122" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <text>In this section, “healthy school start time” means a school starting time of no earlier than 8:00 a.m.</text> </level> <level label="b"> <level label="1"> <text>Beginning in the 2017–2018 school year, there is an Orange Ribbon for Healthy School Hours certification in the Department.</text> </level> <level label="2"> <text>The purpose of the Orange Ribbon for Healthy School Hours certification is to recognize a local school system that creates, implements, and enforces school start times that are consistent with the school start times recommended by the Department, the Maryland Department of Health, and the American Academy of Pediatrics.</text> </level> </level> <level label="c"> <level label="1"> <text>A local school system may submit to the Department an application for the Orange Ribbon for Healthy School Hours certification.</text> </level> <level label="2"> <text>The Department shall grant the appropriate Orange Ribbon for Healthy School Hours certification to a local school system that meets the requirements of this section.</text> </level> </level> <level label="d"> <text>To qualify for an Orange Ribbon for Healthy School Hours certification, a local school system:</text> <level label="1"> <text>May not have:</text> <level label="i"> <text>An elementary school in the local school system that requires a student to:</text> <level label="1"> <text>Be in class before 8:00 a.m.; and</text> </level> <level label="2"> <text>Board a school bus before 7:00 a.m.; and</text> </level> </level> <level label="ii"> <text>A middle or high school in the local school system that requires a student to:</text> <level label="1"> <text>Be in class before 8:30 a.m.; and</text> </level> <level label="2"> <text>Board a school bus before 7:30 a.m.; and</text> </level> </level> </level> <level label="2"> <text>Shall:</text> <level label="i"> <text>Conduct at least two targeted and televised public education forums for students, parents, teachers, and school staff on the necessity of healthy school start times, the consequences of chronic sleep deprivation, and the health and safety impact of aligning school start times with adolescent sleep patterns;</text> </level> <level label="ii"> <level label="1"> <text>Inform the following stakeholders of the importance of healthy school start times:</text> </level> <level label="A"> <text>Teachers;</text> </level> <level label="B"> <text>Parents;</text> </level> <level label="C"> <text>Students;</text> </level> <level label="D"> <text>Administrators;</text> </level> <level label="E"> <text>School staff;</text> </level> <level label="F"> <text>Transportation providers;</text> </level> <level label="G"> <text>Athletic directors;</text> </level> <level label="H"> <text>Local business owners;</text> </level> <level label="I"> <text>Coaches;</text> </level> <level label="J"> <text>Child care providers;</text> </level> <level label="K"> <text>Local employers of students;</text> </level> <level label="L"> <text>City or county agencies that provide services or opportunities to students; and</text> </level> <level label="M"> <text>Organizations that use local school systems’ fields and facilities on a regular basis; and</text> </level> <level label="2"> <text>Engage the stakeholders listed in item 1 of this item in conversations to discuss possible contraindications of altering current school start times; and</text> </level> </level> <level label="iii"> <text>Notify the public and stakeholders of any changes to school start times.</text> </level> </level> </level> <level label="e"> <level label="1"> <text>If the Department determines that a local school system does not meet all of the requirements under subsection (d) of this section, the Department may grant a limited certification if the local school system meets the requirements for the limited certification under paragraph (2) or (3) of this subsection.</text> </level> <level label="2"> <text>To qualify for an Orange Ribbon for Healthy School Hours – Commended certification, a local school system shall:</text> <level label="i"> <text>Meet the requirements under paragraph (3) of this subsection;</text> </level> <level label="ii"> <text>Have implemented and maintained a school district–wide school time change that moved the school district schedule closer to the hours set forth in subsection (d) of this section; and</text> </level> <level label="iii"> <text>Provide evidence of progress toward meeting the requirements of subsection (d) of this section.</text> </level> </level> <level label="3"> <text>To qualify for an Orange Ribbon for Healthy School Hours – Honorable Mention certification, a local school system shall:</text> <level label="i"> <text>Have established a school study task force within 2 years after the date of the local school system’s application for initial certification or renewal of a certification to review possible solutions for healthy school start times; and</text> </level> <level label="ii"> <level label="1"> <text>Meet the requirement under subsection (d)(2)(i) of this section; or</text> </level> <level label="2"> <text>Provide evidence of a plan to move the local school system toward meeting all of the requirements of subsection (d) of this section.</text> </level> </level> </level> </level> <level label="f"> <level label="1"> <text>On or before October 1, 2016, the State Board shall establish criteria that a local school system must meet to prove that the local school system is enforcing school start times that are consistent with recommendations from the Department, the Maryland Department of Health, and the American Academy of Pediatrics.</text> </level> <level label="2"> <text>On or before December 1, 2016, the State Board shall provide each local school system with:</text> <level label="i"> <text>Information on methods of efficiently altering current school start times to be consistent with recommendations; and</text> </level> <level label="ii"> <text>The criteria established in paragraph (1) of this subsection.</text> </level> </level> </level> <level label="g"> <text>An Orange Ribbon for Healthy School Hours certification granted under subsection (d) or (e) of this section shall be renewed each year if the local school system presents evidence that the local school system is in compliance with this section.</text> </level> <level label="h"> <text>The Department shall adopt regulations to carry out the requirements of this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-123" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <text>In this section, “eligible organization” means a nonprofit organization that:</text> <level label="1"> <text>Provides youth with an out–of–school time experience that focuses on personal and workforce development; and</text> </level> <level label="2"> <text>Serves public school students as a majority of its participating youth.</text> </level> </level> <level label="b"> <level label="1"> <text>There is a Robotics Grant Program in the State.</text> </level> <level label="2"> <text>The purpose of the Program is to provide grants to public schools and eligible organizations in the State to support existing robotics programs and to increase the number of robotics programs in the State.</text> </level> </level> <level label="c"> <level label="1"> <text>A school or an eligible organization is eligible to receive a grant under this section if the school or eligible organization is proposing a new robotics program or club or has an existing robotics program or club.</text> </level> <level label="2"> <text>An eligible organization is eligible to receive a grant under this section only if the eligible organization is associated with a public school.</text> </level> </level> <level label="d"> <text>The Governor shall include in the State budget an annual appropriation of at least $350,000 to the Program.</text> </level> <level label="e"> <level label="1"> <text>The Department shall implement and administer the Program in accordance with this section.</text> </level> <level label="2"> <text>To the extent practicable, the Department shall award grants to ensure geographic diversity among the grantees.</text> </level> </level> <level label="f"> <text>The Department may adopt regulations to implement the requirements of this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-124" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <level label="1"> <text>There is a Remote Classroom Technology Grant Program in the State.</text> </level> <level label="2"> <text>The purpose of the Program is to provide grants to public schools in the State to purchase technology to allow students with medical conditions to participate in classrooms remotely if in–person attendance is not possible.</text> </level> </level> <level label="b"> <text>The Governor may include in the State budget an annual appropriation to the Program.</text> </level> <level label="c"> <text>The Department shall implement and administer the Program in accordance with this section.</text> </level> <level label="d"> <text>The Department may adopt regulations to implement the requirements of this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-125" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <text>In this section, “unpaid meal debt” means debt owed to a school by a student for school meals or insufficient funds in the student’s meal account.</text> </level> <level label="b"> <text>A public school shall notify a parent or legal guardian of a student when there is a low balance in the student’s meal account and before the student accrues unpaid meal debt.</text> </level> <level label="c"> <text>A public school may not:</text> <level label="1"> <text>Communicate about unpaid meal debt directly with a student or in a manner that humiliates, embarrasses, or stigmatizes the student; or</text> </level> <level label="2"> <text>In response to a student’s unpaid meal debt:</text> <level label="i"> <text>Require the student to wear a wristband, hand stamp, sticker, or other identifying mark;</text> </level> <level label="ii"> <text>Require the student to complete chores or tasks;</text> </level> <level label="iii"> <text>Deny a meal to the student;</text> </level> <level label="iv"> <text>Dispose of a meal after it has been served to the student; or</text> </level> <level label="v"> <text>Restrict a student from access to school records or participation in any school–related extracurricular activity.</text> </level> </level> </level> <level label="d"> <text>A public school may provide an alternative meal instead of a standard meal if the meal:</text> <level label="1"> <text>Meets the nutritional standards of the U.S. Department of Agriculture; and</text> </level> <level label="2"> <text>Is available to all students in the school, regardless of unpaid meal debt.</text> </level> </level> <level label="e"> <level label="1"> <text>A public school shall ensure that a parent or legal guardian of each student is notified about the application process and eligibility requirements for the school’s free or reduced price meal programs by providing:</text> <level label="i"> <text>Assistance in understanding the application process and eligibility requirements; and</text> </level> <level label="ii"> <text>Printed applications in multiple languages.</text> </level> </level> <level label="2"> <text>A public school shall allow a student to apply for the school’s free or reduced price meal programs at any time during the year.</text> </level> <level label="3"> <text>If a student who qualifies for a free or reduced price meal program transfers to another school within the same jurisdiction, the new school shall enroll the student in the corresponding free or reduced price meal program.</text> </level> </level> <level label="f"> <text>Each county board shall:</text> <level label="1"> <text>Determine whether each public school in its jurisdiction is in compliance with the policies and standards of the U.S. Department of Agriculture regarding communications about meal charge policies; and</text> </level> <level label="2"> <text>Report to the Department its findings each year.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-126" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <text>All public schools in the State are encouraged to develop introductory career and technical education courses with the goal of making career and technical education a part of all elementary, middle school, and high school curricula.</text> </section> <section article="ged" article_name="Education" number="7-127" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“CTE Committee” means the Career and Technical Education Committee established under § 21–207 of this article.</text> </level> <level label="3"> <text>“Local career counseling agreement” means a memorandum of understanding between a county board, a local workforce development board, a community college, and, if appropriate, an American Job Center to provide career counseling services.</text> </level> <level label="4"> <text>“Program” means the Career Counseling Program for Middle and High School Students.</text> </level> </level> <level label="b"> <level label="1"> <text>There is a Career Counseling Program for Middle and High School Students.</text> </level> <level label="2"> <text>The purpose of the Program is to provide each middle school and high school student in the county with individualized career counseling services.</text> </level> </level> <level label="c"> <level label="1"> <text>Each county board shall enter into a local career counseling agreement with the local workforce development board, the community college that serves the county, and, if appropriate, an American Job Center.</text> </level> <level label="2"> <text>Counseling provided under the local career counseling agreement shall help each student choose one or more post–college and career readiness pathways under § 7–205.1 of this title.</text> </level> </level> <level label="d"> <text>Funding received by the county board for career counseling under Subtitle 2 of this title shall be spent in accordance with the agreement.</text> </level> <level label="e"> <text>The CTE Committee shall conduct an evaluation of each local career counseling agreement for best practices and disseminate its findings to all county boards, local workforce development boards, community colleges, and if appropriate, American Job Centers in the State.</text> </level> </section> <section article="ged" article_name="Education" number="7-128" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <text>In this section, “next most rigorous subject matter course” includes an honor course, an Advanced Placement course offered by the College Board, an International Baccalaureate course, and a gifted and talented course.</text> </level> <level label="b"> <text>Each middle and high school shall, after a student has demonstrated readiness in a subject matter, encourage enrollment in the next most rigorous subject matter course available in the school, and, to the extent practicable, enroll the student in the next most rigorous subject matter course.</text> </level> <level label="c"> <text>Each middle and high school shall seek to enroll each student in the next most rigorous subject matter course in accordance with subsection (b) of this section without regard to the student’s race, ethnicity, sex, sexual orientation, gender identity, religious beliefs, address, disability status, socioeconomic status, or the language spoken in the student’s home.</text> </level> </section> <section article="ged" article_name="Education" number="7-129" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Military–connected student” means a student who is a dependent of:</text> <level label="i"> <text>A service member; or</text> </level> <level label="ii"> <text>A service member who was killed in the line of duty.</text> </level> </level> <level label="3"> <text>“Program” means the Purple Star Schools Program.</text> </level> </level> <level label="b"> <level label="1"> <text>There is a Purple Star Schools Program.</text> </level> <level label="2"> <text>The purpose of the Program is to recognize public schools that provide strong services and support for military–connected students and their families when, as a result of official orders, a military–connected student transfers schools.</text> </level> </level> <level label="c"> <level label="1"> <text>The Department shall administer the Program.</text> </level> <level label="2"> <text>Subject to subsection (d) of this section, the Department shall designate a public school as a Purple Star School if the school applies and meets the criteria adopted by the Department for a Purple Star School.</text> </level> </level> <level label="d"> <text>At a minimum, the Department’s criteria for a Purple Star School shall require a public school to:</text> <level label="1"> <text>Designate a staff member as a uniformed services liaison, whose duties shall include:</text> <level label="i"> <text>Identifying military–connected students who are newly enrolled or soon to be enrolled at the school;</text> </level> <level label="ii"> <text>Serving as the point of contact between the school and newly enrolled or soon to be enrolled military–connected students and their families;</text> </level> <level label="iii"> <text>Determining appropriate school services available to newly enrolled or soon to be enrolled military–connected students;</text> </level> <level label="iv"> <text>Assisting in coordinating school programs for newly enrolled or soon to be enrolled military–connected students; and</text> </level> <level label="v"> <text>Generally aiding with a military–connected student’s transition to a new school;</text> </level> </level> <level label="2"> <text>Establish on the school’s website an easily accessible webpage that includes resources for military–connected students and their families, including information regarding:</text> <level label="i"> <text>Relocation to, enrollment at, registration at, and transferring records to the school;</text> </level> <level label="ii"> <text>Academic planning, course sequences, and advanced classes available at the school; and</text> </level> <level label="iii"> <text>Counseling and other support services available for military–connected students transitioning into the school;</text> </level> </level> <level label="3"> <text>Maintain a transition program led by students, if appropriate, that assists military–connected students enrolled at the school; and</text> </level> <level label="4"> <text>Offer professional development for staff members on issues related to military–connected students transferring to new schools.</text> </level> </level> <level label="e"> <text>A public school may partner with the county board to fulfill the Department’s criteria to qualify as a Purple Star School.</text> </level> <level label="f"> <text>The Department shall adopt regulations to carry out this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-130" effective_note="EFFECTIVE UNTIL JUNE 30, 2027 PER CHAPTER 205 OF 2022" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <text>In this section, “Program” means the Grant Program to Reduce and Compost School Waste.</text> </level> <level label="b"> <text>There is a Grant Program to Reduce and Compost School Waste within the Department.</text> </level> <level label="c"> <level label="1"> <text>The purpose of the Program is to award grants to county boards and public schools to develop and implement programs for reducing food waste and to establish composting of pre– and post–consumer waste.</text> </level> <level label="2"> <text>A county board or a public school may apply for a grant under this section.</text> </level> </level> <level label="d"> <level label="1"> <text>Except as provided in paragraph (2) of this subsection, the Department shall administer the Program.</text> </level> <level label="2"> <level label="i"> <text>The Maryland Association for Environmental and Outdoor Education shall review grant applications and select grant awardees under the Program.</text> </level> <level label="ii"> <text>The Department shall award grants to the applicants selected by the Maryland Association for Environmental and Outdoor Education.</text> </level> </level> </level> <level label="e"> <text>A project is eligible for a grant if it is submitted by a county board or public school and will:</text> <level label="1"> <text>Educate students, staff, and parents on the connection between food waste, climate, environment, and hunger;</text> </level> <level label="2"> <text>Support school infrastructure to measure food waste and reduction of food waste;</text> </level> <level label="3"> <text>Train and educate students and staff on the implementation of food waste reduction and composting; and</text> </level> <level label="4"> <text>Include at least one of the following activities:</text> <level label="i"> <text>Planning to transition the school to an offer versus serve model in cafeterias, which allows students to decline foods offered rather than serving food a student will not eat, in compliance with federal law, and trains students and staff on the model;</text> </level> <level label="ii"> <text>Developing processes for surplus food to be served during after school activities or the following day, or to be taken home to student families;</text> </level> <level label="iii"> <text>Contracting with a commercial composter or municipal or county agency to recycle in–school organic waste;</text> </level> <level label="iv"> <text>Establishing on–site composting bins;</text> </level> <level label="v"> <text>Replacing single–serve milk cartons with bulk milk dispensers;</text> </level> <level label="vi"> <text>Establishing share tables based on guidance from the U.S. Department of Agriculture, Food and Nutrition Service document number SP41 CACFP13 SFSP15–2016;</text> </level> <level label="vii"> <text>Packaging and distributing surplus food to local food rescue organizations to support local communities; or</text> </level> <level label="viii"> <text>Establishing any other program or activity that prevents and reduces food waste in a public school.</text> </level> </level> </level> <level label="f"> <text>To carry out the purpose of the Program, grant awards shall be prioritized to the following programs or schools:</text> <level label="1"> <text>Programs that will be led by students;</text> </level> <level label="2"> <text>Schools with high numbers of students who receive free and reduced price meals;</text> </level> <level label="3"> <text>Programs that will contract with a small and minority– or veteran–owned business; and</text> </level> <level label="4"> <text>Programs that will contract with businesses that pay employees a living wage, as defined in § 18–101 of the State Finance and Procurement Article.</text> </level> </level> <level label="g"> <text>A county board or public school that receives a grant through the Program annually shall report to the Department on program outcomes, including:</text> <level label="1"> <text>The amount of food waste prevented, diverted, and composted; and</text> </level> <level label="2"> <text>Improvement in education of students and staff on environmental best practices related to food waste management.</text> </level> </level> <level label="h"> <text>The Department shall coordinate with the Department of the Environment to identify and apply for federal funding that may be used to support the Program.</text> </level> <level label="i"> <text>On or before December 1, 2023, and each December 1 thereafter, the Department shall report to the General Assembly, in accordance with § 2–1257 of the State Government Article, on the Program.</text> </level> <level label="j"> <text>The Department may adopt regulations necessary to implement this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-131" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <text>In this section, “student athlete” means a student enrolled in a high school who participates in a high school athletic program that is a member of the Maryland Public Secondary Schools Athletic Association.</text> </level> <level label="b"> <level label="1"> <text>A county board and the Maryland Public Secondary Schools Athletic Association shall allow a student athlete to modify the athletic or team uniform of the student athlete in a manner that makes the student athlete’s attire more modest to conform to:</text> <level label="i"> <text>The requirements or preferences of the student athlete’s religion or culture; or</text> </level> <level label="ii"> <text>The student athlete’s own preferences for modesty.</text> </level> </level> <level label="2"> <text>A student athlete may not be required to receive approval from a coach, a teacher, a school administrator, or the county board before making the uniform modification.</text> </level> </level> <level label="c"> <level label="1"> <text>A modification to an athletic or team uniform may include the wearing of:</text> <level label="i"> <text>A head covering worn for religious reasons, including a Muslim hijab, Jewish kippah, or Sikh dastar;</text> </level> <level label="ii"> <text>An undershirt; or</text> </level> <level label="iii"> <text>Leggings.</text> </level> </level> <level label="2"> <text>A modification to an athletic or team uniform may not:</text> <level label="i"> <text>Interfere with the movement of the student athlete; or</text> </level> <level label="ii"> <text>Pose a safety hazard to the student athlete, other student athletes, or others.</text> </level> </level> <level label="3"> <text>A student athlete may modify the uniform headgear if the modified headgear:</text> <level label="i"> <text>Is black, white, the predominant color of the uniform, or the same color as that worn by all players on the team;</text> </level> <level label="ii"> <text>Does not cover any part of the face, unless required for the safety of the wearer;</text> </level> <level label="iii"> <text>Is not dangerous to the student athlete, other student athletes, or others;</text> </level> <level label="iv"> <text>Does not have opening or closing elements around the face or neck; and</text> </level> <level label="v"> <text>Does not have parts protruding from its surface.</text> </level> </level> </level> <level label="d"> <level label="1"> <text>A student athlete is responsible for all costs associated with the modification of the student athlete’s athletic or team uniform under this section.</text> </level> <level label="2"> <text>This subsection may not be construed to prohibit a public school from providing the uniform modification to the student.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-132" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Career” means an occupation that provides opportunities for upward mobility and professional progress.</text> </level> <level label="3"> <text>“Eligible county” means:</text> <level label="i"> <text>Baltimore City;</text> </level> <level label="ii"> <text>Baltimore County; or</text> </level> <level label="iii"> <text>Prince George’s County.</text> </level> </level> <level label="4"> <text>“Eligible local school system” means:</text> <level label="i"> <text>The Baltimore City public school system;</text> </level> <level label="ii"> <text>The Baltimore County public school system; or</text> </level> <level label="iii"> <text>The Prince George’s County public school system.</text> </level> </level> <level label="5"> <text>“Pilot Program” means the Pilot Program for Human Services Careers established under § 2–303 of the Human Services Article.</text> </level> <level label="6"> <text>“Scholarship” means the Pilot Program for Human Services Careers Scholarship established under § 18–3902 of this article.</text> </level> <level label="7"> <text>“Targeted positions” means the following positions in the Department of Human Services in an eligible county:</text> <level label="i"> <text>Child Support Specialist Series;</text> </level> <level label="ii"> <text>Family Investment Specialist Series;</text> </level> <level label="iii"> <text>Family Support Worker Series;</text> </level> <level label="iv"> <text>Family SVS Caseworker Series; and</text> </level> <level label="v"> <text>Social Worker Series.</text> </level> </level> </level> <level label="b"> <level label="1"> <text>Under the Pilot Program, eligible local school systems and the Department of Human Services shall collaborate to assist students in establishing careers in targeted positions in the Department of Human Services.</text> </level> <level label="2"> <text>Each eligible local school system shall enter into a memorandum of understanding with the Department of Human Services for the Pilot Program that shall include:</text> <level label="i"> <text>Clear goals for the Pilot Program and actionable items to meet those goals, including identifying specific schools or numbers of students to participate in the Pilot Program; and</text> </level> <level label="ii"> <text>A commitment to publicize the Pilot Program, including the availability of:</text> <level label="1"> <text>Stipends for students hired to work in targeted positions in the Department of Human Services after graduation from a high school in an eligible local school system; and</text> </level> <level label="2"> <text>The Scholarship.</text> </level> </level> </level> </level> <level label="c"> <text>Each eligible local school system shall:</text> <level label="1"> <text>Identify students who may be interested in working for the State after graduating from high school;</text> </level> <level label="2"> <text>Publicize the Pilot Program, including emphasizing the career opportunities and benefits;</text> </level> <level label="3"> <text>Work with the Department of Human Services to develop internship opportunities at the Department of Human Services and provide course credit to students participating in the internships;</text> </level> <level label="4"> <text>Schedule at least one career day each semester for representatives of the Department of Human Services to present to students in the school system information about career opportunities in targeted positions in the Department of Human Services and the necessary qualifications;</text> </level> <level label="5"> <text>Work with the Department of Human Services to identify the knowledge and skills necessary for targeted positions in the Department of Human Services and incorporate teaching the knowledge and skills into the curriculum of a required course; and</text> </level> <level label="6"> <text>Include the discussion of career opportunities at the Department of Human Services as part of the individualized career counseling services in the Career Counseling Program for Middle and High School Students established under § 7–127 of this subtitle.</text> </level> </level> <level label="d"> <text>The Department of Human Services shall assist an eligible local school system with the requirements of subsection (c) of this section.</text> </level> <level label="e"> <text>If a student is hired to work in a targeted position in the Department of Human Services after graduation from a high school in an eligible local school system, the Department of Human Services shall award a one–time stipend of $500 to the employee.</text> </level> </section> <section article="ged" article_name="Education" number="7-133" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <text>Each public school shall provide information to students, faculty, staff, and parents regarding:</text> <level label="1"> <text>Who serves as the Title IX coordinator for the school;</text> </level> <level label="2"> <text>The process in place for filing a sexual misconduct complaint; and</text> </level> <level label="3"> <text>The support measures that are in place for an individual who files a sexual misconduct complaint and how to access the support measures.</text> </level> </section> <section article="ged" article_name="Education" number="7-134" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <text>In this section:</text> <level label="1"> <text>“Museum of cultural import” means a museum that provides historic and sociological learning opportunities on the history and culture of an oppressed and historically underrepresented community, leaving attendees with a deeper understanding of the community and all people’s shared humanity; and</text> </level> <level label="2"> <text>“Museum of cultural import” includes:</text> <level label="i"> <text>The United States Holocaust Memorial Museum;</text> </level> <level label="ii"> <text>The National Museum of African American History and Culture;</text> </level> <level label="iii"> <text>The Jewish Museum of Maryland; and</text> </level> <level label="iv"> <text>The Reginald F. Lewis Museum of Maryland African American History and Culture.</text> </level> </level> </level> <level label="b"> <text>The Governor shall include in the annual budget bill an appropriation of $500,000 for the Department to provide grants to local school systems for any related expenses for student field trips to museums of cultural import.</text> </level> </section> <section article="ged" article_name="Education" number="7-135" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Open–source” means material with either freely obtainable source code, a license for modification, or permission for free distribution.</text> </level> <level label="3"> <text>“Open–source phonics organization” means any nonprofit organization, institution of higher education, or public library that produces or distributes free, open–source phonics materials in the State.</text> </level> <level label="4"> <text>“Phonics” has the meaning stated in § 4–136 of this article.</text> </level> <level label="5"> <text>“Program” means the Open–Source Phonics Matching Grant Program.</text> </level> </level> <level label="b"> <text>There is an Open–Source Phonics Matching Grant Program in the Department.</text> </level> <level label="c"> <text>The purpose of the Program is to provide matching funds to open–source phonics organizations to provide free, open–source phonics learning materials to be used by adults to tutor students in the State.</text> </level> <level label="d"> <text>The Department shall administer the Program.</text> </level> <level label="e"> <level label="1"> <text>An open–source phonics organization may submit an application for a grant on the form that the Department requires.</text> </level> <level label="2"> <text>An application for a grant shall include a plan to ensure that the open–source phonics organization is able to provide free, open–source phonics learning materials that:</text> <level label="i"> <text>Are consistent with best practices in literacy education, including the science of reading; and</text> </level> <level label="ii"> <text>Enable adults to tutor students in the State.</text> </level> </level> <level label="3"> <text>The Department shall disburse grants to open–source phonics organizations.</text> </level> </level> <level label="f"> <text>Periodically, the Department shall review the open–source phonics learning materials provided under this section to ensure the materials are consistent with best practices in literacy education, including the science of reading.</text> </level> <level label="g"> <text>The Department shall:</text> <level label="1"> <text>On or before December 1, 2025, and every other year thereafter, report to the General Assembly on the effectiveness of the Program in accordance with § 2–1257 of the State Government Article; and</text> </level> <level label="2"> <text>Collect statistics and other information necessary for this purpose.</text> </level> </level> <level label="h"> <text>For each fiscal year, the Governor shall include in the annual budget bill an appropriation of $150,000 to the Program.</text> </level> </section> <section article="ged" article_name="Education" number="7-136" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <text>In this section, “Program” means the Holocaust Education Assistance Grant Program.</text> </level> <level label="b"> <level label="1"> <text>There is a Holocaust Education Assistance Grant Program in the State.</text> </level> <level label="2"> <text>The purpose of the Program is to assist local school systems with Holocaust education in public schools.</text> </level> </level> <level label="c"> <text>A local school system may apply to the Department for a grant from the Program.</text> </level> <level label="d"> <text>A local school system may use a grant only for Holocaust–related:</text> <level label="1"> <text>Teacher training; or</text> </level> <level label="2"> <text>Teaching materials.</text> </level> </level> <level label="e"> <text>The Governor shall include in the annual budget bill an appropriation of $50,000 for the Program.</text> </level> </section> <section article="ged" article_name="Education" number="7-137" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <level label="1"> <text>The Department shall establish a program, when funding is available, to engage in procurement of local food for local school systems.</text> </level> <level label="2"> <text>The program shall procure products that are:</text> <level label="i"> <text>Foods grown at a certified local farm, as defined in § 14–701 of the State Finance and Procurement Article;</text> </level> <level label="ii"> <text>Certified Chesapeake invasive species provided by a certified Chesapeake invasive species provider, as defined in § 14–701 of the State Finance and Procurement Article; and</text> </level> <level label="iii"> <text>Foods grown within a 250–mile radius from an elementary or secondary school in the State.</text> </level> </level> <level label="3"> <text>The program shall give preference to providers qualifying under paragraph (2)(i) and (ii) of this subsection.</text> </level> </level> <level label="b"> <text>The Department shall coordinate with the Department of Agriculture, the Department of General Services, and any other relevant unit of State government to establish the program, including a centralized platform to encourage the participation of farmers and distributors in procurement opportunities in accordance with subsection (a) of this section.</text> </level> <level label="c"> <text>Subject to § 2–1257 of the State Government Article, the Department shall report to the General Assembly on or before December 1 each year on the total number and dollar value of procurement contracts for local food at local schools, including the number of these contracts that are with certified local farms or certified Chesapeake invasive species providers.</text> </level> </section> <section article="ged" article_name="Education" number="7-138" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Academic school day” means any structured or unstructured learning experience that occurs from when the first bell rings at the start of the school day until the dismissal bell rings at the end of the school day, including instructional periods, lunch, recess, passing periods, and transitional periods.</text> </level> <level label="3"> <level label="i"> <text>“Electronic communication device” means any portable electronic device carried or transported by a student to receive, send, or record voice, image, or text content, including cell phones, tablets, laptops, smart watches, wireless earbuds or headphones, geolocation devices, and any other device with communication functions.</text> </level> <level label="ii"> <text>“Electronic communication device” does not include an electronic communication device provided by a county board for instructional purposes.</text> </level> </level> <level label="4"> <text>“Social media platform” means an Internet–based application, website, or digital service that enables users to create, share, or view content or to interact with other users through profiles, accounts, feeds, messaging, comments, reactions, or similar social features, and that is primarily designed to facilitate social interaction, user–generated content, or content distribution to a broad or semi–public audience.</text> </level> <level label="5"> <text>“Store” means to secure in a manner determined by the county board.</text> </level> </level> <level label="b"> <text>This section does not apply to the Maryland School for the Blind or the Maryland School for the Deaf.</text> </level> <level label="c"> <text>Not later than the 2027–2028 school year, each county board shall develop and implement a policy to prohibit the use of electronic communication devices by students during the academic school day.</text> </level> <level label="d"> <text>Except as provided in subsection (e) of this section, the policy developed under this section shall:</text> <level label="1"> <text>Prohibit a student from using an electronic communication device during the academic school day;</text> </level> <level label="2"> <text>Require a student to store the student’s electronic communication device during the academic school day;</text> </level> <level label="3"> <text>Prohibit a student from accessing or using a social media platform during the academic school day; and</text> </level> <level label="4"> <text>Require administrator approval for the use of a personal electronic communication device for educational purposes when a school–issued electronic communication device is unavailable.</text> </level> </level> <level label="e"> <text>The policy developed under this section may not prohibit a student from using an electronic communication device:</text> <level label="1"> <text>For a student with a disability, for reasonable accommodations related to a disability, including for any purpose in the student’s individualized education program or 504 plan;</text> </level> <level label="2"> <text>To monitor or address a student’s documented health issue;</text> </level> <level label="3"> <text>To access language translation tools to ensure educational equity for multilingual students when school–issued electronic communication devices are not available or sufficient for this purpose; or</text> </level> <level label="4"> <text>For the purpose of meeting caregiving responsibilities, as approved by a principal.</text> </level> </level> <level label="f"> <text>Each county board shall:</text> <level label="1"> <text>Engage parents, students, educators, and community stakeholders in the development and revision of the policy, including determining enforcement of the policy; and</text> </level> <level label="2"> <text>Publish and make the policy available in multiple languages in student handbooks, on the school’s and county board’s websites, and at school events.</text> </level> </level> <level label="g"> <level label="1"> <text>A policy developed under this section shall include appropriate disciplinary measures for violations of the policy.</text> </level> <level label="2"> <text>The disciplinary measures adopted under paragraph (1) of this subsection shall be tiered disciplinary measures enforced by an administrator.</text> </level> <level label="3"> <text>A disciplinary measure adopted under paragraph (1) of this subsection may not include suspension or expulsion solely for a violation of the policy.</text> </level> </level> <level label="h"> <text>On or before September 1, 2027, each county board shall submit to the Department a copy of the electronic communication device policy in the local school system implemented under this section, including:</text> <level label="1"> <text>A description of the policy’s:</text> <level label="i"> <text>Storage and security requirements and any related grade–level differentiations established in the policy;</text> </level> <level label="ii"> <text>Discipline measures and any related grade–level differentiations established in the policy;</text> </level> <level label="iii"> <text>Instructional use protocols; and</text> </level> <level label="iv"> <text>Emergency communication plans; and</text> </level> </level> <level label="2"> <text>Documentation of stakeholder engagement in the development of the policy.</text> </level> </level> <level label="i"> <text>On or before December 1, 2028, the Department shall publish on the Department’s website a report that compiles the electronic communication device policies of each county board submitted to the Department under subsection (h) of this section.</text> </level> <level label="j"> <level label="1"> <text>Each county board shall send to the Department an updated copy of the electronic communication device policy developed and implemented under this section.</text> </level> <level label="2"> <text>The Department shall publish on its website a copy of each county board’s electronic communication device policy submitted under paragraph (1) of this subsection.</text> </level> </level> <level label="k"> <level label="1"> <text>On or before July 30, 2028, and each July 30 until July 30, 2033, each county board shall submit a report to the Department on the impacts of the implementation of the electronic communication device policy, including:</text> <level label="i"> <text>Compliance and enforcement data, including related disciplinary referrals disaggregated by student demographic subgroups; and</text> </level> <level label="ii"> <text>Equity and accommodation data, including the number and types of exemptions to the policy granted by schools in the county.</text> </level> </level> <level label="2"> <text>The Department, in consultation with local school systems, shall determine the best method to submit the information required under paragraph (1) of this subsection to the Department, including within existing reporting requirements.</text> </level> </level> <level label="l"> <text>The Department shall adopt regulations to implement the requirements of this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-139" title_number="7" title_name="Public Schools" subtitle_number="1" subtitle_name="General Provisions"> <level label="a"> <text>In this section, “Program” means the Maryland Civic Excellence Program.</text> </level> <level label="b"> <text>There is a Maryland Civic Excellence Program that recognizes the civic readiness and civic engagement of public high school students in the State.</text> </level> <level label="c"> <level label="1"> <text>Not later than the 2027–2028 school year, the State Board, in consultation with experts and stakeholders, shall adopt regulations to establish the criteria and requirements for awarding a seal of civic excellence to a qualified student who attends a public high school in a participating local school system.</text> </level> <level label="2"> <text>The criteria established by the State Board shall include a requirement that, in order to receive a seal of civic excellence, a student must complete a capstone project through an extracurricular activity that is focused on civic service in State, county, or local government.</text> </level> </level> <level label="d"> <level label="1"> <text>A local school system may choose to participate in the Program.</text> </level> <level label="2"> <text>A public high school in a participating local school system may not opt out of participating in the Program.</text> </level> <level label="3"> <text>If a local school system chooses to participate in the Program, a public high school shall implement the Program, in accordance with the regulations adopted by the State Board, by incorporating a civic service capstone project into an extracurricular activity at the school that:</text> <level label="i"> <text>Is an existing extracurricular activity at the time the local school system chooses to participate in the Program; or</text> </level> <level label="ii"> <text>Is a new extracurricular activity that is supervised by a paid staff member.</text> </level> </level> </level> <level label="e"> <text>A participating local school system that determines a public high school student has fulfilled the criteria established in regulations adopted in accordance with subsection (c) of this section shall:</text> <level label="1"> <text>Award the student a Seal of Civic Excellence; and</text> </level> <level label="2"> <text>Recognize the award by awarding a cord or medal or by attaching other insignia on the student’s high school diploma.</text> </level> </level> <level label="f"> <text>A participating local school system may collaborate with nonprofit organizations, civic organizations, or institutions of higher education to support the implementation of the Program.</text> </level> <level label="g"> <text>On or before July 1, 2028, and each July 1 thereafter, each participating local school system shall submit to the Department a report on the Program based on the most recently completed school year.</text> </level> </section> <section article="ged" article_name="Education" number="7-1A-01" title_number="7" title_name="Public Schools" subtitle_number="1A" subtitle_name="Publicly Funded Full-Day Prekindergarten Programs"> <level label="a"> <text>In this subtitle the following words have the meanings indicated.</text> </level> <level label="b"> <text>“Cost of quality” means the per–pupil amount provided under § 5–229 of this article.</text> </level> <level label="c"> <text>“Early childhood educator career ladder” means the career ladder for private provider prekindergarten educators established by the Department under § 7–1A–08 of this subtitle.</text> </level> <level label="d"> <text>“Eligible prekindergarten provider” includes an:</text> <level label="1"> <text>Eligible public provider; and</text> </level> <level label="2"> <text>Eligible private provider.</text> </level> </level> <level label="e"> <level label="1"> <text>“Eligible private provider” means a community–based early learning program that:</text> <level label="i"> <text>Is licensed in the State;</text> </level> <level label="ii"> <text>Does not charge more tuition for full–day prekindergarten than the cost of quality; and</text> </level> <level label="iii"> <text>Meets the requirements under § 7–1A–04 of this subtitle.</text> </level> </level> <level label="2"> <text>“Eligible private provider” includes the Ulysses Currie Head Start Program under § 5–231 of this article.</text> </level> </level> <level label="f"> <text>“Eligible public provider” means an early learning program that:</text> <level label="1"> <text>Is provided by a county board at a public school; and</text> </level> <level label="2"> <text>Meets the requirements under § 7–1A–04 of this subtitle.</text> </level> </level> <level label="g"> <text>“Full–day prekindergarten” means an early learning program with a six and one–half hour school day.</text> </level> <level label="h"> <text>“Prekindergarten program” means an early learning program at an eligible prekindergarten provider.</text> </level> <level label="i"> <text>“Prekindergarten provider hub” means a coordinated partnership between eligible prekindergarten providers and other entities established by the Department under § 7–1A–09 of this subtitle.</text> </level> <level label="j"> <text>“Prekindergarten slot” means the available space for a child to attend a prekindergarten program.</text> </level> <level label="k"> <text>“Tier I child” means a child:</text> <level label="1"> <text>Who is 3 or 4 years old;</text> </level> <level label="2"> <level label="i"> <text>Whose family income is less than or equal to 300% of the federal poverty level; or</text> </level> <level label="ii"> <text>Who is a homeless youth; and</text> </level> </level> <level label="3"> <text>Whose family chooses to enroll the child in full–day prekindergarten.</text> </level> </level> <level label="l"> <text>“Tier II child” means a child:</text> <level label="1"> <text>Who is 4 years old;</text> </level> <level label="2"> <level label="i"> <text>In fiscal year 2026, whose family income is more than 300% but not more than 360% of the federal poverty level;</text> </level> <level label="ii"> <text>In fiscal year 2027, whose family income is more than 300% but not more than 450% of the federal poverty level; and</text> </level> <level label="iii"> <text>In fiscal year 2028 and in each fiscal year thereafter, whose family income is more than 300% but not more than 600% of the federal poverty level; and</text> </level> </level> <level label="3"> <text>Whose family chooses to enroll the child in full–day prekindergarten.</text> </level> </level> <level label="m"> <text>“Tier III child” means a child:</text> <level label="1"> <text>Who is 4 years old;</text> </level> <level label="2"> <text>Whose family income is more than 600% of the federal poverty level; and</text> </level> <level label="3"> <text>Whose family chooses to enroll the child in full–day prekindergarten.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-1A-02" title_number="7" title_name="Public Schools" subtitle_number="1A" subtitle_name="Publicly Funded Full-Day Prekindergarten Programs"> <level label="a"> <level label="1"> <text>A local department of social services or a local health department shall provide a parent or guardian with oral and written notice that their child may be eligible for publicly funded prekindergarten programs if the parent or guardian:</text> <level label="i"> <text>Applied for economic services with the local department of social services or the local health department; and</text> </level> <level label="ii"> <text>Has a child who will be 3 or 4 years old by September 1 of the next academic year.</text> </level> </level> <level label="2"> <text>The notice required under paragraph (1) of this subsection shall include:</text> <level label="i"> <text>Contact information for the enrollment office of the local school system and the Division of Early Childhood Development in the Department; and</text> </level> <level label="ii"> <text>Information on the existence of the child care scholarship for before and after full–day prekindergarten programming and the possibility of eligibility for State aid.</text> </level> </level> <level label="3"> <level label="i"> <text>On or before April 1 of each year, each local department of social services shall report to the Department of Human Services and each local health department shall report to the Maryland Department of Health on the number of parents who were given a notification before September 1 of the current school year and subsequently enrolled their child in a publicly funded prekindergarten program in the current school year.</text> </level> <level label="ii"> <text>On or before May 1 each year, the Maryland Department of Health, in collaboration with the Department of Human Services, shall compile the information reported under subparagraph (i) of this paragraph and submit a summary report to the General Assembly, in accordance with § 2–1257 of the State Government Article.</text> </level> </level> </level> <level label="b"> <text>Each local department of social services or a local health department shall provide to each local school system the name and contact information for each parent or guardian provided notice under subsection (a) of this section.</text> </level> <level label="c"> <text>The requirements set forth in § 7–101(b) of this title regarding the domicile of a child and the residency of the child’s parent or guardian shall apply to prekindergarten programs established by county boards as required by this subtitle.</text> </level> </section> <section article="ged" article_name="Education" number="7-1A-03" title_number="7" title_name="Public Schools" subtitle_number="1A" subtitle_name="Publicly Funded Full-Day Prekindergarten Programs"> <level label="a"> <text>Except as provided under subsection (b) of this section, a county board shall ensure that:</text> <level label="1"> <text>Beginning in the 2024–2025 school year, prekindergarten slots provided by eligible private providers shall account for at least 10% of the total prekindergarten slots provided by eligible prekindergarten providers in each county;</text> </level> <level label="2"> <text>The proportion of eligible private provider prekindergarten slots in each county increases by 10 percentage points every school year, until, in the 2028–2029 school year, eligible private provider prekindergarten slots account for at least 50% of eligible prekindergarten provider prekindergarten slots in each county; and</text> </level> <level label="3"> <text>In each year after the 2028–2029 school year, the proportion of eligible private provider prekindergarten slots in each county shall continue to constitute at least 50% of eligible prekindergarten provider prekindergarten slots in each county.</text> </level> </level> <level label="b"> <level label="1"> <text>The Department shall issue a waiver from the requirements of this section to a county board if:</text> <level label="i"> <level label="1"> <text>All families in the county who desire to enroll their eligible children with eligible prekindergarten providers are able to do so; or</text> </level> <level label="2"> <text>After reasonable cross–jurisdictional or regional efforts, there are too few eligible private providers to meet the minimum requirements of this section; and</text> </level> </level> <level label="ii"> <text>The county board demonstrates to the Department that it has made a good faith effort to fully embrace the mixed delivery system, including by adopting a memorandum of understanding in accordance with § 7–1A–05 of this subtitle.</text> </level> </level> <level label="2"> <text>The Department may exclude by annual waiver Tier I children who are 3 years old in a county from the calculation under subsection (a) of this section until the 2031–2032 school year.</text> </level> <level label="3"> <text>The Department may exclude by annual waiver Tier I children who are 4 years old in a county from the calculation under subsection (a) of this section until the 2028–2029 school year.</text> </level> <level label="4"> <text>The Department shall establish waiver application procedures to carry out the provisions of this subsection.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-1A-04" title_number="7" title_name="Public Schools" subtitle_number="1A" subtitle_name="Publicly Funded Full-Day Prekindergarten Programs"> <level label="a"> <level label="1"> <text>Except as provided in paragraphs (2) and (3) of this subsection, all eligible prekindergarten providers shall include structural elements that are evidence–based and nationally recognized as important for ensuring program quality, including:</text> <level label="i"> <text>High staff qualifications, including:</text> <level label="1"> <text>Beginning in the 2027–2028 school year, eligible public provider teachers who, at a minimum, hold:</text> </level> <level label="A"> <text>State certification for teaching in early childhood education; or</text> </level> <level label="B"> <text>A bachelor’s degree in any field and are pursuing residency through the Maryland Approved Alternative Preparation Program, which includes early childhood coursework, clinical practice, and evidence of pedagogical content knowledge;</text> </level> <level label="2"> <text>Beginning in the 2027–2028 school year, eligible public provider teaching assistants who have at least:</text> </level> <level label="A"> <text>A Child Development Associate (CDA) certificate;</text> </level> <level label="B"> <text>An associate’s degree; or</text> </level> <level label="C"> <text>On July 1, 2024, documented experience of actively serving as a teaching assistant in a publicly funded prekindergarten classroom for a minimum of 5 years for at least 20 hours per week and 180 days per year; and</text> </level> <level label="3"> <text>Beginning in the 2025–2026 school year, eligible private provider educators who meet the requirements of the early childhood educator career ladder;</text> </level> </level> <level label="ii"> <text>Professional development for all staff;</text> </level> <level label="iii"> <text>A student–to–classroom personnel ratio of no more than 10 to 1 in each class;</text> </level> <level label="iv"> <text>Class sizes of no more than 20 students per classroom;</text> </level> <level label="v"> <text>A full–day prekindergarten program;</text> </level> <level label="vi"> <text>Inclusion of students with disabilities to ensure access to and full participation in all program opportunities;</text> </level> <level label="vii"> <text>For at least 1 year before a student’s enrollment in kindergarten, learning environments that:</text> <level label="1"> <text>Are aligned with State Early Learning and Development Standards;</text> </level> <level label="2"> <text>Use evidence–based curricula; and</text> </level> <level label="3"> <text>Use instruction methods that are:</text> </level> <level label="A"> <text>Developmentally appropriate; and</text> </level> <level label="B"> <text>Culturally and linguistically responsive;</text> </level> </level> <level label="viii"> <text>Individualized accommodations and supports for all students;</text> </level> <level label="ix"> <text>Instructional staff salaries and benefits that are comparable to the salaries and benefits of instructional staff employed by the county board of the county in which the early learning program is located;</text> </level> <level label="x"> <text>Program evaluation to ensure continuous program improvement;</text> </level> <level label="xi"> <text>On–site or accessible comprehensive services for students;</text> </level> <level label="xii"> <text>Community partnerships that promote access to comprehensive services for families of students; and</text> </level> <level label="xiii"> <text>Evidence–based health and safety standards.</text> </level> </level> <level label="2"> <text>An eligible prekindergarten provider that is a Montessori school or Montessori program shall include all of the structural elements listed in paragraph (1) of this subsection except the following:</text> <level label="i"> <text>For staff qualifications, the eligible prekindergarten provider shall employ teachers who:</text> <level label="1"> <text>Hold a bachelor’s degree in any field; and</text> </level> <level label="2"> <text>Hold a Montessori credential issued by:</text> </level> <level label="A"> <text>The Association Montessori Internationale;</text> </level> <level label="B"> <text>The American Montessori Society; or</text> </level> <level label="C"> <text>A program accredited by the Montessori Accreditation Council for Teacher Education; and</text> </level> </level> <level label="ii"> <text>For the student–to–classroom personnel ratio, the prekindergarten provider shall maintain a student–to–classroom personnel ratio of:</text> <level label="1"> <text>No more than 10 to 1, with a maximum of 20 students per classroom if all of the students are under the age of 5 years; and</text> </level> <level label="2"> <text>No more than 14 to 1, with a maximum of 28 students per classroom if some of the students are at least 5 years old.</text> </level> </level> </level> <level label="3"> <text>For an eligible prekindergarten provider in the Ulysses Currie Head Start Program under § 5–231 of this article, if a structural element listed in paragraph (1) of this subsection conflicts with a federal requirement for the Ulysses Currie Head Start Program, a prekindergarten provider in the Ulysses Currie Head Start Program shall follow the federal requirements and is exempt from the conflicting structural element.</text> </level> </level> <level label="b"> <text>In addition to the requirements listed in subsection (a) of this section, an eligible prekindergarten provider shall:</text> <level label="1"> <text>If the provider is an eligible private provider, achieve a quality rating level of 3 in the Maryland EXCELS program and publish that quality rating in a publicly available manner, determined by the Department;</text> </level> <level label="2"> <text>If the provider is an eligible public provider, achieve a quality rating level of 4 in the Maryland EXCELS program and publish that quality rating in a publicly available manner, determined by the Department;</text> </level> <level label="3"> <text>Submit to the Department a plan to achieve a quality rating level 5 in the Maryland EXCELS program within 5 years after becoming an eligible prekindergarten provider;</text> </level> <level label="4"> <text>Achieve in accordance with the plan a quality rating level 5 in the Maryland EXCELS program within 5 years after becoming an eligible prekindergarten provider and publish that quality rating in a publicly available manner, determined by the Department; and</text> </level> <level label="5"> <text>Except as otherwise provided in § 7–1A–07 of this subtitle, be open for pupil attendance in accordance with § 7–103 of this title.</text> </level> </level> <level label="c"> <level label="1"> <text>An eligible prekindergarten provider may not engage in explicitly religious activities during school hours.</text> </level> <level label="2"> <text>If an eligible prekindergarten provider engages in an explicitly religious activity, the activity shall be:</text> <level label="i"> <text>Separate in time and location from any instruction offered by the eligible prekindergarten provider; and</text> </level> <level label="ii"> <text>Voluntary.</text> </level> </level> <level label="3"> <level label="i"> <text>An eligible prekindergarten provider shall make reasonable efforts to make the areas where prekindergarten children spend time during school hours as nonsectarian as possible.</text> </level> <level label="ii"> <text>An eligible prekindergarten provider may not be required to adopt any rule, regulation, or policy that conflicts with its religious or moral teachings.</text> </level> </level> <level label="4"> <level label="i"> <text>An eligible prekindergarten provider shall comply with Title VI of the Civil Rights Act of 1964, as amended, Title 20, Subtitle 6 of the State Government Article, and not discriminate in student admissions, retention, or expulsion or otherwise discriminate against any student or parent of a student on the basis of race, color, national origin, disability, sexual orientation, or gender identity or expression.</text> </level> <level label="ii"> <text>If a student has a disability, placement of the student shall be based on where the student will be best served.</text> </level> <level label="iii"> <text>An eligible prekindergarten provider found to have violated the nondiscrimination requirements under this section:</text> <level label="1"> <text>May not continue to be an eligible prekindergarten provider; and</text> </level> <level label="2"> <text>Shall reimburse the Department all public funds provided under this subtitle minus any amount received from the child care scholarship program.</text> </level> </level> </level> <level label="5"> <text>Except as provided in § 7–305.1 of this title, an eligible prekindergarten provider may not suspend or expel a child who is enrolled in a prekindergarten program.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-1A-05" title_number="7" title_name="Public Schools" subtitle_number="1A" subtitle_name="Publicly Funded Full-Day Prekindergarten Programs"> <level label="a"> <level label="1"> <text>Each county board shall enter into a memorandum of understanding with the Department, each eligible private provider participating in publicly funded prekindergarten in the county, and other applicable government agencies.</text> </level> <level label="2"> <text>Before executing a memorandum of understanding under this section, each county board shall submit an implementation plan of the proposed memorandum of understanding to the Accountability and Implementation Board in accordance with § 5–404 of this article.</text> </level> </level> <level label="b"> <text>The Department shall develop a model memorandum of understanding for use by county boards of education in fulfilling the requirements under this section.</text> </level> <level label="c"> <text>Each memorandum of understanding shall, at a minimum, provide for:</text> <level label="1"> <text>The adoption of an early childhood educator career ladder by eligible private providers in accordance with § 7–1A–08 of this subtitle;</text> </level> <level label="2"> <text>Services for children with disabilities;</text> </level> <level label="3"> <text>A process by which a parent is able to indicate a preference for eligible prekindergarten providers;</text> </level> <level label="4"> <text>The manner for processing the payment of the State share, local share, and family share for each child who is enrolled with an eligible prekindergarten provider;</text> </level> <level label="5"> <text>Any agreed upon administrative costs to be retained by an agency that is party to the agreement;</text> </level> <level label="6"> <text>The manner in which the parties will meet the requirements of this subtitle;</text> </level> <level label="7"> <text>A plan to address racial and socioeconomic integration in prekindergarten classrooms;</text> </level> <level label="8"> <text>A method for the county board to distribute a list of eligible public and private providers in the same area with a parent interested in enrolling the parent’s child in a prekindergarten program;</text> </level> <level label="9"> <text>Facilitation of peer–to–peer eligible prekindergarten provider meetings, through a prekindergarten provider hub if one is established in the area, in which eligible prekindergarten providers are able to share best practices in the field; and</text> </level> <level label="10"> <text>Any other provisions necessary to carry out this subtitle.</text> </level> </level> <level label="d"> <text>A memorandum of understanding under this section shall seek to avoid, to the extent practicable, a disproportionate concentration of students of the same race, ethnicity, disability status, and income within an eligible provider.</text> </level> </section> <section article="ged" article_name="Education" number="7-1A-06" title_number="7" title_name="Public Schools" subtitle_number="1A" subtitle_name="Publicly Funded Full-Day Prekindergarten Programs"> <level label="a"> <level label="1"> <text>Beginning in the 2022–2023 school year, Tier I children who are 3 or 4 years old may be enrolled in a full–day prekindergarten program under this subtitle.</text> </level> <level label="2"> <level label="i"> <text>For the 2023–2024 through 2025–2026 school years, children who are 3 or 4 years old may enroll in a full–day prekindergarten program under this subtitle if the children are:</text> <level label="1"> <text>Children whose family income is more than 300% but not more than 600% of the federal poverty level; and</text> </level> <level label="2"> <level label="A"> <text>Children with disabilities; or</text> </level> </level> <level label="B"> <text>Children from homes in which English is not the primary spoken language.</text> </level> </level> <level label="ii"> <text>For the 2023–2024 through 2025–2026 school years only, children described under subparagraph (i) of this paragraph shall be counted as Tier I children for purposes of funding allocated under § 5–229 of this article.</text> </level> </level> </level> <level label="b"> <level label="1"> <text>The proportion of enrolled Tier I children who are 3 years old shall increase annually until all Tier I children who are 3 years old are enrolled in a full–day prekindergarten program.</text> </level> <level label="2"> <text>The proportion of enrolled Tier I children who are 4 years old shall increase annually so that all Tier I children who are 4 years old shall be enrolled in a full–day prekindergarten program.</text> </level> </level> <level label="c"> <text>Beginning in the 2025–2026 school year, Tier II children not described under subsection (a)(2)(i) of this section may be enrolled in a full–day prekindergarten program if space is available to encourage socioeconomic diversity in prekindergarten classrooms.</text> </level> <level label="d"> <text>Priority in expanding prekindergarten slots shall be provided to 3– and 4–year olds who are:</text> <level label="1"> <text>Tier I children;</text> </level> <level label="2"> <text>Children with disabilities, regardless of income; or</text> </level> <level label="3"> <text>Children from homes in which English is not the primary spoken language.</text> </level> </level> <level label="e"> <text>The ability of a family to choose the prekindergarten provider in which to enroll their child does not supersede local authority to set school attendance boundaries.</text> </level> </section> <section article="ged" article_name="Education" number="7-1A-07" title_number="7" title_name="Public Schools" subtitle_number="1A" subtitle_name="Publicly Funded Full-Day Prekindergarten Programs"> <level label="a"> <level label="1"> <text>The Interagency Commission on School Construction shall prioritize public school construction funding requests for high quality prekindergarten classrooms.</text> </level> <level label="2"> <text>The Interagency Commission on School Construction shall consider the availability of private eligible prekindergarten providers when determining priorities under paragraph (1) of this subsection.</text> </level> </level> <level label="b"> <text>A county board may partner with the State or the county government to address physical space constraints for eligible prekindergarten providers by utilizing existing available space at a location that is not an eligible prekindergarten provider including:</text> <level label="1"> <text>Senior care facilities; or</text> </level> <level label="2"> <text>Community centers.</text> </level> </level> <level label="c"> <level label="1"> <text>A county board may apply for funding from the capital improvement program for assistance on renovations to public facilities leased as eligible public prekindergarten programs.</text> </level> <level label="2"> <text>The management of public facilities leased under this subsection shall be the responsibility of the building owner and not the county board.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-1A-08" title_number="7" title_name="Public Schools" subtitle_number="1A" subtitle_name="Publicly Funded Full-Day Prekindergarten Programs"> <level label="a"> <level label="1"> <text>On or before July 1, 2025, the Department shall establish an early childhood educator career ladder for eligible private providers.</text> </level> <level label="2"> <text>The early childhood educator career ladder is for teachers and assistant teachers employed by eligible private providers.</text> </level> <level label="3"> <text>The purpose of the early childhood educator career ladder is to:</text> <level label="i"> <text>Transform early childhood education teaching into a high–status profession in the State;</text> </level> <level label="ii"> <text>Attract high–performing students to pursue the high–status early childhood education teaching profession; and</text> </level> <level label="iii"> <text>Retain high–quality early childhood education teachers who gain additional responsibility, authority, status, and compensation as they gain additional expertise.</text> </level> </level> </level> <level label="b"> <text>The early childhood educator career ladder shall:</text> <level label="1"> <text>Adequately compensate early childhood educators for their work;</text> </level> <level label="2"> <text>Provide early childhood educators with the opportunity to identify and work with prekindergarten teachers and teaching assistants;</text> </level> <level label="3"> <text>Provide early childhood educators the opportunity to develop their skills and knowledge by participating in job–embedded professional development; and</text> </level> <level label="4"> <text>Compensate early childhood educators at greater rates as they advance to the next level of the career ladder.</text> </level> </level> <level label="c"> <level label="1"> <text>The levels of the career ladder are as follows:</text> <level label="i"> <text>Level one is an early childhood teaching assistant;</text> </level> <level label="ii"> <text>Level two is a prekindergarten lead teacher; and</text> </level> <level label="iii"> <text>Level three is an early childhood consulting teacher.</text> </level> </level> <level label="2"> <text>In order to qualify as an early childhood teaching assistant, an educator shall:</text> <level label="i"> <level label="1"> <text>Hold a high school diploma; and</text> </level> <level label="2"> <text>On or before July 1, 2027:</text> </level> <level label="A"> <text>Earn and maintain a Child Development Associate (CDA) with a preschool designation; or</text> </level> <level label="B"> <text>Hold an associate degree in early childhood education or child development;</text> </level> </level> <level label="ii"> <text>Have documented experience of actively providing services in early childhood education for a minimum of 15 years for at least:</text> <level label="1"> <text>20 hours per week; and</text> </level> <level label="2"> <text>180 days per year; or</text> </level> </level> <level label="iii"> <level label="1"> <text>Hold a high school diploma; and</text> </level> <level label="2"> <text>Within 3 months after being hired as an early childhood teaching assistant:</text> </level> <level label="A"> <text>Earn and maintain a Child Development Associate (CDA) with a preschool designation; or</text> </level> <level label="B"> <text>Hold an associate degree in early childhood education or child development.</text> </level> </level> </level> <level label="3"> <level label="i"> <text>Subject to subparagraph (ii) of this paragraph, in order to qualify as a prekindergarten lead teacher, an educator shall:</text> <level label="1"> <text>Hold at least a bachelor’s degree in early childhood education, child development, or a related field from an institution of higher education accredited by an institutional accrediting association recognized by the U.S. Department of Education;</text> </level> <level label="2"> <level label="A"> <text>Hold at least a bachelor’s degree in early childhood education, child development, or a related field from an institution of higher education in another country; and</text> </level> </level> <level label="B"> <text>Have the degree under item A of this item verified as comparable to a bachelor’s degree granted by an accredited institution of higher education in the United States by an independent agency authorized to analyze foreign credentials selected by the Department;</text> </level> <level label="3"> <text>Hold a bachelor’s degree in a field unrelated to early childhood education from an institution of higher education accredited by an institutional accrediting association approved by the U.S. Department of Education; or</text> </level> <level label="4"> <text>Subject to subparagraph (iii) of this paragraph, have documented experience of actively providing services in early childhood education for a minimum of 10 years for at least:</text> </level> <level label="A"> <text>20 hours per week; and</text> </level> <level label="B"> <text>180 days per year.</text> </level> </level> <level label="ii"> <text>In order to qualify as a prekindergarten lead teacher through any pathway other than the pathway described under subparagraph (i)1 of this paragraph, an educator must achieve a minimum score on the Classroom Assessment Scoring System (CLASS) assessment as set by the Department in addition to the requirements listed under subparagraph (i) of this paragraph.</text> </level> <level label="iii"> <level label="1"> <text>A prekindergarten lead teacher who qualifies through the pathway described under subparagraph (i)4 of this paragraph shall earn an associate degree in early childhood education:</text> </level> <level label="A"> <text>On or before July 1, 2030, if the teacher qualified through the pathway on or before July 1, 2024; or</text> </level> <level label="B"> <text>Within 6 months after qualifying as a lead teacher, if the teacher qualified through the pathway after July 1, 2024.</text> </level> <level label="2"> <text>Teachers from level three of the career ladder shall mentor and provide professional support to a prekindergarten lead teacher described under this subparagraph to ensure that the teacher earns a degree within the required amount of time.</text> </level> </level> <level label="iv"> <text>In order to maintain status as a prekindergarten lead teacher, each year a lead teacher shall complete at least 20 working hours of professional learning and development in:</text> <level label="1"> <text>Early childhood instruction;</text> </level> <level label="2"> <text>Developmentally appropriate practice; and</text> </level> <level label="3"> <text>Any other professional skill areas the Department determines are valuable.</text> </level> </level> </level> <level label="4"> <text>In order to qualify as an early childhood consulting teacher, an educator shall:</text> <level label="i"> <text>Be a prekindergarten lead teacher in good standing;</text> </level> <level label="ii"> <text>Beginning in the 2027–2028 school year, hold early childhood education certification or be pursuing certification;</text> </level> <level label="iii"> <text>Be able to lead other early childhood educators in an effective and disciplined way to improve the curriculum and instruction of prekindergarten students;</text> </level> <level label="iv"> <text>Demonstrate the skills and knowledge to mentor early childhood assistant teachers and new prekindergarten lead teachers, including by helping them to meet the educational and certification qualifications necessary to qualify for and maintain status on the career ladder; and</text> </level> <level label="v"> <text>Supervise and support prekindergarten lead teachers, if practicable through prekindergarten provider hubs, in one or more sites in order to improve developmentally appropriate instructional practices for prekindergarten students.</text> </level> </level> </level> </section> <section article="ged" article_name="Education" number="7-1A-09" title_number="7" title_name="Public Schools" subtitle_number="1A" subtitle_name="Publicly Funded Full-Day Prekindergarten Programs"> <level label="a"> <level label="1"> <text>The Department shall establish prekindergarten provider hubs in centralized and diverse locations throughout the State.</text> </level> <level label="2"> <text>Prekindergarten provider hubs shall be designed to help bring as many providers into the State’s mixed prekindergarten delivery system as possible.</text> </level> <level label="3"> <text>Prekindergarten provider hubs shall form partnerships between:</text> <level label="i"> <text>Early childhood educators on the early childhood educator career ladder;</text> </level> <level label="ii"> <text>Child care centers licensed under Title 9.5, Subtitle 4 of this article;</text> </level> <level label="iii"> <text>Family child care homes or large family child care homes registered under Title 9.5, Subtitle 3 of this article; and</text> </level> <level label="iv"> <text>Any other entities that the Department determines will aid in bringing eligible children into the State’s mixed delivery system.</text> </level> </level> <level label="4"> <text>Prekindergarten provider hubs shall coordinate support among entities that serve children and their families to ensure that the maximum number of eligible children are able to be placed in a prekindergarten slot.</text> </level> </level> <level label="b"> <level label="1"> <text>The Department shall establish a program to aid eligible prekindergarten providers in meeting the requirements of this subtitle.</text> </level> <level label="2"> <text>The program shall provide to eligible private providers:</text> <level label="i"> <text>Information on professional development opportunities for teachers and teaching assistants;</text> </level> <level label="ii"> <text>Technical support for meeting requirements to enroll in child care support programs; and</text> </level> <level label="iii"> <text>Assistance with implementing early childhood curriculum standards.</text> </level> </level> <level label="3"> <text>To the extent practicable, the Department shall provide programmatic support in accordance with this subsection through prekindergarten provider hubs.</text> </level> </level> <level label="c"> <level label="1"> <text>The Department shall publish a list of eligible private providers in each local school system on its website and distribute the list to the following entities and organizations located within the areas in which the eligible private providers are located:</text> <level label="i"> <text>A local office of economic development;</text> </level> <level label="ii"> <text>The Maryland Small Business Development Center;</text> </level> <level label="iii"> <text>A local management board;</text> </level> <level label="iv"> <text>A local workforce development board; and</text> </level> <level label="v"> <text>A local office supporting minority and women–owned businesses.</text> </level> </level> <level label="2"> <text>An entity or organization listed under paragraph (1) of this subsection shall, if applicable, assist a private prekindergarten provider in its jurisdiction with:</text> <level label="i"> <text>Enrolling in business support services for which the provider qualifies; and</text> </level> <level label="ii"> <text>Adopting a business plan to help the provider meet the requirements of this subtitle.</text> </level> </level> <level label="3"> <text>To the extent practicable, organizations listed under paragraph (1) of this subsection shall work with prekindergarten provider hubs to provide support.</text> </level> </level> <level label="d"> <text>The Department shall publicize the availability of publicly funded prekindergarten programs to the public.</text> </level> </section> <section article="ged" article_name="Education" number="7-1A-10" title_number="7" title_name="Public Schools" subtitle_number="1A" subtitle_name="Publicly Funded Full-Day Prekindergarten Programs"> <text>On or before December 1, 2021, and each December 1 thereafter, each county board shall submit the following information, disaggregated by eligible private and eligible public providers, to the Department and the Accountability and Implementation Board established under Title 5, Subtitle 4 of this article:</text> <level label="1"> <text>The number of eligible prekindergarten providers in the county;</text> </level> <level label="2"> <text>The number of eligible prekindergarten providers in the county that, in the immediately preceding calendar year, expanded to offer prekindergarten programs that are open for pupil attendance a minimum of 6.5 hours during each school day;</text> </level> <level label="3"> <text>The Maryland EXCELS program quality rating level of each eligible prekindergarten provider in the county;</text> </level> <level label="4"> <text>The participation rate of all county 3– and 4–year olds in eligible prekindergarten providers established or expanded in accordance with this subtitle, disaggregated by age and tier, if applicable;</text> </level> <level label="5"> <text>The number and proportion of eligible prekindergarten providers in the county that are eligible private providers;</text> </level> <level label="6"> <text>A measure of school readiness in accordance with § 7–210 of this title; and</text> </level> <level label="7"> <text>A demonstration that the expansion of prekindergarten programs in the county gave priority to:</text> <level label="i"> <text>Children in areas with limited or no access to quality child care, regardless of family income;</text> </level> <level label="ii"> <text>Tier I children; and</text> </level> <level label="iii"> <text>Students with disabilities, regardless of family income.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-1A-11" title_number="7" title_name="Public Schools" subtitle_number="1A" subtitle_name="Publicly Funded Full-Day Prekindergarten Programs"> <text>The Department shall adopt regulations to carry out the provisions of this subtitle.</text> </section> <section article="ged" article_name="Education" number="7-201" title_number="7" title_name="Public Schools" subtitle_number="2" subtitle_name="Evaluation and Graduation of Students"> <level label="a"> <text>The State Board shall develop and implement a program to be administered by the county boards in which each student who enters his first year in any primary grade in a public school is evaluated to identify any learning disability regardless of cause.</text> </level> <level label="b"> <text>The State Board shall provide guidance and coordinate the development and implementation of educational programs based on the needs of disabled students in the public schools.</text> </level> </section> <section article="ged" article_name="Education" number="7-202" title_number="7" title_name="Public Schools" subtitle_number="2" subtitle_name="Evaluation and Graduation of Students"> <level label="a"> <text>The State Board shall require a minimum level of reading ability for each grade 2 through 12 that rises for each succeeding grade.</text> </level> <level label="b"> <text>If a county board, based on local assessment of student progress and in conjunction with the Maryland education accountability program, finds that a student in grade 3, 7, or 9 through 11 who is not moderately, severely, or profoundly intellectually limited has not met either a minimum grade level competency or the minimum reading level as required by the State Board for the previous grade, the student shall be:</text> <level label="1"> <text>Kept in the current grade; or</text> </level> <level label="2"> <text>Enrolled in an appropriate reading assistance program as part of his instructional program.</text> </level> </level> <level label="c"> <text>The provisions of this section may not be the sole reason for withholding grade advancement more than once in grades 2 through 7.</text> </level> <level label="d"> <text>The State Board shall adopt bylaws to implement this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-202.1" title_number="7" title_name="Public Schools" subtitle_number="2" subtitle_name="Evaluation and Graduation of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Content standards” means the statements for the program of instruction that describe the knowledge and skills students are expected to attain for each content area and grade level.</text> </level> <level label="3"> <text>“Curriculum resources” means guidance documents and frameworks used by a county board to develop curricula to implement content standards.</text> </level> <level label="4"> <text>“Curriculum standards” means the statements that outline approaches to learning for each content area across grade levels.</text> </level> </level> <level label="b"> <text>The Department shall, in consultation with experienced and highly effective teachers, including teachers on the career ladder under Title 6, Subtitle 10 of this article, develop content standards, curriculum standards, and curriculum resources for each subject at each grade level, that build on one another in logical sequence, in core subjects that may be used by local school systems and public school teachers.</text> </level> <level label="c"> <level label="1"> <text>The purpose of the curriculum standards and curriculum resources developed under this section is to provide county boards with technical assistance to inform high–quality instruction that will ultimately result in students meeting the college and career readiness standards in the manner described under § 7–205.1 of this subtitle.</text> </level> <level label="2"> <text>The curriculum resources developed under this section shall include, for each core subject at each grade level:</text> <level label="i"> <text>Course syllabi;</text> </level> <level label="ii"> <text>Sample lessons for teachers to use as models;</text> </level> <level label="iii"> <text>Examples of student work that meet standards for proficiency;</text> </level> <level label="iv"> <text>Explanations of why student work examples meet proficiency standards so that teachers know what student knowledge is required; and</text> </level> <level label="v"> <text>Curriculum units aligned with the course syllabi.</text> </level> </level> <level label="3"> <text>In developing the curriculum resources under this subsection, the Department:</text> <level label="i"> <text>May use as a model a course or unit developed by a teacher in or out of the State; but</text> </level> <level label="ii"> <text>Shall review each model course and unit for quality, using accepted benchmarks such as approval by EdReports or Tier 1 and Tier 2 evidence–based standards established by the federal Every Student Succeeds Act.</text> </level> </level> <level label="4"> <text>The Department shall compile curriculum units in such a manner that:</text> <level label="i"> <text>Complete courses are formed; and</text> </level> <level label="ii"> <text>When taken by a student in sequence, the student can achieve the college and career readiness standard adopted under § 7–205.1 of this subtitle by the end of grade 10.</text> </level> </level> </level> <level label="d"> <text>The Department shall submit curriculum resources and curriculum standards developed under this section to the State Board for adoption.</text> </level> <level label="e"> <text>The State Board shall establish a system of assessments to ensure that students are acquiring the knowledge contained in the curriculum standards in English, Mathematics, Science, and History or Social Studies.</text> </level> <level label="f"> <level label="1"> <text>Using the assessments established under subsection (e) of this section, the Department shall identify low–performing schools.</text> </level> <level label="2"> <text>An Expert Review Team established under § 5–411 of this article, under the supervision of the Department, shall visit schools identified under paragraph (1) of this subsection according to the criteria established under § 5–411 of this article.</text> </level> <level label="3"> <text>If the Department, based on a recommendation of an Expert Review Team, determines that a school’s low performance on assessments is, largely, due to curricular problems, the school shall adopt the curriculum resources developed under this section.</text> </level> <level label="4"> <text>Except as provided in paragraph (3) of this subsection, this section does not require a public school or county board to adopt the Department’s curriculum standards and curriculum resources and may not be construed to restrict a county board’s authority to adopt curricula under § 4–111 of this article.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-203" title_number="7" title_name="Public Schools" subtitle_number="2" subtitle_name="Evaluation and Graduation of Students"> <level label="a"> <level label="1"> <text>The State Board, the State Superintendent, each county board, and each public school shall implement a program of education accountability for the operation and management of the public schools.</text> </level> <level label="2"> <text>A Consolidated State Plan to improve student outcomes submitted by the Department to the United States Department of Education under the federal Elementary and Secondary Education Act shall comply with the requirements of this subtitle.</text> </level> </level> <level label="b"> <level label="1"> <text>In this subsection, “grade band assessment” means one assessment of a middle school student’s knowledge in a core academic subject area during grades 6 through 8.</text> </level> <level label="2"> <text>The education accountability program shall include the following:</text> <level label="i"> <text>The State Board and the State Superintendent shall assist each county board to establish educational goals and objectives that conform with statewide educational objectives for subject areas including reading, writing, mathematics, science, and social studies;</text> </level> <level label="ii"> <text>With the assistance of its county board, each public school shall survey current student achievement in reading, language, mathematics, science, social studies, and other areas to assess its needs;</text> </level> <level label="iii"> <level label="1"> <text>The State Board and the State Superintendent shall implement assessment programs in reading, language, mathematics, science, and social studies that include written responses;</text> </level> <level label="2"> <text>The assessment program required in this subsection shall:</text> </level> <level label="A"> <text>Provide information needed to improve public schools by enhancing the learning gains of students and academic mastery of the skills and knowledge set forth in the State’s adopted curricula or common core curricula;</text> </level> <level label="B"> <text>Inform the public annually of the educational progress made at the school, local school system, and State levels; and</text> </level> <level label="C"> <text>Provide timely feedback to schools and teachers for the purposes of adapting the instructional program and making placement decisions for students; and</text> </level> <level label="3"> <text>The following assessments shall be implemented and administered annually:</text> </level> <level label="A"> <text>At the middle school level, a statewide, comprehensive, grade band assessment program that measures the learning gains of each public school student towards achieving mastery of the standards set forth in the common core curricula or the State’s adopted curricula for the core content areas of reading, language, mathematics, science, and social studies; and</text> </level> <level label="B"> <text>At the high school level, a statewide, standardized, end–of–course assessment that is aligned with and that measures each public school student’s skills and knowledge of the State’s adopted curricula for the core content areas of reading, language, mathematics, science, and social studies;</text> </level> </level> <level label="iv"> <text>Each public school shall establish as the basis for its assessment of its needs, project goals and objectives that are in keeping with the goals and objectives established by its county board and the State Board;</text> </level> <level label="v"> <text>With the assistance of its county board, the State Board, and the State Superintendent, each public school shall develop programs to meet its needs on the basis of the priorities it sets;</text> </level> <level label="vi"> <text>Evaluation programs shall be developed at the same time to determine if the goals and objectives are being met; and</text> </level> <level label="vii"> <text>A reevaluation of programs, goals, and objectives shall be undertaken regularly.</text> </level> </level> <level label="3"> <level label="i"> <text>The State Board shall determine whether the assessments required under paragraph (2)(iii)3 of this subsection adequately measure the skills and knowledge set forth in the State’s adopted curricula for the core content areas of reading, language, mathematics, science, and social studies.</text> </level> <level label="ii"> <text>If the State Board makes a determination under subparagraph (i) of this paragraph that an assessment does not adequately measure the skills and knowledge set forth in the State’s adopted curricula for a core content area, the State Board shall develop a State–specific assessment in that core content area to be implemented in the 2018–2019 school year.</text> </level> </level> <level label="4"> <text>At the middle school level, the State Board shall develop, in collaboration with county boards, county curriculum specialists in social studies, middle school social studies teachers, and academics with expertise in social studies education, a social studies assessment that:</text> <level label="i"> <text>Consists, to the greatest extent possible, of criterion–referenced, performance–based tasks that require students to utilize critical and historical thinking skills and analyze primary sources;</text> </level> <level label="ii"> <text>Shall be administered, to the greatest extent possible, within existing class periods; and</text> </level> <level label="iii"> <text>Shall be implemented in the 2019–2020 school year.</text> </level> </level> <level label="5"> <text>At the high school level, when the Department’s contract for the current high school social studies assessment expires, the State Board shall, in collaboration with county boards, county curriculum specialists in social studies, high school social studies teachers, and academics with expertise in social studies education, redesign the high school level social studies assessment to:</text> <level label="i"> <text>Consist, to the greatest extent possible, of criterion–referenced, performance–based tasks that require students to utilize critical and historical thinking skills and analyze primary sources;</text> </level> <level label="ii"> <text>Be administered, to the greatest extent possible, within existing class periods; and</text> </level> <level label="iii"> <text>Be implemented in the 2018–2019 school year, and each year thereafter.</text> </level> </level> </level> <level label="c"> <level label="1"> <text>National standardized testing may not be the only measure for evaluating educational accountability.</text> </level> <level label="2"> <level label="i"> <text>An educational accountability program shall include at least three school quality indicators that measure the comparative opportunities provided to students or the level of student success in public schools.</text> </level> <level label="ii"> <level label="1"> <text>One of the school quality indicators under subparagraph (i) of this paragraph shall be school climate surveys.</text> </level> <level label="2"> <text>The school climate surveys shall include at least one question to educators regarding the receipt of critical instructional feedback.</text> </level> </level> <level label="iii"> <text>Other school quality indicators may include:</text> <level label="1"> <text>Class size;</text> </level> <level label="2"> <text>Case load;</text> </level> <level label="3"> <text>Opportunities for:</text> </level> <level label="A"> <text>Advanced Placement courses and International Baccalaureate Programs;</text> </level> <level label="B"> <text>Career and Technology Education Programs; and</text> </level> <level label="C"> <text>Dual enrollment;</text> </level> <level label="4"> <text>Chronic absenteeism;</text> </level> <level label="5"> <text>Data on discipline and restorative practices;</text> </level> <level label="6"> <text>School staffing measures; and</text> </level> <level label="7"> <text>Completion of well–rounded curriculum measures that are indicative of on–track progress at key transition points within elementary and secondary education.</text> </level> </level> <level label="iv"> <text>Except for the completion of well–rounded curriculum measures, the school quality indicators used in subparagraph (i) of this paragraph may not be based on student testing.</text> </level> <level label="v"> <level label="1"> <text>The State Board shall establish a composite score that provides for meaningful differentiation of schools under the school accountability system.</text> </level> <level label="2"> <text>The composite score established under subsubparagraph 1 of this subparagraph shall:</text> </level> <level label="A"> <text>Include both academic and school quality indicators;</text> </level> <level label="B"> <text>Incorporate a methodology that compares schools that share similar demographic characteristics, including the proportion of economically disadvantaged students, as defined by the State in accordance with federal law; and</text> </level> <level label="C"> <text>Be reported in a manner that states for each score the individual indicator score that is used to calculate the composite score for each school.</text> </level> <level label="3"> <text>The combined total of the academic indicators may not exceed 70% of the composite score.</text> </level> <level label="4"> <text>The composite score:</text> </level> <level label="A"> <text>Shall be calculated numerically in a percentile form;</text> </level> <level label="B"> <text>Shall be reported showing the individual indicators; and</text> </level> <level label="C"> <text>May not be reported using a letter grade model.</text> </level> <level label="5"> <text>No academic indicator may be weighted as less than 10% of the total amount of the composite score.</text> </level> <level label="6"> <text>No school quality indicator described under this paragraph may be weighted as less than 10% of the total amount of the composite score.</text> </level> <level label="7"> <text>No academic indicator of proficiency may be weighted as more than 20% of the composite score.</text> </level> <level label="8"> <text>Subject to this subparagraph, the final weights of the academic and school quality indicators shall be determined by the State Board, with stakeholder input.</text> </level> </level> <level label="vi"> <text>When establishing or calculating the State accountability system, indicators established by the State Board may not incorporate, reference, or rely on any teacher evaluation.</text> </level> </level> </level> <level label="d"> <text>The Department shall assist each county board to establish an education accountability program by providing:</text> <level label="1"> <text>Guidelines for development and implementation of the program by the county boards; and</text> </level> <level label="2"> <text>Assistance and coordination where it is needed and requested by the county boards.</text> </level> </level> <level label="e"> <level label="1"> <text>The Department shall survey a statewide, representative sample of public schools and public school teachers annually to measure:</text> <level label="i"> <text>The amount of instructional time spent on social studies and science instruction in elementary schools;</text> </level> <level label="ii"> <text>The availability and use of appropriate instructional resources and teaching technology in social studies and science classrooms;</text> </level> <level label="iii"> <text>The availability and use of appropriate professional development for social studies and science teachers; and</text> </level> <level label="iv"> <text>The number of secondary school social studies and science classes that are taught by teachers who are:</text> <level label="1"> <text>Certified in the subject being taught; and</text> </level> <level label="2"> <text>Not certified in the subject being taught.</text> </level> </level> </level> <level label="2"> <text>The Department shall:</text> <level label="i"> <text>Compile the results of the survey conducted under paragraph (1) of this subsection; and</text> </level> <level label="ii"> <text>Publish the results on the Department’s website.</text> </level> </level> </level> <level label="f"> <text>On or before March 1 each year, the State Superintendent shall send the Governor and, subject to § 2–1257 of the State Government Article, the General Assembly a report that includes:</text> <level label="1"> <text>Documentation of the progress of the Department, the county boards, and each public school in this State towards their respective goals and objectives; and</text> </level> <level label="2"> <text>Recommendations for legislation that the State Board and the State Superintendent consider necessary to improve the quality of education in this State.</text> </level> </level> <level label="g"> <text>On the recommendation of the State Superintendent, the State Board shall include in its annual budget request the funds it considers necessary to carry out the provisions of this section.</text> </level> <level label="h"> <level label="1"> <level label="i"> <text>In this subsection, “assessment” means a federal, State, or locally mandated test that is intended to measure a student’s academic readiness, learning progress, and skill acquisition.</text> </level> <level label="ii"> <text>“Assessment” does not include:</text> <level label="1"> <text>A teacher–developed quiz or test; or</text> </level> <level label="2"> <text>A sampling test that is not administered to all students.</text> </level> </level> </level> <level label="2"> <level label="i"> <text>On or before August 1, 2017, and each August 1 thereafter in an odd–numbered year, a county board and the exclusive employee representative for teachers for that local school system shall meet and confer regarding:</text> <level label="1"> <text>A rubric for evaluating local assessments;</text> </level> <level label="2"> <text>The time required to administer each local assessment; and</text> </level> <level label="3"> <text>The purpose of each local assessment.</text> </level> </level> <level label="ii"> <level label="1"> <text>Beginning on or after January 1, 2018, and each January 1 thereafter in an even–numbered year, a county board shall establish a District Committee on Assessments that includes administrators, parents, and teachers selected by the exclusive bargaining unit to advise and make recommendations in the following areas:</text> </level> <level label="A"> <text>The time required to administer each assessment;</text> </level> <level label="B"> <text>The duplicativeness of assessments;</text> </level> <level label="C"> <text>The purpose of assessments;</text> </level> <level label="D"> <text>The value of feedback provided to educators; and</text> </level> <level label="E"> <text>The timeliness of results.</text> </level> <level label="2"> <text>On or before June 1, 2019, and each June 1 thereafter in an odd–numbered year, the District Committee on Assessments shall submit the Committee’s recommendations to the county board and exclusive employee representative for teachers for that local school system.</text> </level> </level> <level label="iii"> <text>Subject to subparagraph (iv) of this paragraph, on or before December 1, 2017, and each December 1 thereafter in an odd–numbered year, a county board and the exclusive employee representative for that local school system shall mutually agree to the amount of time in the aggregate that shall be devoted to federal, State, or locally mandated assessments, on a grade–by–grade basis, for the following year.</text> </level> <level label="iv"> <text>Subject to subparagraph (v) of this paragraph, if a county board and the exclusive employee representative fail to mutually agree under subparagraph (iii) of this paragraph, the amount of time in the aggregate that shall be devoted to federal, State, or locally mandated assessments shall be no more than 2.2% of the minimum required annual instructional hours in accordance with § 7–103 of this title.</text> </level> <level label="v"> <text>If a county board and the exclusive employee representative fail to mutually agree under subparagraph (iii) of this paragraph, the amount of time in the aggregate that shall be devoted to federal, State, or locally mandated assessments in the eighth grade shall be no more than 2.3% of the minimum required annual instructional hours in accordance with § 7–103 of this title.</text> </level> </level> <level label="3"> <text>A student may not be subject to the requirement under paragraph (2) of this subsection if the student participates in:</text> <level label="i"> <text>An advanced placement or international baccalaureate program; or</text> </level> <level label="ii"> <text>The Scholastic Aptitude Test (SAT), if administered during the regular school day.</text> </level> </level> <level label="4"> <text>Time devoted to teacher–selected classroom quizzes, exams, portfolio reviews, or performance assessments may not be counted toward the requirement under paragraph (2) of this subsection.</text> </level> <level label="5"> <text>This subsection may not be construed to include the requirements of:</text> <level label="i"> <text>A student’s 504 plan;</text> </level> <level label="ii"> <text>The federal Individuals with Disabilities Education Act, 20 U.S.C. § 1400, et seq.; or</text> </level> <level label="iii"> <text>Federal law relating to English language learners.</text> </level> </level> <level label="6"> <text>This subsection may not be construed to supersede the requirements of the federal Elementary and Secondary Education Act, 20 U.S.C. § 6301, et seq.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-203.1" title_number="7" title_name="Public Schools" subtitle_number="2" subtitle_name="Evaluation and Graduation of Students"> <level label="a"> <level label="1"> <text>For fiscal years 2003 and 2004, the Department shall distribute grants to Tier I counties, as defined in § 1–101 of the Economic Development Article, for the administration of the Preliminary Scholastic Aptitude Test to 10th grade students.</text> </level> <level label="2"> <text>For fiscal year 2005 and each subsequent fiscal year, the Department shall distribute grants to each county for the administration of the Preliminary Scholastic Aptitude Test to 10th grade students.</text> </level> </level> <level label="b"> <text>Subject to the availability of funding in the State budget, the amount of each county’s grant shall be in an amount sufficient for the administration of the test to all 10th grade students in the county.</text> </level> </section> <section article="ged" article_name="Education" number="7-203.2" title_number="7" title_name="Public Schools" subtitle_number="2" subtitle_name="Evaluation and Graduation of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <level label="i"> <text>“Four–year adjusted cohort” means a group of students who are entering the ninth grade for the first time from a cohort that is subsequently adjusted by adding any students who transfer into the cohort later during the ninth grade and the next three years and subtracting any students who transfer out, emigrate to another country, or die during that same period.</text> </level> <level label="ii"> <text>“Four–year adjusted cohort” also includes students retained in grade and only counted once as members of their original cohort.</text> </level> </level> <level label="3"> <text>“Graduation rate” means the percentage obtained from applying the graduation rate formula.</text> </level> <level label="4"> <level label="i"> <text>“Graduation rate formula” means the number of students who graduate on time with a Maryland high school diploma divided by the number of students in the four–year adjusted cohort.</text> </level> <level label="ii"> <text>“Graduation rate formula” does not include students who graduate on time with a GED or other certificate not aligned with State standards.</text> </level> </level> <level label="5"> <level label="i"> <text>“On time” means on or before the conclusion of a four–year adjusted cohort’s fourth year of high school.</text> </level> <level label="ii"> <text>“On time” includes a senior summer session in a jurisdiction that offers senior summer sessions.</text> </level> </level> <level label="6"> <level label="i"> <text>“Transfer out” means a student who the county board confirms, via written documentation, has enrolled in another high school or other educational program from which that student is expected to receive a Maryland high school diploma.</text> </level> <level label="ii"> <text>“Transfer out” does not include a student enrolled in:</text> <level label="1"> <text>A GED program; or</text> </level> <level label="2"> <text>An alternative education program that does not issue or provide credits toward a Maryland high school diploma.</text> </level> </level> </level> </level> <level label="b"> <text>The purpose of this section is to:</text> <level label="1"> <text>Initiate a process by which the State may achieve the goal of collecting, maintaining, analyzing, and publicly reporting data relating to the graduation rates of students in public high schools as an essential step in addressing gaps in educational achievement among a diverse student population; and</text> </level> <level label="2"> <text>Explicitly delineate the duties and responsibilities of the Department and the county boards in this regard.</text> </level> </level> <level label="c"> <level label="1"> <text>Beginning on or before September 1, 2011, and each year thereafter, a county board shall:</text> <level label="i"> <text>Collect, maintain, and analyze graduation rates for public schools, local school systems, and the State; and</text> </level> <level label="ii"> <text>Report the information required under item (i) of this paragraph to the public and the Department in the aggregate and disaggregated by:</text> <level label="1"> <text>Hispanic or Latino of any race;</text> </level> <level label="2"> <text>For individuals who are nonHispanic or nonLatino only:</text> </level> <level label="A"> <text>American Indian or Alaska Native;</text> </level> <level label="B"> <text>Asian;</text> </level> <level label="C"> <text>Black or African American;</text> </level> <level label="D"> <text>Native Hawaiian or other Pacific Islander;</text> </level> <level label="E"> <text>White; or</text> </level> <level label="F"> <text>Two or more races;</text> </level> <level label="3"> <text>Students who are limited English proficient;</text> </level> <level label="4"> <text>Students who receive free and reduced price meals; and</text> </level> <level label="5"> <text>Students who receive special education services.</text> </level> </level> </level> <level label="2"> <text>Beginning on or before October 1, 2011, and each year thereafter, the Department shall:</text> <level label="i"> <text>Compile the information received under paragraph (1) of this subsection and calculate a graduation rate for the State; and</text> </level> <level label="ii"> <text>Post the information obtained under this subsection for each county on its website in the aggregate and disaggregated by:</text> <level label="1"> <text>Hispanic or Latino of any race;</text> </level> <level label="2"> <text>For individuals who are nonHispanic or nonLatino only:</text> </level> <level label="A"> <text>American Indian or Alaska Native;</text> </level> <level label="B"> <text>Asian;</text> </level> <level label="C"> <text>Black or African American;</text> </level> <level label="D"> <text>Native Hawaiian or other Pacific Islander;</text> </level> <level label="E"> <text>White; or</text> </level> <level label="F"> <text>Two or more races;</text> </level> <level label="3"> <text>Students who are limited English proficient;</text> </level> <level label="4"> <text>Students who receive free and reduced price meals; and</text> </level> <level label="5"> <text>Students who receive special education services.</text> </level> </level> </level> </level> <level label="d"> <level label="1"> <text>The county boards and the Department may develop and implement additional indicators to collect, maintain, analyze, and publicly report data regarding alternative high school completions.</text> </level> <level label="2"> <text>The Department shall ensure that the information collected under paragraph (1) of this subsection is comparable for public schools and local school systems in the State.</text> </level> </level> <level label="e"> <text>The Department shall:</text> <level label="1"> <text>Implement training for administrators and other personnel responsible for collecting, maintaining, analyzing, and publicly reporting data regarding four–year adjusted cohorts and graduation rates;</text> </level> <level label="2"> <text>Implement a standard process for verifying the accuracy of data including:</text> <level label="i"> <text>Statistical checks and analyses; and</text> </level> <level label="ii"> <text>On–site audits of record–keeping procedures;</text> </level> </level> <level label="3"> <text>Implement a public awareness campaign including outreach to civic associations, community–based groups, and parent organizations and the solicitation of suggestions and community support regarding the need for collecting, maintaining, analyzing, and publicly reporting accurate data regarding four–year adjusted cohorts and graduation rates;</text> </level> <level label="4"> <text>Provide technical support to the county boards with collecting, maintaining, analyzing, and publicly reporting graduation rate data; and</text> </level> <level label="5"> <text>Serve as a central repository for this data.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-203.3" title_number="7" title_name="Public Schools" subtitle_number="2" subtitle_name="Evaluation and Graduation of Students"> <level label="a"> <level label="1"> <text>In this section, “assessment” means a locally, State, or federally mandated test that is intended to measure a student’s academic readiness, learning progress, and skill acquisition.</text> </level> <level label="2"> <text>“Assessment” does not include a teacher–developed quiz or test.</text> </level> </level> <level label="b"> <text>This section does not apply to an assessment or test given to a student relating to:</text> <level label="1"> <text>A student’s 504 plan;</text> </level> <level label="2"> <text>The federal Individuals with Disabilities Education Act, 20 U.S.C. § 1400; or</text> </level> <level label="3"> <text>Federal law relating to English language learners.</text> </level> </level> <level label="c"> <level label="1"> <text>Subject to paragraph (2) of this subsection, unless a multistate assessment consortium in which the State participates requires certificated education professionals to administer an assessment, the principal of a public school may select any employee to administer an assessment.</text> </level> <level label="2"> <text>The local superintendent shall review and approve the principal’s selection under paragraph (1) of this subsection before the assessment is administered.</text> </level> </level> <level label="d"> <text>For each assessment administered in a local school system, each county board shall provide the following information:</text> <level label="1"> <text>The title of the assessment;</text> </level> <level label="2"> <text>The purpose of the assessment;</text> </level> <level label="3"> <text>Whether the assessment is mandated by a local, State, or federal entity;</text> </level> <level label="4"> <text>The grade level or subject area, as appropriate, to which the test is administered;</text> </level> <level label="5"> <text>The testing window of the assessment; and</text> </level> <level label="6"> <text>Whether accommodations are available for students with special needs and what the accommodations are.</text> </level> </level> <level label="e"> <text>On or before October 15 of each year, the information required under subsection (d) of this section shall be:</text> <level label="1"> <text>Updated;</text> </level> <level label="2"> <text>Posted on the website of the county board; and</text> </level> <level label="3"> <text>Included in the annual update of the county board’s master plan required under § 5–401 of this article.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-203.4" title_number="7" title_name="Public Schools" subtitle_number="2" subtitle_name="Evaluation and Graduation of Students"> <level label="a"> <level label="1"> <text>For each public school identified by the Department for comprehensive support and improvement, the county board shall develop and implement a Comprehensive Support and Improvement Plan to improve student outcomes at the school.</text> </level> <level label="2"> <text>The plan developed under paragraph (1) of this subsection shall:</text> <level label="i"> <text>Be developed in consultation with principals, parents, local community leaders, local employer leaders, local government leaders, teachers, school staff, and the exclusive bargaining representative;</text> </level> <level label="ii"> <text>Include the school quality indicators described under § 7–203(c) of this subtitle;</text> </level> <level label="iii"> <text>Include evidence–based interventions;</text> </level> <level label="iv"> <text>Be based on school–level needs assessments; and</text> </level> <level label="v"> <text>Identify resource inequities and budgetary needs.</text> </level> </level> <level label="3"> <text>The school, county board, and the Department shall approve the plan.</text> </level> <level label="4"> <text>The Department shall monitor and annually review the plan.</text> </level> </level> <level label="b"> <level label="1"> <text>For each public school identified by the Department for targeted support and improvement, the school shall develop and implement a Targeted Support and Improvement Plan to improve student outcomes at the school.</text> </level> <level label="2"> <text>The plan developed under paragraph (1) of this subsection shall meet the requirements of subsection (a)(2) of this section.</text> </level> <level label="3"> <text>The county board shall monitor and annually review the plan.</text> </level> </level> <level label="c"> <text>Plans developed under subsections (a)(1) and (b)(1) of this section shall be implemented in compliance with existing collective bargaining agreements between the county board and the exclusive bargaining representative.</text> </level> <level label="d"> <text>The Department shall distribute federal funds for the implementation of plans developed under subsections (a)(1) and (b)(1) of this section based on a formula and driven by the identified needs of each school identified by the Department.</text> </level> <level label="e"> <level label="1"> <text>After a 2–year period from the date of a plan’s implementation under subsections (a)(1) and (b)(1) of this section, if a county board determines that student outcomes have not improved at a public school, the county board shall consult with the school to develop additional strategies and interventions including funding, community supports, and grants provided in the Public School Opportunities Enhancement Program.</text> </level> <level label="2"> <text>Notwithstanding any law, regulation, or executive order, a plan under this section may include a lengthening of the school year beyond 180 days or any other limitation.</text> </level> <level label="3"> <text>Nothing in this subsection shall be construed to authorize the Department to require a county board to implement a specific intervention strategy.</text> </level> </level> <level label="f"> <level label="1"> <text>After a 3–year period from the date of a plan’s implementation under subsections (a)(1) and (b)(1) of this section, if the Department determines that student outcomes have not improved at a public school and intervention is necessary, the Department shall collaborate with the county board in determining the appropriate intervention strategy, subject to existing collective bargaining agreements between the county board and the exclusive bargaining representative.</text> </level> <level label="2"> <text>An intervention strategy determined under paragraph (1) of this subsection may not include:</text> <level label="i"> <text>Creating a State–run school district;</text> </level> <level label="ii"> <text>Creating a local school system in addition to the 24 school systems established in this article;</text> </level> <level label="iii"> <text>Converting or creating a new public school without local board approval;</text> </level> <level label="iv"> <text>Issuing scholarships to public school students to attend nonpublic schools through direct vouchers, tax credit programs, or education savings accounts; and</text> </level> <level label="v"> <text>Contracting with a for–profit company.</text> </level> </level> <level label="3"> <text>A decision of the Department under this subsection is final.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-203.5" title_number="7" title_name="Public Schools" subtitle_number="2" subtitle_name="Evaluation and Graduation of Students"> <level label="a"> <text>Beginning with students in the 9th grade in the 2021–2022 school year, each school system shall implement a 9th grade tracker system to measure each student’s progress toward graduating on time, including credit accumulation and the number of semester core course failures during the first year of high school for students completing the 9th grade year.</text> </level> <level label="b"> <text>Each county board periodically shall provide a report to the school where the student is enrolled for further academic intervention to allow the student to graduate on time.</text> </level> <level label="c"> <text>On or before September 1, 2022, and each September 1 thereafter, each county board shall report to the Department the data collected under subsection (a) of this section on students in the 9th grade in the immediately preceding school year.</text> </level> <level label="d"> <text>On or before December 1, 2022, and each December 1 thereafter, the Department shall compile and submit a statewide report on information reported under subsection (c) of this section to the Accountability and Implementation Board and the Maryland Longitudinal Data System Center.</text> </level> </section> <section article="ged" article_name="Education" number="7-204" title_number="7" title_name="Public Schools" subtitle_number="2" subtitle_name="Evaluation and Graduation of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Criterion-referenced test” means a measuring instrument that meets common standards or criteria including validity, reliability, objectivity, efficiency, and usefulness.</text> </level> <level label="3"> <text>“Measurement” means a procedure for determining quantity.</text> </level> <level label="4"> <text>“Standardized test” means a measuring instrument that:</text> <level label="i"> <text>Is designed to measure important common outcomes of representative courses of study;</text> </level> <level label="ii"> <text>Is administered according to specific detailed directions prescribed in a manual;</text> </level> <level label="iii"> <text>Is scored by an objective procedure;</text> </level> <level label="iv"> <text>Provides norms for comparison of individual scores with representative group scores; and</text> </level> <level label="v"> <text>Provides information needed for judging the value of the test.</text> </level> </level> <level label="5"> <text>“Test” means a method, technique, or instrument that measures the amount, status, or level of progress achieved toward an instructional objective.</text> </level> <level label="6"> <text>“Test objectivity” means a set of conditions leading to standard procedure and interpretation, and the elimination of all elements of personal bias.</text> </level> <level label="7"> <text>“Test reliability” means the consistency with which a test can be trusted to give the same or similar scores or descriptions of behaviors at different times.</text> </level> <level label="8"> <text>“Test validity” means the extent to which an appraisal technique actually measures the element it is designed to measure.</text> </level> </level> <level label="b"> <level label="1"> <text>The State Board shall conduct a comprehensive, in-depth assessment of State mandated testing and measurement programs.</text> </level> <level label="2"> <text>The assessment shall include for each State mandated testing or measurement program an evaluation of:</text> <level label="i"> <text>Costs of materials for administering the testing and measurement programs;</text> </level> <level label="ii"> <text>The efficiency and effectiveness of the testing and measurement programs;</text> </level> <level label="iii"> <text>Administrative procedures and costs associated with the testing and measurement programs;</text> </level> <level label="iv"> <text>Allocation of time devoted to testing and measurement; and</text> </level> <level label="v"> <text>Methods for scoring and utilization of test results.</text> </level> </level> <level label="3"> <text>The assessment shall include an analysis of the validity, reliability, and objectivity of all testing and measurement instruments including:</text> <level label="i"> <text>Standardized tests;</text> </level> <level label="ii"> <text>Criterion-referenced tests; and</text> </level> <level label="iii"> <text>The functional testing program established under § 7-203 of this subtitle.</text> </level> </level> </level> <level label="c"> <text>For any test instrument authorized for use in a State mandated testing and measurement program, the Board shall recommend procedures and standards for determining test validity, test reliability, and test objectivity.</text> </level> </section> <section article="ged" article_name="Education" number="7-205" title_number="7" title_name="Public Schools" subtitle_number="2" subtitle_name="Evaluation and Graduation of Students"> <level label="a"> <text>In this section, “homeless youth” has the meaning stated in the McKinney–Vento Homeless Assistance Act.</text> </level> <level label="b"> <text>The promotion of students in a public school and graduation from a public high school shall be in accordance with:</text> <level label="1"> <text>Except as provided in subsection (d) of this section, policies established by the county board; and</text> </level> <level label="2"> <text>The rules and regulations of the State Board.</text> </level> </level> <level label="c"> <level label="1"> <text>Each student who graduates from a public high school shall receive the same type of diploma or certificate, regardless of the high school attended or the course taken.</text> </level> <level label="2"> <text>The diploma or certificate shall state that the student has completed a program of studies satisfactorily in accordance with the requirements of the State Board.</text> </level> </level> <level label="d"> <level label="1"> <text>Subject to paragraph (2) of this subsection, a county board shall waive all high school graduation requirements, including required coursework, established by the county board that are in addition to the high school graduation requirements established by the State Board for a student in foster care or who is a homeless youth, if the student while in grade 11 or 12 transfers into the local school system from a different local school system in the State.</text> </level> <level label="2"> <text>A county board may not waive the requirements under paragraph (1) of this subsection if the county board makes a finding that the student is reasonably able to complete the county high school graduation requirements in time to graduate from high school while the student remains eligible for foster care benefits.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-205.1" title_number="7" title_name="Public Schools" subtitle_number="2" subtitle_name="Evaluation and Graduation of Students"> <level label="a"> <text>In this section, “CCR standard” means the college and career readiness standards established under this section.</text> </level> <level label="b"> <level label="1"> <text>The State Board shall establish high school curriculum, college and career readiness standards, and graduation requirements for all public schools in accordance with this section.</text> </level> <level label="2"> <text>The State Board shall coordinate and consult with the Maryland Higher Education Commission, the Governor’s Workforce Development Board, the Maryland Association of Community Colleges, and the Accountability and Implementation Board in performing its duties under this subsection.</text> </level> </level> <level label="c"> <level label="1"> <level label="i"> <text>It is the goal of the State that students enrolled in public school shall meet the CCR standard before the end of the 10th grade and no later than the time the student graduates from high school.</text> </level> <level label="ii"> <text>It is the goal of the State that each student enrolled in public school, regardless of the student’s race, ethnicity, gender, address, socioeconomic status, or the language spoken in the student’s home, shall have equitable access to college and career readiness and shall meet the CCR standard at an equal rate.</text> </level> </level> <level label="2"> <text>A student shall meet the CCR standard when the student meets a standard in English language arts, mathematics, and, when practicable, science that enables the student to be successful in entry level credit bearing courses or postsecondary education training at a State community college.</text> </level> <level label="3"> <text>The Blueprint for Maryland’s Future and the CCR standard established under this section are not intended to alter the need for high quality programs and content in fine arts, civics, physical education, and other areas that are necessary to provide a holistic education and enable every student to be well–rounded and meet the CCR standard.</text> </level> <level label="4"> <text>On or before January 1, 2022, the Department shall develop and begin to implement a communication strategy to inform parents, students, educators, and the wider public about the CCR standard developed under this section.</text> </level> </level> <level label="d"> <level label="1"> <text>Beginning with the 2021–2022 school year, each student shall be assessed no later than the 10th grade by a method adopted by the State Board to determine whether the student meets the CCR standard required under subsection (c) of this section.</text> </level> <level label="2"> <level label="i"> <text>Meeting the CCR standard shall initially require a student to achieve the equivalent of a score of 4 or 5 in the mathematics and English portions of the Partnership for Assessment of Readiness for College and Career grade 10 assessments or the Maryland Comprehensive Assessment Program grade 10 assessments or any successor assessments.</text> </level> <level label="ii"> <text>After the empirical study required under paragraph (3) of this subsection is complete, the CCR standard shall reflect the results of that study.</text> </level> </level> <level label="3"> <level label="i"> <text>On or before July 1, 2022, the Department, in consultation with the Accountability and Implementation Board, shall contract with a public or private entity to conduct an empirical study of the CCR standard required under this subsection to determine whether that standard adequately meets the CCR standard required under subsection (c) of this section.</text> </level> <level label="ii"> <level label="1"> <text>An entity with whom the Department contracts under this paragraph shall determine the levels and types of literacy in reading, writing, mathematics, and, when practicable, science, that are needed to succeed in entry–level courses and postsecondary training offered at community colleges in the State.</text> </level> <level label="2"> <text>In performing the study required under this subparagraph, the entity shall:</text> </level> <level label="A"> <text>Examine top–performing educational systems throughout the world, comparing these systems to the education offered in the State; and</text> </level> <level label="B"> <text>Consider potential sources of bias in any proposed assessment and strive to eliminate any potential bias in a proposed CCR modification.</text> </level> </level> <level label="iii"> <text>An entity responsible for conducting the study under this paragraph may not be reimbursed for international travel but may be reimbursed for reasonable domestic travel.</text> </level> <level label="iv"> <text>On or before September 1, 2023, the entity shall report to the Governor and, in accordance with § 2–1257 of the State Government Article, the General Assembly, and the Accountability and Implementation Board on the results of its study and recommendations to modify the CCR standard to align with the literacy standards necessary to be successful in State community colleges and, to the extent applicable, comparable postsecondary institutions in top performing systems.</text> </level> </level> <level label="4"> <text>After the study conducted under paragraph (3) of this subsection is complete, and periodically thereafter, the State Board shall:</text> <level label="i"> <text>Adopt a new CCR standard as required by paragraph (2) of this subsection;</text> </level> <level label="ii"> <text>Determine whether the assessments required under paragraph (1) of this subsection are sufficient to determine whether high school students meet the CCR standard, including whether the assessments contain any potential bias; and</text> </level> <level label="iii"> <text>If the assessments are not sufficient, adjust the assessments accordingly.</text> </level> </level> </level> <level label="e"> <level label="1"> <level label="i"> <text>Each county board, in collaboration with the community colleges, shall develop and implement by the 2023–2024 school year a program of study for students who have not met the CCR standard by the end of the 10th grade.</text> </level> <level label="ii"> <text>Courses developed under this paragraph shall include applied experiential courses that are highly engaging and focus on the completion of projects and solution of problems as core course components.</text> </level> </level> <level label="2"> <text>Courses under this subsection shall be delivered:</text> <level label="i"> <text>In the 11th and 12th grades to students who have not achieved the CCR standard by the end of the 10th grade; and</text> </level> <level label="ii"> <text>Subject to the requirements under paragraph (4) of this subsection, before the 10th grade for a student who is not on track to meet the CCR standard by the end of the 10th grade.</text> </level> </level> <level label="3"> <level label="i"> <text>The implementation of the courses required under this subsection:</text> <level label="1"> <text>Shall include an assessment or reassessment of the student after completion of the course;</text> </level> <level label="2"> <text>May not preclude or replace enrollment in a course otherwise required for graduation from high school; and</text> </level> <level label="3"> <text>Subject to subparagraph (ii) of this paragraph, beginning with the 2022–2023 school year, may not preclude enrollment in the initial stages of one or more post–CCR pathways established under subsection (g) of this section, including the opportunity to make progress towards a CTE credential.</text> </level> </level> <level label="ii"> <text>When the Accountability and Implementation Board determines that the Blueprint for Maryland’s Future has been fully implemented, post–CCR pathways shall be available only to students who have met the CCR standard, except under limited circumstances determined by the Board.</text> </level> </level> <level label="4"> <level label="i"> <text>A middle school or high school student who is not progressing in a manner that would predictably result in the student meeting the CCR standard by the end of the 10th grade shall be enrolled in an extended curriculum with alternative approaches that are tailored to the student’s specific circumstances and needs.</text> </level> <level label="ii"> <text>The extended curriculum may include culturally responsive lessons, adjustment in pedagogy, with an emphasis on project–based and problem–based applied learning, and varied instructional timing.</text> </level> <level label="iii"> <text>A student may be placed in the extended curriculum for specific subjects.</text> </level> <level label="iv"> <text>A student who is close to meeting the CCR standard by the end of the 10th grade may be enrolled in an extended summer curriculum.</text> </level> <level label="v"> <text>A student who is placed in the extended curriculum and makes more progress than expected may be returned to other courses.</text> </level> </level> </level> <level label="f"> <level label="1"> <text>Each student who has not met the CCR standard by the end of the 10th grade shall receive an individualized plan designed to prepare the student for success in meeting the CCR standard.</text> </level> <level label="2"> <text>A teacher working with a student under this subsection shall:</text> <level label="i"> <text>Assemble a team of other teachers to monitor the student’s progress;</text> </level> <level label="ii"> <text>Meet with the student’s parents or guardians to help plan for the student’s success; and</text> </level> <level label="iii"> <text>Work with public and private agencies to provide the student and the student’s family with support necessary to foster the student’s success.</text> </level> </level> </level> <level label="g"> <level label="1"> <text>Subject to paragraph (4) of this subsection, beginning in the 2023–2024 school year, each county board shall provide all students who meet the CCR standard required under subsection (c) of this section with access to the following post college and career readiness (post–CCR) pathways, at no cost to the student or the student’s parents, including the cost of any fees:</text> <level label="i"> <text>A competitive entry college preparatory program, chosen by the county board, consisting of:</text> <level label="1"> <text>The International Baccalaureate Diploma Program;</text> </level> <level label="2"> <text>The Cambridge AICE Diploma Program; or</text> </level> <level label="3"> <text>A comparable program consisting of Advanced Placement courses specified by the College Board;</text> </level> </level> <level label="ii"> <text>A program that allows a student, through an early college program or dual enrollment at a student’s high school and an institution of higher education to earn:</text> <level label="1"> <text>An associate degree; or</text> </level> <level label="2"> <text>At least 60 credits toward a bachelor’s degree; and</text> </level> </level> <level label="iii"> <text>A robust set of career and technology education programs that are adopted by the CTE Committee and that allow students to complete:</text> <level label="1"> <text>A credit or noncredit certificate or license program, course, or sequence of courses, including a program, course, or courses taken through dual enrollment under § 15–127 of this article, at a secondary or postsecondary institution, through an Advanced Placement course at a secondary institution, or through an apprenticeship sponsor that leads to an industry recognized occupational–credential or postsecondary certificate;</text> </level> <level label="2"> <text>A registered apprenticeship program approved by the Division of Workforce Development and Adult Learning within the Maryland Department of Labor; or</text> </level> <level label="3"> <text>A youth apprenticeship program, under Title 18, Subtitle 18 of this article.</text> </level> </level> </level> <level label="2"> <text>Each public high school shall provide access to the programs described under paragraph (1) of this subsection through that public school or through another public school in the county.</text> </level> <level label="3"> <level label="i"> <text>Each student who meets the CCR standard required under subsection (c) of this section shall be enrolled in at least one post–CCR pathway described in paragraph (1) of this subsection.</text> </level> <level label="ii"> <text>Each student who enrolls in a post–CCR pathway shall remain enrolled in the student’s public high school.</text> </level> <level label="iii"> <text>Each public high school shall provide to every student, regardless of whether the student is enrolled in a post–CCR pathway, the full range of services to which the student is entitled, including:</text> <level label="1"> <text>Personal, career, and academic advising; and</text> </level> <level label="2"> <text>Counseling, in accordance with § 7–126 of this title, to help the student choose one or more post–CCR pathways, or courses within a post–CCR pathway, that fits with the student’s educational and career goals.</text> </level> </level> <level label="iv"> <text>Priority for counseling and advising services described under subparagraph (iii) of this paragraph shall be given to students who have not met the CCR standard by the end of 10th grade.</text> </level> <level label="v"> <text>Any high school graduation requirements that a student does not meet by the time the student has completed the assessment required under subsection (d) of this section shall be provided within the post–CCR pathway the student chooses.</text> </level> </level> <level label="4"> <text>To phase in expansion of dual enrollment to maximize the number of students who can earn the maximum number of dual enrollment credits consistent with the phased increases in school funding, for fiscal years 2025 through 2030, the State Board and the Accountability and Implementation Board, in consultation with each local school system, may limit the number and types of courses that a student dually enrolled at the student’s public high school and at an institution of higher education may enroll in during the school year at the institution of higher education as part of the post–CCR pathway in accordance with paragraph (1) of this subsection and § 15–127 of this article.</text> </level> <level label="5"> <level label="i"> <text>The State Board shall adopt regulations to carry out this subsection.</text> </level> <level label="ii"> <text>The regulations shall include standards that:</text> <level label="1"> <text>Guarantee, to the extent practicable, statewide uniformity in the quality of the post–CCR pathways;</text> </level> <level label="2"> <text>Meet the requirements of paragraph (1) of this subsection; and</text> </level> <level label="3"> <text>Require high school graduation credit to be awarded for any programs administered in accordance with this subsection.</text> </level> </level> </level> </level> <level label="h"> <level label="1"> <level label="i"> <text>Beginning with the 9th grade class of 2014, and subject to paragraph (2) of this subsection and subsection (j) of this section, each student shall enroll in a mathematics course in each year that the student attends high school.</text> </level> <level label="ii"> <text>The requirements of this subsection may be achieved under post–CCR pathways.</text> </level> </level> <level label="2"> <text>The Department shall adopt regulations that establish the mathematics and math–related courses that fulfill the requirements of this subsection, which may include math–related career and technical program courses.</text> </level> </level> <level label="i"> <text>It is the goal of the State that:</text> <level label="1"> <text>Subject to item (2) of this subsection, all students achieve mathematics competency in Algebra II; and</text> </level> <level label="2"> <text>After the completion of the study required under subsection (d) of this section, all students achieve mathematics competency in the standard the State Board adopts in response to the study.</text> </level> </level> <level label="j"> <text>A student who is enrolled in a credit–bearing mathematics transition course under subsection (e) of this section:</text> <level label="1"> <text>Subject to item (2) of this subsection, shall be considered to meet the requirements of subsection (h) of this section; and</text> </level> <level label="2"> <text>May not be considered to meet the requirements of subsection (h) of this section if other credit–bearing courses required for graduation have not been met.</text> </level> </level> <level label="k"> <text>The State Board may only require a passing score on a standardized assessment to evaluate a student for graduation from high school after the assessment has been field–tested and piloted for at least 1 year.</text> </level> <level label="l"> <level label="1"> <text>The Department shall adopt regulations to require the award of credit toward high school graduation requirements for the time students spend participating in post–CCR pathways under subsection (h) of this section.</text> </level> <level label="2"> <text>The Department’s regulations shall include high school credit towards the high school graduation requirements for any college courses that are approved by the Department.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-205.2" title_number="7" title_name="Public Schools" subtitle_number="2" subtitle_name="Evaluation and Graduation of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Automated external defibrillator” has the meaning stated in § 13–517 of this article.</text> </level> <level label="3"> <text>“Psychomotor skills” means the use of hands–on practicing to support cognitive learning.</text> </level> </level> <level label="b"> <text>Beginning with students entering grade 9 in the 2015–2016 school year, a student shall complete, as part of the health or physical education curriculum, instruction in cardiopulmonary resuscitation that includes hands–only cardiopulmonary resuscitation and the use of an automated external defibrillator.</text> </level> <level label="c"> <text>Beginning in the 2015–2016 school year, each county board shall provide, as part of the health or physical education curriculum, instruction in cardiopulmonary resuscitation that includes hands–only cardiopulmonary resuscitation and the use of an automated external defibrillator in every public school that enrolls students in any of the grades 9 through 12 in the county.</text> </level> <level label="d"> <text>The instruction required under subsections (b) and (c) of this section shall:</text> <level label="1"> <text>Use an instructional program that is:</text> <level label="i"> <text>Developed by the American Heart Association or the American Red Cross; or</text> </level> <level label="ii"> <text>Approved by the Department and the county board and is nationally recognized and based on the most current national evidence–based emergency cardiovascular care guidelines for cardiopulmonary resuscitation and the use of an automated external defibrillator; and</text> </level> </level> <level label="2"> <text>Incorporate the psychomotor skills necessary to perform cardiopulmonary resuscitation and to use an automated external defibrillator.</text> </level> </level> <level label="e"> <level label="1"> <text>If the instruction required under subsections (b) and (c) of this section is offered for certification, the course must be conducted by an individual who is certified by the American Heart Association, the American Red Cross, or a similar nationally recognized entity as an instructor of cardiopulmonary resuscitation and the use of an automated external defibrillator.</text> </level> <level label="2"> <text>If the instruction required under subsections (b) and (c) of this section is not offered for certification, a teacher who is not a certified instructor of cardiopulmonary resuscitation and the use of an automated external defibrillator may facilitate, provide, or oversee the instruction.</text> </level> </level> <level label="f"> <text>The Department shall develop a process to monitor the implementation of the requirements established under this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-205.4" title_number="7" title_name="Public Schools" subtitle_number="2" subtitle_name="Evaluation and Graduation of Students"> <text>Notwithstanding any other provision of law, a county board may award credit to a high school student toward a high school diploma or a postsecondary credential, or both, for the work–based training and classroom instruction completed under a registered apprenticeship program.</text> </section> <section article="ged" article_name="Education" number="7-206.1" title_number="7" title_name="Public Schools" subtitle_number="2" subtitle_name="Evaluation and Graduation of Students"> <level label="a"> <text>An individual honorably discharged from military service may apply to obtain a high school diploma if the individual withdrew from a regular full–time public or private high school accredited by the State Board to enlist in the armed forces during:</text> <level label="1"> <text>World War II;</text> </level> <level label="2"> <text>The Korean Conflict; or</text> </level> <level label="3"> <text>The Vietnam Conflict.</text> </level> </level> <level label="b"> <text>To obtain a high school diploma under subsection (a) of this section, the individual shall apply to the county board in the county where the individual resides or where the school from which the individual withdrew was located.</text> </level> <level label="c"> <text>Each county board shall adopt rules and regulations to establish procedures for awarding diplomas under this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-207" title_number="7" title_name="Public Schools" subtitle_number="2" subtitle_name="Evaluation and Graduation of Students"> <level label="a"> <level label="1"> <text>There is a program of State Merit Scholastic Awards.</text> </level> <level label="2"> <text>The awards shall be issued annually by the Governor.</text> </level> </level> <level label="b"> <level label="1"> <text>On or before April 1 of each year, the principal of each senior high school shall present to the Governor a list of nominees for a State Merit Scholastic Award.</text> </level> <level label="2"> <text>The list shall consist of the names of the top 5 percent of the students in the graduating class.</text> </level> </level> <level label="c"> <text>Each nominee shall be recommended for scholastic achievement.</text> </level> <level label="d"> <text>The Governor shall issue to each student nominated for the award an appropriate certificate that recognizes the excellence of scholastic achievement of the student.</text> </level> </section> <section article="ged" article_name="Education" number="7-208" title_number="7" title_name="Public Schools" subtitle_number="2" subtitle_name="Evaluation and Graduation of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Eligible student” means a student who attends a public high school that participates in the Maryland Seal of Biliteracy Program.</text> </level> <level label="3"> <level label="i"> <text>“Foreign language” means a language other than English.</text> </level> <level label="ii"> <text>“Foreign language” includes American Sign Language and any Native American language.</text> </level> </level> <level label="4"> <text>“Program” means the Maryland Seal of Biliteracy Program.</text> </level> </level> <level label="b"> <text>There is a Maryland Seal of Biliteracy Program that recognizes public high school graduates in the State who have attained proficiency in speaking, reading, and writing in one or more languages in addition to English.</text> </level> <level label="c"> <text>The purpose of the Program is to promote linguistic proficiency and cultural literacy in one or more languages in addition to English and to provide recognition of the attainment of those skills by affixing a Seal of Biliteracy to the student’s diploma or transcript at graduation, at no cost to the student.</text> </level> <level label="d"> <level label="1"> <text>Participation in the Program by a local school system is voluntary.</text> </level> <level label="2"> <text>If a local school system chooses to participate in the Program, an individual school may not opt out of participation in the Program.</text> </level> </level> <level label="e"> <level label="1"> <text>Beginning with the graduating class of 2017, each eligible student who meets the criteria and requirements established by the State Board in accordance with subsection (f)(1) of this section shall receive a Seal of Biliteracy.</text> </level> <level label="2"> <text>A Seal of Biliteracy shall be affixed to the student’s diploma or transcript at graduation.</text> </level> </level> <level label="f"> <text>On or before October 1, 2016, the State Board shall:</text> <level label="1"> <text>Establish criteria and requirements a student must meet to receive a Seal of Biliteracy; and</text> </level> <level label="2"> <text>Provide information to each local school system regarding how to participate in and how to implement the Program.</text> </level> </level> <level label="g"> <text>A local school system participating in the Program shall:</text> <level label="1"> <text>Maintain records necessary for determining a student’s eligibility for a Seal of Biliteracy; and</text> </level> <level label="2"> <text>Affix a Seal of Biliteracy to the diploma or transcript of every eligible student meeting the criteria and requirements established by the State Board in accordance with subsection (f)(1) of this section.</text> </level> </level> <level label="h"> <text>The State Board shall adopt regulations to carry out this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-210" title_number="7" title_name="Public Schools" subtitle_number="2" subtitle_name="Evaluation and Graduation of Students"> <level label="a"> <text>Beginning in the 2022–2023 school year, a racially and culturally unbiased statewide kindergarten assessment that is administered with the purpose of measuring school readiness to be used for diagnostic purposes, curriculum development, and early detection of learning challenges shall be given to all incoming kindergarten students in the State and:</text> <level label="1"> <text>May include an evaluation of:</text> <level label="i"> <text>Language and literacy skills;</text> </level> <level label="ii"> <text>Academic knowledge in mathematics, science, and social studies;</text> </level> <level label="iii"> <text>Physical development; and</text> </level> <level label="iv"> <text>Social development; and</text> </level> </level> <level label="2"> <text>Shall be completed on or before October 10 with the aggregate results returned within 45 days after administration of the assessment.</text> </level> </level> <level label="b"> <level label="1"> <text>Except as provided in paragraph (2) of this subsection, a statewide kindergarten assessment may not be administered to an enrolled prekindergarten student.</text> </level> <level label="2"> <text>A statewide kindergarten assessment or early learning assessment may be administered to an enrolled prekindergarten student by a school psychologist or other school–based professional who intends to use the results in order to identify a disability.</text> </level> </level> <level label="c"> <text>Subject to subsection (d) of this section, a county board:</text> <level label="1"> <text>Is encouraged to administer a portion of the assessment to students in the county during the summer months before kindergarten begins; and</text> </level> <level label="2"> <text>May administer the remaining portion of the assessment during the school year.</text> </level> </level> <level label="d"> <text>Before administering the early learning assessment, a county board shall consult with kindergarten teachers, including teachers nominated by the exclusive bargaining representative, in determining how to implement the assessment.</text> </level> <level label="e"> <text>The assessment in this section shall be the sole diagnostic assessment for measuring school readiness.</text> </level> <level label="f"> <text>The Department shall adopt regulations to implement the requirements of this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-211" title_number="7" title_name="Public Schools" subtitle_number="2" subtitle_name="Evaluation and Graduation of Students"> <text>A local school system may not charge a student a fee for enrollment in a summer school course if:</text> <level label="1"> <text>The student attends a school in the local school system;</text> </level> <level label="2"> <text>Credit for the course is required for graduation from a high school in the local school system; and</text> </level> <level label="3"> <text>The student previously took the course, but did not successfully complete or receive credit for the course.</text> </level> </section> <section article="ged" article_name="Education" number="7-212" title_number="7" title_name="Public Schools" subtitle_number="2" subtitle_name="Evaluation and Graduation of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“FAFSA” means the Free Application for Federal Student Aid.</text> </level> <level label="3"> <text>“MSFAA” means the Maryland State Financial Aid Application.</text> </level> </level> <level label="b"> <level label="1"> <text>Each county board shall encourage and assist as many high school seniors as possible in completing and submitting a FAFSA, or a MSFAA if ineligible to complete a FAFSA, by the deadline for eligibility for State financial aid set by the Maryland Higher Education Commission.</text> </level> <level label="2"> <text>A county board shall develop an outreach plan to achieve the objective under paragraph (1) of this subsection.</text> </level> <level label="3"> <text>Each outreach plan shall include:</text> <level label="i"> <text>Completion of a data sharing agreement with the Commission to receive FAFSA Filing Status Information under the federal FAFSA Completion Initiative;</text> </level> <level label="ii"> <text>At least three evening or weekend financial aid nights at each school that provide information and assistance to students and their parents or guardians in completing the FAFSA, or the MSFAA if ineligible to complete the FAFSA;</text> </level> <level label="iii"> <text>A description of partnerships, if any, with:</text> <level label="1"> <text>A community college or 4–year institution of higher education servicing that jurisdiction; or</text> </level> <level label="2"> <text>Nonprofit organizations with the purpose of assisting students with accessing postsecondary education or college access organizations;</text> </level> </level> <level label="iv"> <text>A description of the county’s student awareness campaign about completing the FAFSA, or the MSFAA if ineligible to complete the FAFSA, and the postsecondary education financial aid planning process, including when during the high school years students will begin receiving information; and</text> </level> <level label="v"> <text>Plans to ensure that students and their families from the following populations intentionally receive the necessary information, assistance, and support:</text> <level label="1"> <text>Traditionally underserved students, including low–income, minority, and nonnative English speakers;</text> </level> <level label="2"> <text>Unaccompanied and homeless youth; and</text> </level> <level label="3"> <text>Foster children.</text> </level> </level> </level> <level label="4"> <text>Each county board shall:</text> <level label="i"> <text>Update its outreach plan each year to address gaps and disparities among schools and student populations; and</text> </level> <level label="ii"> <text>On or before October 1, 2022, and each October 1 thereafter, send a copy of its outreach plan required under this subsection to the Department, the Maryland Higher Education Commission, the Financial Assistance Advisory Council, and the Senate Education, Health, and Environmental Affairs Committee, the House Appropriations Committee, and the House Committee on Ways and Means, in accordance with § 2–1257 of the State Government Article.</text> </level> </level> </level> <level label="c"> <level label="1"> <text>On or before December 15 each year, beginning in 2023 and ending in 2028, the Maryland Longitudinal Data System Center shall submit a report to the Senate Education, Energy, and the Environment Committee, the House Appropriations Committee, and the House Ways and Means Committee, in accordance with § 2–1257 of the State Government Article, on:</text> <level label="i"> <text>The number of students who completed and submitted the FAFSA in the immediately preceding school year;</text> </level> <level label="ii"> <text>The number of students who did not complete and submit the FAFSA in the immediately preceding school year; and</text> </level> <level label="iii"> <text>The number of students who completed the FAFSA by the deadline for eligibility for State financial aid.</text> </level> </level> <level label="2"> <text>The Maryland Longitudinal Data System shall disaggregate the information reported under paragraph (1) of this subsection by county and other student subgroups.</text> </level> <level label="3"> <text>The Commission shall provide the Maryland Longitudinal Data System Center with access to student FAFSA data:</text> <level label="i"> <text>In the federal Student Aid Internet Gateway; and</text> </level> <level label="ii"> <text>Collected by the Office of Student Financial Aid.</text> </level> </level> </level> <level label="d"> <level label="1"> <text>On or before April 1, 2022, the Financial Assistance Advisory Council in the Maryland Higher Education Commission shall submit a report to the Senate Education, Health, and Environmental Affairs Committee, the House Appropriations Committee, and the House Committee on Ways and Means, in accordance with § 2–1257 of the State Government Article, on ways to assist county boards with connecting students to financial aid opportunities, including:</text> <level label="i"> <text>Identifying best practices; and</text> </level> <level label="ii"> <text>Compiling relevant materials and toolkits.</text> </level> </level> <level label="2"> <text>On or before December 1, 2022, and each December 1 thereafter, the Financial Assistance Advisory Council in the Maryland Higher Education Commission shall review the plans submitted under subsection (b)(4) of this section and the data reported under subsection (c)(1) of this section to make recommendations on updates to county board outreach plans.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-301" title_number="7" title_name="Public Schools" subtitle_number="3" subtitle_name="Attendance and Discipline of Students"> <level label="a"> <text>This section does not apply to a child under the age of 18 years who:</text> <level label="1"> <text>Has obtained a Maryland high school diploma, an equivalent out–of–state high school diploma, or a GED;</text> </level> <level label="2"> <text>Is a student with disabilities and has completed the requirements for a Maryland high school certificate of completion;</text> </level> <level label="3"> <text>Is receiving regular, thorough instruction during the school year in the studies usually taught in the public schools to children of the same age;</text> </level> <level label="4"> <text>Has completed an instruction program under item (3) of this subsection;</text> </level> <level label="5"> <text>Is severely ill and requires home or hospital instruction;</text> </level> <level label="6"> <text>Is married;</text> </level> <level label="7"> <text>Is in military service;</text> </level> <level label="8"> <text>Is committed by court order to an institution without an educational program;</text> </level> <level label="9"> <text>Provides financial support to the child’s family as documented by a local department of social services;</text> </level> <level label="10"> <text>Subject to the approval of the county superintendent, has been expelled under § 7–305 of this subtitle;</text> </level> <level label="11"> <text>Is pregnant or a parent and is enrolled in an alternative educational program;</text> </level> <level label="12"> <text>Attends an alternative educational program;</text> </level> <level label="13"> <text>Subject to written parental consent and written agreement with the county board, attends a public school on a part–time basis and attends a private career school as defined under § 10–101 of this article; or</text> </level> <level label="14"> <text>Is waived from the provisions of this section by the State Superintendent.</text> </level> </level> <level label="a–1"> <level label="1"> <text>Except as otherwise provided in this section, each child who resides in this State and is 5 years old or older and under 18 shall attend a public school regularly during the entire school year.</text> </level> <level label="2"> <text>In accordance with regulations of the State Board of Education, a child who resides in this State and is 5 years old may be exempted from mandatory school attendance for 1 year if the child’s parent or guardian files a written request with the local school system asking that the child’s attendance be delayed due to the child’s level of maturity.</text> </level> <level label="3"> <text>Except as provided in subsection (f) of this section or in regulations of the State Board of Education, each child who resides in this State shall attend a kindergarten program regularly during the school year prior to entering the first grade unless the child is otherwise receiving regular, thorough instruction in the skills and studies usually taught in a kindergarten program of a public school.</text> </level> </level> <level label="b"> <text>A county superintendent, school principal, or an individual authorized by the county superintendent or principal may excuse a student for a lawful absence.</text> </level> <level label="c"> <text>Each person who has legal custody or care and control of a child who is 5 years old or older and under 16 shall see that the child attends school or receives instruction as required by this section.</text> </level> <level label="d"> <level label="1"> <text>This section applies to any child who has a mental, emotional, or physical handicap.</text> </level> <level label="2"> <text>This section does not apply to a child:</text> <level label="i"> <text>Whose mental, emotional, or physical condition makes the child’s instruction detrimental to the child’s progress; or</text> </level> <level label="ii"> <text>Whose presence in school presents a danger of serious physical harm to others.</text> </level> </level> <level label="3"> <text>With the advice of the school principal, supervisor, pupil personnel supervisor, or visiting teacher and with the written recommendation of a licensed physician or a State Department of Education certified or licensed psychologist, the county superintendent may:</text> <level label="i"> <text>Make other appropriate provisions for the free education of any student excepted from attendance under paragraph (2) of this subsection; or</text> </level> <level label="ii"> <text>Permit the parents or guardians of that student to withdraw the child from public school, for as long as the attendance of the child in a public school would be detrimental to the child’s progress or the child’s presence in school would present a danger of serious physical harm to others.</text> </level> </level> <level label="4"> <text>If a child is withdrawn from a public school under this subsection, the county board shall make other appropriate provisions for the education of the child.</text> </level> <level label="5"> <text>If an appropriate educational placement is not available immediately, the county board shall make interim provisions for the education of the child until an appropriate placement becomes available.</text> </level> </level> <level label="e"> <level label="1"> <text>Any person who induces or attempts to induce a child to be absent unlawfully from school or employs or harbors any child who is absent unlawfully from school while school is in session is guilty of a misdemeanor and on conviction is subject to a fine not to exceed $500 or imprisonment not to exceed 30 days, or both.</text> </level> <level label="2"> <text>Any person who has legal custody or care and control of a child who is 5 years old or older and under 16 who fails to see that the child attends school or receives instruction under this section is guilty of a misdemeanor and:</text> <level label="i"> <text>For a first conviction is subject to a fine not to exceed $50 per day of unlawful absence or imprisonment not to exceed 3 days, or both; and</text> </level> <level label="ii"> <text>For a second or subsequent conviction is subject to a fine not to exceed $100 per day of unlawful absence or imprisonment not to exceed 5 days, or both.</text> </level> </level> <level label="3"> <text>In addition to the penalties provided under paragraph (2) of this subsection, the court may order a person convicted under paragraph (2) of this subsection to perform community service.</text> </level> <level label="4"> <level label="i"> <text>For a person with legal custody or care and control of a child at the time of an alleged violation of this section, it is an affirmative defense to a charge under this section that the person made reasonable and substantial efforts to see that the child attended school as required by law but was unable to cause the child to attend school.</text> </level> <level label="ii"> <text>If the court finds the affirmative defense is valid, the court shall dismiss the charge under this section against the defendant.</text> </level> </level> <level label="5"> <level label="i"> <text>As to any sentence imposed under this section, the court may suspend the fine or the prison sentence and establish terms and conditions that would promote the child’s attendance.</text> </level> <level label="ii"> <text>The suspension authority provided for under subparagraph (i) of this paragraph is in addition to and not in limitation of the suspension authority under § 6–221 of the Criminal Procedure Article.</text> </level> </level> </level> <level label="e–1"> <level label="1"> <text>This subsection applies only:</text> <level label="i"> <text>In a county in which the circuit administrative judge has established a Truancy Reduction Pilot Program under § 3–8C–02 of the Courts Article; and</text> </level> <level label="ii"> <text>To the extent that funds are provided in an annual State budget for a Truancy Reduction Pilot Program.</text> </level> </level> <level label="2"> <text>A charge under this section may be filed in the juvenile court and assigned to a truancy docket for disposition under Title 3, Subtitle 8C of the Courts Article.</text> </level> <level label="3"> <text>The court may condition marking a charge under this section stet on participation of the defendant in the appropriate Truancy Reduction Pilot Program under Title 3, Subtitle 8C of the Courts Article.</text> </level> </level> <level label="f"> <text>A child may be exempted from attending kindergarten if a parent or guardian of the child files a written request with the local school system and verifies that the child is enrolled:</text> <level label="1"> <text>Full time in a licensed child care center;</text> </level> <level label="2"> <text>Full time in a registered family child care home; or</text> </level> <level label="3"> <text>Part time in a Head Start 5 year old program.</text> </level> </level> <level label="g"> <text>Subject to data being available through the Maryland Longitudinal Data System established under § 24–702 of this article and except as otherwise provided in this section, a child under the age of 18 years shall return to attendance at a public school regularly during the school year as required by this section, if the child:</text> <level label="1"> <text>Is no longer participating in GED courses; and</text> </level> <level label="2"> <text>Has not obtained a passing score on the GED test that resulted in the issuance of a Maryland high school diploma.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-301.1" title_number="7" title_name="Public Schools" subtitle_number="3" subtitle_name="Attendance and Discipline of Students"> <level label="a"> <text>A student’s absence due to a student’s pregnancy or parenting needs is a lawful absence as provided under this section.</text> </level> <level label="b"> <text>Each county board shall develop a written attendance policy for pregnant and parenting students that, at a minimum, meets the requirements of this section.</text> </level> <level label="c"> <level label="1"> <text>The policy developed under subsection (b) of this section shall:</text> <level label="i"> <text>Excuse all absences due to pregnancy– or parenting–related conditions, including absences for:</text> <level label="1"> <text>Labor;</text> </level> <level label="2"> <text>Delivery;</text> </level> <level label="3"> <text>Recovery; and</text> </level> <level label="4"> <text>Prenatal and postnatal medical appointments;</text> </level> </level> <level label="ii"> <text>Provide at least 10 days of excused absences for a parenting student after the birth of the student’s child;</text> </level> <level label="iii"> <text>Excuse any parenting–related absences due to an illness or a medical appointment of the student’s child, including up to 4 days of absences per school year for which the school may not require a note from a physician;</text> </level> <level label="iv"> <text>Excuse any absence due to a legal appointment involving the pregnant or parenting student that is related to family law proceedings, including adoption, custody, and visitation; and</text> </level> <level label="v"> <text>Excuse any parenting–related absence from a class due to use of a lactation space to nurse or express breast milk.</text> </level> </level> <level label="2"> <text>In addition to home and hospital services, the school may allow the student to:</text> <level label="i"> <text>Make up the work that the student missed in a time period that equals at least as many days that the student was absent; and</text> </level> <level label="ii"> <text>Choose one of the following alternatives to make up work that the student missed:</text> <level label="1"> <text>Retake a semester;</text> </level> <level label="2"> <text>Participate in an online course credit recovery program; or</text> </level> <level label="3"> <text>Allow the student 6 weeks to continue at the same pace and finish at a later date.</text> </level> </level> </level> <level label="3"> <text>Each county board shall publish its written attendance policy for pregnant and parenting students on the county board’s website.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-301.2" title_number="7" title_name="Public Schools" subtitle_number="3" subtitle_name="Attendance and Discipline of Students"> <text>Notwithstanding any other provision of law, a county board may count toward high school attendance the time an apprentice or youth apprentice spends during work–based training with an employer under a registered apprenticeship program. </text> </section> <section article="ged" article_name="Education" number="7-301.3" title_number="7" title_name="Public Schools" subtitle_number="3" subtitle_name="Attendance and Discipline of Students"> <level label="a"> <text>The Department and each county board shall adopt an attendance policy for public school students that:</text> <level label="1"> <text>Treats an absence due to a student’s behavioral health needs the same as an absence due to illness or another somatic health need; and</text> </level> <level label="2"> <text>If the policy requires a note from a health care provider to excuse an absence, authorizes an appropriate health care provider licensed or certified under the Health Occupations Article to provide a note to excuse the absence.</text> </level> </level> <level label="b"> <text>If a student or the student’s parent or guardian notifies a public school that the student’s absence was due to a behavioral health need, the school shall provide information to the student or the student’s parent or guardian about school or community behavioral health resources that are available to the student.</text> </level> <level label="c"> <text>A county board may adopt policies and procedures to carry out the requirements of this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-301.4" title_number="7" title_name="Public Schools" subtitle_number="3" subtitle_name="Attendance and Discipline of Students"> <level label="a"> <text>In this section, “legislative body” means an entity that:</text> <level label="1"> <text>Meets to set or carry out public policy;</text> </level> <level label="2"> <text>Is subject to the Open Meetings Act; and</text> </level> <level label="3"> <text>Consists of members who are elected or appointed by the Governor or a local executive authority.</text> </level> </level> <level label="b"> <level label="1"> <text>The student attendance policy of a county board shall include a provision allowing an excused or discretionary absence for a public school student participating in civic engagement activities.</text> </level> <level label="2"> <text>Civic engagement activities shall include:</text> <level label="i"> <text>Testifying virtually or in person at a hearing of a legislative body;</text> </level> <level label="ii"> <text>Meeting with members of a legislative body;</text> </level> <level label="iii"> <text>Contributing to the consideration, development, or implementation of policy issues; and</text> </level> <level label="iv"> <text>Participating in the Maryland General Assembly Page Program.</text> </level> </level> <level label="3"> <text>If the attendance policy requires a note to excuse an absence, the policy shall authorize an appropriate representative to provide a note or reasonable documentation to excuse the student’s absence.</text> </level> </level> <level label="c"> <text>A county board shall adopt policies and procedures to carry out the requirements of this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-302" title_number="7" title_name="Public Schools" subtitle_number="3" subtitle_name="Attendance and Discipline of Students"> <level label="a"> <text>The principal or head teacher of each public or private school in this State shall report immediately to the county superintendent, the supervisor of pupil personnel, or any other official designated by the county superintendent the name of each child enrolled in his school who has been absent or irregular in attendance, without lawful excuse, or who shows evidence of maladjustment, so that the causes may be studied and solutions worked out.</text> </level> <level label="b"> <text>On receipt of a report from a principal or head teacher of a public school that a student has been habitually truant without lawful excuse, the appropriate representative of the school system:</text> <level label="1"> <text>Shall initiate an investigation into the cause of the child’s truancy;</text> </level> <level label="2"> <text>May provide counseling regarding the availability of social, health, and educational services; and</text> </level> <level label="3"> <text>Following the investigation or intervention:</text> <level label="i"> <text>May notify the Department of Juvenile Services that the student has been habitually truant, without lawful excuse;</text> </level> <level label="ii"> <text>Shall notify the appropriate local department that the student has been habitually truant, without lawful excuse, if a court has given the notice authorized by § 3–819(b–1) of the Courts Article; and</text> </level> <level label="iii"> <text>Shall notify the Department of Juvenile Services that the student has been habitually truant, without lawful excuse, if a court has given the notice authorized by § 3–8A–19(d)(6) of the Courts Article.</text> </level> </level> </level> <level label="c"> <text>The county superintendent, the superintendent’s designee, or the supervisor of pupil personnel shall provide to the local education agency information regarding the number of students identified as being habitually truant.</text> </level> </section> <section article="ged" article_name="Education" number="7-302.1" title_number="7" title_name="Public Schools" subtitle_number="3" subtitle_name="Attendance and Discipline of Students"> <text>To the extent possible, the appropriate representative of a county board shall provide to each individual who no longer attends a public high school in the county and has not obtained a high school certificate or diploma:</text> <level label="1"> <text>Information concerning alternative education programs; and</text> </level> <level label="2"> <text>GED program requirements and testing locations.</text> </level> </section> <section article="ged" article_name="Education" number="7-302.2" title_number="7" title_name="Public Schools" subtitle_number="3" subtitle_name="Attendance and Discipline of Students"> <level label="a"> <text>In this section, “truant student” means a student:</text> <level label="1"> <text>Who is unlawfully absent from school for more than:</text> <level label="i"> <text>8 days in any quarter;</text> </level> <level label="ii"> <text>15 days in any semester; or</text> </level> <level label="iii"> <text>20 days in a school year; and</text> </level> </level> <level label="2"> <text>Whose absences for purposes of item (1) of this subsection are unlawful absences as defined by regulation.</text> </level> </level> <level label="b"> <text>Each county board shall develop a system of active intervention for truant students.</text> </level> <level label="c"> <level label="1"> <text>Each truant student attending kindergarten through 12th grade shall immediately be referred to the county board’s system of active intervention developed under this section.</text> </level> <level label="2"> <text>This section does not prohibit a county board from intervening in the case of a student who is frequently absent from school for both lawful and unlawful purposes, but is not a truant student.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-303" title_number="7" title_name="Public Schools" subtitle_number="3" subtitle_name="Attendance and Discipline of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Criminal organization” has the meaning stated in § 9–801 of the Criminal Law Article.</text> </level> <level label="3"> <text>“Law enforcement agency” means the law enforcement agencies listed in § 3–101(e) of the Public Safety Article.</text> </level> <level label="4"> <text>“Local school system” means the schools and school programs under the supervision of the local superintendent.</text> </level> <level label="5"> <text>“Local superintendent” means:</text> <level label="i"> <text>The county superintendent, for the county in which a student is enrolled, or a designee of the superintendent, who is an administrator; or</text> </level> <level label="ii"> <text>The superintendent of schools for the:</text> <level label="1"> <text>Archdiocese of Baltimore;</text> </level> <level label="2"> <text>Archdiocese of Washington; and</text> </level> <level label="3"> <text>Catholic Diocese of Wilmington.</text> </level> </level> </level> <level label="6"> <text>“Reportable offense” means an offense that:</text> <level label="i"> <text>Occurred off school premises;</text> </level> <level label="ii"> <text>Did not occur at an event sponsored by the school; and</text> </level> <level label="iii"> <text>Involved any of the following:</text> <level label="1"> <text>A crime of violence, as defined in § 14–101 of the Criminal Law Article;</text> </level> <level label="2"> <text>Any of the offenses enumerated in § 3–8A–03(d)(4) of the Courts Article;</text> </level> <level label="3"> <text>A violation of § 4–101, § 4–102, § 4–203, or § 4–204 of the Criminal Law Article;</text> </level> <level label="4"> <text>A violation of § 5–602, § 5–603, § 5–604, § 5–605, § 5–606, § 5–607, § 5–608, § 5–608.1, § 5–609, § 5–612, § 5–613, § 5–614, § 5–617, § 5–618, § 5–627, or § 5–628 of the Criminal Law Article;</text> </level> <level label="5"> <text>A violation of § 4–503, § 9–504, or § 9–505 of the Criminal Law Article;</text> </level> <level label="6"> <text>A violation of § 6–102, § 6–103, § 6–104, or § 6–105 of the Criminal Law Article;</text> </level> <level label="7"> <text>A violation of § 9–802 or § 9–803 of the Criminal Law Article;</text> </level> <level label="8"> <text>A violation of § 3–203 of the Criminal Law Article;</text> </level> <level label="9"> <text>A violation of § 6–301 of the Criminal Law Article;</text> </level> <level label="10"> <text>A violation of § 9–302, § 9–303, or § 9–305 of the Criminal Law Article;</text> </level> <level label="11"> <text>A violation of § 7–105 of the Criminal Law Article;</text> </level> <level label="12"> <text>A violation of § 6–202 of the Criminal Law Article; or</text> </level> <level label="13"> <text>A violation of § 10–606 of the Criminal Law Article.</text> </level> </level> </level> <level label="7"> <text>“School principal” means the principal of the public or nonpublic school in which a student is enrolled, or a designee of the principal, who is an administrator.</text> </level> <level label="8"> <level label="i"> <text>“School security officer” includes a school principal, another school administrator, a law enforcement officer, or other individual employed by a local school system or a local government who is designated by the county superintendent or a school principal to help maintain the security and safety of a school.</text> </level> <level label="ii"> <text>“School security officer” does not include a teacher.</text> </level> </level> <level label="9"> <text>“Student” means an individual enrolled in a public school system or nonpublic school in the State who is 5 years of age or older and under 22 years of age.</text> </level> </level> <level label="b"> <text>If a student is arrested for a reportable offense or an offense that is related to the student’s membership in a criminal organization, the law enforcement agency making the arrest:</text> <level label="1"> <text>Shall notify the following individuals of the arrest and the charges within 24 hours of the arrest or as soon as practicable:</text> <level label="i"> <text>The local superintendent;</text> </level> <level label="ii"> <text>The school principal; and</text> </level> <level label="iii"> <text>For a school that has a school security officer, the school security officer; and</text> </level> </level> <level label="2"> <text>May notify the State’s Attorney of the arrest and charges.</text> </level> </level> <level label="c"> <text>The State’s Attorney shall promptly notify either the local superintendent or the school principal of the disposition of the reportable offense required to be reported under subsection (b) of this section.</text> </level> <level label="d"> <text>Except by order of a juvenile court or other court upon good cause shown, the information obtained by an individual pursuant to subsections (b) and (c) of this section:</text> <level label="1"> <text>Is confidential and may not be redisclosed by subpoena or otherwise except as provided pursuant to subsections (e) and (f) of this section; and</text> </level> <level label="2"> <text>May not be made part of the student’s permanent educational record.</text> </level> </level> <level label="e"> <level label="1"> <text>Notwithstanding the provisions of subsection (d) of this section, nothing shall prohibit a local superintendent or school principal from transmitting the information obtained pursuant to subsections (b) and (c) of this section as a confidential file to the local superintendent of another public school system in the State or another nonpublic school in the State in which the student has enrolled or been transferred in order to carry out the purposes of this section if the disposition of the reportable offense was a conviction or an adjudication of delinquency or the criminal charge or delinquency petition is still pending.</text> </level> <level label="2"> <text>A local superintendent or school principal who transmits information about a student under this subsection shall include in the transmittal information regarding any educational programming and related services provided to the student.</text> </level> </level> <level label="f"> <text>The State Board shall adopt regulations to ensure that information obtained by a local superintendent, a school principal, or a school security officer under subsections (b), (c), and (e) of this section is:</text> <level label="1"> <text>Used to provide appropriate educational programming and related services to the student and to maintain a safe and secure school environment for students and school personnel;</text> </level> <level label="2"> <text>Transmitted only to school personnel of the school in which the student is enrolled as necessary to carry out the purposes set forth in item (1) of this subsection; and</text> </level> <level label="3"> <text>Destroyed when the student graduates or otherwise permanently leaves school or turns 22 years old, whichever occurs first.</text> </level> </level> <level label="g"> <level label="1"> <text>Except as otherwise provided in paragraph (2) of this subsection, the local superintendent and the school principal shall consider prohibiting a student who is arrested for a reportable offense involving rape or a sexual offense from attending the same school or riding on the same school bus as the alleged victim of the reportable offense if such action is necessary or appropriate to protect the physical or psychological well–being of the alleged victim.</text> </level> <level label="2"> <text>If a student is arrested for a reportable offense involving rape or a sexual offense and is convicted of or adjudicated delinquent for the rape or sexual offense, the student may not attend the same school or ride on the same school bus as the victim.</text> </level> </level> <level label="h"> <text>Nothing in this section is intended to limit the manner in which a local school obtains information or uses information obtained by any lawful means other than that set forth in subsections (b), (c), and (e) of this section.</text> </level> <level label="i"> <text>Each public school that enrolls students in grades six through twelve in the State shall designate at least one school security officer.</text> </level> <level label="j"> <level label="1"> <text>On or before December 30 each year, the Department, in accordance with State and federal privacy laws, shall submit to the Governor and, in accordance with § 2–1257 of the State Government Article, the General Assembly a report that includes the following information about each reportable offense for which a local school received information under subsection (b) of this section in the preceding school year:</text> <level label="i"> <text>The nature of the reportable offense;</text> </level> <level label="ii"> <text>Verification that the offense occurred off school premises;</text> </level> <level label="iii"> <text>Action taken by the local school and county board after being notified of the reportable offense;</text> </level> <level label="iv"> <text>The race, ethnicity, gender, and disability status of the student arrested for the reportable offense;</text> </level> <level label="v"> <text>The grade of the student arrested for the reportable offense;</text> </level> <level label="vi"> <text>The regular school program of the student arrested for the reportable offense;</text> </level> <level label="vii"> <text>Whether the student’s regular school program was altered as a result of the reportable offense;</text> </level> <level label="viii"> <text>If the student was removed from the student’s regular school program as a result of the reportable offense:</text> <level label="1"> <text>The amount of time during which the student was removed; and</text> </level> <level label="2"> <text>The student’s placement and educational programming during the period of removal; and</text> </level> </level> <level label="ix"> <text>If removed from the student’s regular school program, the student’s academic performance during the time period the student was removed, including attendance, grades, and standardized test scores, and any additional disciplinary actions.</text> </level> </level> <level label="2"> <text>Each county board and public school shall provide the Department with any information necessary to issue its report in accordance with this section.</text> </level> </level> <level label="k"> <text>If a student is removed or excluded from the student’s regular school program for a reportable offense, the principal or county superintendent shall invite the student’s attorney, if the student has an attorney, to participate in the conference between the student or the student’s parent or guardian and the principal or county superintendent, and the manifestation determination review, if applicable.</text> </level> </section> <section article="ged" article_name="Education" number="7-303.1" title_number="7" title_name="Public Schools" subtitle_number="3" subtitle_name="Attendance and Discipline of Students"> <level label="a"> <text>In this section, “school principal” means the principal of a public or nonpublic school, or a designee of the principal who is an administrator.</text> </level> <level label="b"> <text>A school principal may make a report to any relevant law enforcement agency if, after an investigation is completed, the school principal has reason to believe that a student has engaged in conduct that constitutes an offense under:</text> <level label="1"> <text>§ 3–201 of the Criminal Law Article (assault in the first degree);</text> </level> <level label="2"> <text>§ 3–202 of the Criminal Law Article (assault in the second degree);</text> </level> <level label="3"> <text>§ 3–805 of the Criminal Law Article (misuse of electronic communication or interactive computer service); or</text> </level> <level label="4"> <text>§ 3–809 of the Criminal Law Article (revenge porn).</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-304" title_number="7" title_name="Public Schools" subtitle_number="3" subtitle_name="Attendance and Discipline of Students"> <level label="a"> <text>The purpose of this section is to require each county board of education to provide a continuum model of prevention and intervention activities and programs that encourage and promote positive behavior and reduce disruption.</text> </level> <level label="b"> <text>Each county board of education and the Board of School Commissioners of Baltimore City shall establish special programs in the county and Baltimore City for students in the public school system who exhibit disruptive classroom behavior.</text> </level> <level label="c"> <text>Two or more county boards may establish special programs for their joint use.</text> </level> </section> <section article="ged" article_name="Education" number="7-304.1" title_number="7" title_name="Public Schools" subtitle_number="3" subtitle_name="Attendance and Discipline of Students"> <level label="a"> <text>In this section, “positive behavioral interventions and support program” means the research–based, systems approach method adopted by the State Board to build capacity among school staff to adopt and sustain the use of positive, effective practices to create learning environments where teachers can teach and students can learn.</text> </level> <level label="b"> <level label="1"> <text>Subject to paragraph (3) of this subsection, each county board shall require an elementary school that has a suspension rate that exceeds the standard specified in paragraph (2) of this subsection to implement:</text> <level label="i"> <text>A positive behavioral interventions and support program; or</text> </level> <level label="ii"> <text>An alternative behavior modification program in collaboration with the Department.</text> </level> </level> <level label="2"> <text>An elementary school is subject to this subsection if it has a suspension rate that exceeds:</text> <level label="i"> <text>18 percent of its enrollment for the 2005–2006 school year;</text> </level> <level label="ii"> <text>16 percent of its enrollment for the 2006–2007 school year;</text> </level> <level label="iii"> <text>14 percent of its enrollment for the 2007–2008 school year;</text> </level> <level label="iv"> <text>12 percent of its enrollment for the 2008–2009 school year; and</text> </level> <level label="v"> <text>10 percent of its enrollment for the 2009–2010 school year and each school year thereafter.</text> </level> </level> <level label="3"> <text>An elementary school that has already implemented a positive behavioral interventions and support program or a behavior modification program shall expand its existing program if it has a suspension rate that exceeds the standard specified in paragraph (2) of this subsection.</text> </level> </level> <level label="c"> <level label="1"> <text>Subject to paragraph (3) of this subsection, each county board shall require a school that has a truancy rate that exceeds the standard specified in paragraph (2) of this subsection to implement:</text> <level label="i"> <text>A positive behavioral interventions and support program; or</text> </level> <level label="ii"> <text>An alternative, research–based, positive, and effective behavior modification program in collaboration with the Department.</text> </level> </level> <level label="2"> <text>A school is subject to this subsection if it has a truancy rate that exceeds:</text> <level label="i"> <text>8 percent of its enrollment for the 2008–2009 school year;</text> </level> <level label="ii"> <text>6 percent of its enrollment for the 2009–2010 school year;</text> </level> <level label="iii"> <text>4 percent of its enrollment for the 2010–2011 school year;</text> </level> <level label="iv"> <text>2 percent of its enrollment for the 2011–2012 school year; and</text> </level> <level label="v"> <text>1 percent of its enrollment for the 2012–2013 school year and each school year thereafter.</text> </level> </level> <level label="3"> <text>A school that has already implemented a positive behavioral interventions and support program or a behavior modification program shall expand its program if it has a truancy rate that exceeds the standard specified in paragraph (2) of this subsection.</text> </level> </level> <level label="d"> <text>The State Board shall adopt regulations to implement the provisions of this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-305" future_version_removed="true" title_number="7" title_name="Public Schools" subtitle_number="3" subtitle_name="Attendance and Discipline of Students"> <level label="a"> <level label="1"> <text>Except as provided in subsection (b) of this section and § 7–305.1 of this subtitle, in accordance with the rules and regulations of the county board, each principal of a public school may suspend for cause, for not more than 10 school days, any student in the school who is under the direction of the principal.</text> </level> <level label="2"> <text>The student or the student’s parent or guardian promptly shall be given a conference with the principal and any other appropriate personnel during the suspension period.</text> </level> <level label="3"> <text>The student or the student’s parent or guardian promptly shall be given a community resources list provided by the county board in accordance with § 7–310 of this subtitle.</text> </level> </level> <level label="b"> <level label="1"> <text>Except as provided in paragraph (2) of this subsection, a student may not be suspended or expelled from school solely for attendance–related offenses.</text> </level> <level label="2"> <text>Paragraph (1) of this subsection does not apply to in–school suspensions for attendance–related offenses.</text> </level> </level> <level label="c"> <text>Except as provided in § 7–305.1 of this subtitle, at the request of a principal, a county superintendent may suspend a student for more than 10 school days or expel the student.</text> </level> <level label="d"> <level label="1"> <text>If a principal finds that a suspension of more than 10 school days or expulsion is warranted, the principal immediately shall report the matter in writing to the county superintendent.</text> </level> <level label="2"> <text>The county superintendent or the county superintendent’s designated representative promptly shall make a thorough investigation of the matter.</text> </level> <level label="3"> <text>If after the investigation the county superintendent finds that a longer suspension or expulsion is warranted, the county superintendent or the county superintendent’s designated representative promptly shall arrange a conference with the student and his parent or guardian.</text> </level> <level label="4"> <text>The student or the student’s parent or guardian promptly shall be given a community resources list provided by the county board in accordance with § 7–310 of this subtitle.</text> </level> <level label="5"> <text>If after the conference the county superintendent or the county superintendent’s designated representative finds that a suspension of more than 10 school days or expulsion is warranted, the student or the student’s parent or guardian may:</text> <level label="i"> <text>Appeal to the county board within 10 days after the determination;</text> </level> <level label="ii"> <text>Be heard before the county board, its designated committee, or a hearing examiner, in accordance with the procedures established under § 6–203 of this article; and</text> </level> <level label="iii"> <text>Bring counsel and witnesses to the hearing.</text> </level> </level> <level label="6"> <text>Unless a public hearing is requested by the parent or guardian of the student, a hearing shall be held out of the presence of all individuals except those whose presence is considered necessary or desirable by the board.</text> </level> <level label="7"> <text>The appeal to the county board does not stay the decision of the county superintendent.</text> </level> <level label="8"> <text>The decision of the county board is final.</text> </level> </level> <level label="e"> <level label="1"> <text>Any student expelled or suspended from school:</text> <level label="i"> <text>Shall remain away from the school premises during those hours each school day when the school the student attends is in session; and</text> </level> <level label="ii"> <text>May not participate in school sponsored activities.</text> </level> </level> <level label="2"> <text>The expelled or suspended student may return to the school premises during the prohibited hours only for attendance at a previously scheduled appointment, and if the student is a minor then only if accompanied by his parent or guardian.</text> </level> <level label="3"> <text>Any person who violates paragraph (1) or (2) of this subsection is guilty of a misdemeanor and on conviction is subject to a fine not exceeding $100 for each violation.</text> </level> <level label="4"> <level label="i"> <text>If a student has been suspended or expelled, the principal or a designee of the principal may not return the student to the classroom without conferring with the teacher who referred the student to the principal, if the student was referred by a teacher, other teachers as appropriate, other appropriate school personnel, the student, and the student’s parent or guardian.</text> </level> <level label="ii"> <text>If the disruptive behavior results in action less than suspension, the principal or a designee of the principal shall confer with the teacher who referred the student to the principal prior to returning the student to that teacher’s classroom.</text> </level> </level> <level label="5"> <text>A county superintendent may deny attendance to any student who is currently expelled from another school system for a length of time equal to that expulsion.</text> </level> <level label="6"> <text>A school system shall forward information to another school system relating to the discipline of a student, including information on an expulsion of the student, on receipt of the request for information.</text> </level> </level> <level label="f"> <level label="1"> <text>In this subsection, “firearm” means a firearm as defined in 18 U.S.C. § 921.</text> </level> <level label="2"> <text>Except as provided in paragraph (3) of this subsection, if the county superintendent or the superintendent’s designated representative finds that a student has brought a firearm onto school property, the student shall be expelled for a minimum of 1 year.</text> </level> <level label="3"> <text>The county superintendent may specify, on a case by case basis, a shorter period of expulsion or an alternative educational setting, if alternative educational settings have been approved by the county board, for a student who has brought a firearm onto school property.</text> </level> <level label="4"> <text>The State Board shall adopt regulations to implement this subsection.</text> </level> </level> <level label="g"> <level label="1"> <text>The discipline of a child with a disability, including the suspension, expulsion, or interim alternative placement of the child for disciplinary reasons, or removal or exclusion of the child from the child’s regular school program for more than ten consecutive school days for a reportable offense, shall be conducted in conformance with the requirements of the Individuals with Disabilities Education Act of the United States Code, including the requirements related to a manifestation determination.</text> </level> <level label="2"> <text>If a child with a disability is being considered for suspension or expulsion, the child or the child’s parent or guardian shall be given a community resources list attached to the procedural safeguards notice required by regulation of the State Board.</text> </level> </level> <level label="h"> <text>The provisions of this section apply to a student regardless of the cause for which a student is being disciplined, including any removal or exclusion of a student from the student’s regular school program arising out of a reportable offense under § 7–303 of this subtitle.</text> </level> <level label="i"> <level label="1"> <text>This subsection does not apply if the student is referred to the Department of Juvenile Services.</text> </level> <level label="2"> <text>If a student violates a State or local law or regulation and during or as a result of the commission of that violation damaged, destroyed, or substantially decreased the value of school property or property of another that was on school property at the time of the violation, as part of a conference on the matter with the student, the student’s parent or guardian and any other appropriate person, the principal shall require the student or the student’s parent to make restitution.</text> </level> <level label="3"> <text>The restitution may be in the form of monetary restitution not to exceed the lesser of the fair market value of the property or $2,500, or the student’s assignment to a school work project, or both.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-305.1" title_number="7" title_name="Public Schools" subtitle_number="3" subtitle_name="Attendance and Discipline of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Prekindergarten program” means:</text> <level label="i"> <text>Any qualified vendor of prekindergarten services as defined in § 7–101.2(a)(7) of this title; or</text> </level> <level label="ii"> <text>A prekindergarten program as defined in § 7–1A–01 of this title.</text> </level> </level> <level label="3"> <text>“Restorative practices” means practices conducted in a whole–school ethos or culture that supports peacemaking and solves conflict by building a community and addressing harm in a school setting and that:</text> <level label="i"> <text>Are conducted by trained staff;</text> </level> <level label="ii"> <text>Focus on repairing the harm to the community through dialogue that emphasizes individual accountability; and</text> </level> <level label="iii"> <text>Help build a sense of belonging, safety, and social responsibility in the school community.</text> </level> </level> </level> <level label="b"> <level label="1"> <text>Except as provided in paragraph (2) of this subsection, a student enrolled in a prekindergarten program, kindergarten, first grade, or second grade may not be suspended or expelled from school.</text> </level> <level label="2"> <text>A student described under paragraph (1) of this subsection may only be:</text> <level label="i"> <text>Expelled from school if required by federal law; or</text> </level> <level label="ii"> <text>Suspended for not more than 5 school days if the school administration, in consultation with a school psychologist or other mental health professional, determines that there is an imminent threat of serious harm to other students or staff that cannot be reduced or eliminated through interventions and supports.</text> </level> </level> <level label="3"> <text>The principal or school administration shall promptly contact the parent or guardian of a student suspended or expelled under paragraph (2) of this subsection.</text> </level> </level> <level label="c"> <level label="1"> <text>The school shall provide intervention and support to address the student’s behavior if the student is:</text> <level label="i"> <text>Suspended under subsection (b) of this section; or</text> </level> <level label="ii"> <text>Enrolled in prekindergarten, kindergarten, first grade, or second grade and:</text> <level label="1"> <text>Is disruptive to the school environment; or</text> </level> <level label="2"> <text>Commits an act that would be considered an offense subject to suspension but for the student’s grade.</text> </level> </level> </level> <level label="2"> <text>Intervention and support provided under paragraph (1) of this subsection includes:</text> <level label="i"> <text>Positive behavior interventions and supports;</text> </level> <level label="ii"> <text>A behavior intervention plan;</text> </level> <level label="iii"> <text>A referral to a student support team;</text> </level> <level label="iv"> <text>A referral to an individualized education program team; and</text> </level> <level label="v"> <text>A referral for appropriate community–based services.</text> </level> </level> </level> <level label="d"> <text>The school system shall remedy the impact of a student’s behavior through appropriate intervention methods that may include restorative practices.</text> </level> <level label="e"> <text>On or before May 1, 2018, the Department shall adopt regulations to carry out the requirements of this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-306" title_number="7" title_name="Public Schools" subtitle_number="3" subtitle_name="Attendance and Discipline of Students"> <level label="a"> <level label="1"> <text>In this section, “restorative practices” means a communally and culturally responsive, relationship–focused student discipline model that:</text> <level label="i"> <text>Is preventive and proactive;</text> </level> <level label="ii"> <text>Emphasizes building strong relationships and setting clear behavioral expectations that contribute to the well–being of the school community;</text> </level> <level label="iii"> <text>In response to behavior that violates the clear behavioral expectations that contribute to the well–being of the school community, focuses on accountability for any harm done by the problem behavior; and</text> </level> <level label="iv"> <text>Addresses ways to repair the relationships affected by the problem behavior with the voluntary participation of an individual who was harmed.</text> </level> </level> <level label="2"> <text>“Restorative practices” may include:</text> <level label="i"> <text>Conflict resolution;</text> </level> <level label="ii"> <text>Mediation;</text> </level> <level label="iii"> <text>Peer mediation;</text> </level> <level label="iv"> <text>Circle processes;</text> </level> <level label="v"> <text>Restorative conferences;</text> </level> <level label="vi"> <text>Social emotional learning;</text> </level> <level label="vii"> <text>Trauma–informed care;</text> </level> <level label="viii"> <text>Positive behavioral intervention supports; and</text> </level> <level label="ix"> <text>Personal accountability.</text> </level> </level> </level> <level label="b"> <text>Notwithstanding any bylaw, rule, or regulation made or approved by the State Board, a principal, vice principal, or other employee may not administer corporal punishment to discipline a student in a public school in the State.</text> </level> <level label="c"> <text>The State Board shall:</text> <level label="1"> <text>Establish guidelines that define a State code of discipline for all public schools with standards of conduct and consequences for violations of the standards;</text> </level> <level label="2"> <text>On request, provide technical assistance and training to county boards regarding the use of restorative practices, including technical assistance in becoming a Restorative Practices School in accordance with § 7–306.1 of this subtitle; and</text> </level> <level label="3"> <text>Assist each county board with the implementation of the guidelines.</text> </level> </level> <level label="d"> <level label="1"> <text>Subject to the provisions of subsections (b) and (c) of this section, each county board shall adopt regulations designed to create and maintain within the schools under its jurisdiction the atmosphere of order and discipline necessary for effective learning.</text> </level> <level label="2"> <text>The regulations adopted by a county board under this subsection:</text> <level label="i"> <text>Shall provide for educational and behavioral interventions, restorative practices, counseling, and student and parent conferencing;</text> </level> <level label="ii"> <text>Shall provide alternative programs, which may include in–school suspension, suspension, expulsion, or other disciplinary measures that are deemed appropriate; and</text> </level> <level label="iii"> <text>Shall state that the primary purpose of any disciplinary measure is rehabilitative, restorative, and educational.</text> </level> </level> </level> <level label="e"> <level label="1"> <text>On or before October 1 each year, the Department shall submit to the Governor and, in accordance with § 2–1257 of the State Government Article, the General Assembly, a student discipline data report that includes a description of the uses of restorative practices in the State and a review of disciplinary practices and policies in the State.</text> </level> <level label="2"> <text>The Department shall disaggregate the information in any student discipline data report prepared by the Department by race, ethnicity, gender, disability status, eligibility for free or reduced price meals or an equivalent measure of socioeconomic status, English language proficiency, and type of discipline for:</text> <level label="i"> <text>The State;</text> </level> <level label="ii"> <text>Each local school system; and</text> </level> <level label="iii"> <text>Each public school.</text> </level> </level> <level label="3"> <text>Special education–related data in any report prepared under this subsection shall be disaggregated by race, ethnicity, and gender.</text> </level> </level> <level label="f"> <level label="1"> <text>In this subsection, “alternative school discipline practice” means a discipline practice used in a public school that is not an in–school suspension or an out–of–school suspension.</text> </level> <level label="2"> <text>The Department shall collect data on alternative school discipline practices in public schools for each local school system, including:</text> <level label="i"> <text>The types of alternative school discipline practices that are used in a local school system; and</text> </level> <level label="ii"> <text>The type of misconduct for which an alternative discipline practice is used.</text> </level> </level> </level> </section> <section article="ged" article_name="Education" number="7-306.1" title_number="7" title_name="Public Schools" subtitle_number="3" subtitle_name="Attendance and Discipline of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Restorative practices” has the meaning stated in § 7–306 of this subtitle.</text> </level> <level label="3"> <text>“Restorative Practices School” means a public school that integrates restorative practices into daily practices and activities of the whole school.</text> </level> </level> <level label="b"> <level label="1"> <text>On or before July 1, 2026, the Department shall develop a comprehensive plan for the establishment of Restorative Practices Schools.</text> </level> <level label="2"> <text>In developing a comprehensive plan, the Department shall consult with and seek insight from:</text> <level label="i"> <text>Educators and administrators who have effectively established and operated schools that integrate restorative practices into the daily practices and activities of the whole school; and</text> </level> <level label="ii"> <text>State and national organizations that have studied the effective use of restorative practices and have established the most appropriate methods of integrating restorative practices in the school setting.</text> </level> </level> </level> <level label="c"> <text>The comprehensive plan required under subsection (b) of this section shall:</text> <level label="1"> <text>Provide a framework for local school systems to identify school personnel qualified to provide initial restorative practices training as restorative practices coaches to other school staff;</text> </level> <level label="2"> <text>Establish model training material in restorative practices for personnel identified under item (1) of this subsection to use in training other school staff in a manner that results in restorative practices being integrated into schoolwide practices and activities;</text> </level> <level label="3"> <text>Establish standards for when a school may be designated a Restorative Practices School; and</text> </level> <level label="4"> <text>Develop the intended outcomes and performance metrics that the use of restorative practices are designed to achieve, including improvements in the following areas:</text> <level label="i"> <text>Student conduct that leads to disciplinary actions, including student office referrals, suspensions, expulsions, and school arrests;</text> </level> <level label="ii"> <text>Student absenteeism and truancy;</text> </level> <level label="iii"> <text>Rates of teacher turnover and absenteeism;</text> </level> <level label="iv"> <text>Relevant mental health indicators; and</text> </level> <level label="v"> <text>School climate indicators.</text> </level> </level> </level> <level label="d"> <text>If a county board chooses to establish a Restorative Practices School within the local school system, the county board shall use the comprehensive plan developed by the Department.</text> </level> </section> <section article="ged" article_name="Education" number="7-307" title_number="7" title_name="Public Schools" subtitle_number="3" subtitle_name="Attendance and Discipline of Students"> <level label="a"> <level label="1"> <text>A principal, teacher, school security guard, or other school system personnel in any public school may take reasonable action necessary to prevent violence on school premises or on a school-sponsored trip, including intervening in a fight or physical struggle that takes place in his or her presence, whether the fight is among students or other individuals.</text> </level> <level label="2"> <text>The degree and force of the intervention may be as reasonably necessary to prevent violence, restore order and to protect the safety of the combatants and surrounding individuals.</text> </level> </level> <level label="b"> <text>A principal, teacher, school security guard, or other school system personnel who is hurt while taking preventive action or intervening in a fight under this section:</text> <level label="1"> <text>Shall be compensated by the county board for any necessary medical expenses that result directly from the preventive action or intervention; and</text> </level> <level label="2"> <text>May not lose any compensation for time lost from school duties that results directly from the preventive action or intervention, but compensation may be reduced by any payments made under the Maryland Workers’ Compensation Act.</text> </level> </level> <level label="c"> <text>In any suit, claim, or criminal charge brought by a parent or other claimant of one of the combatants against the principal, teacher, school security guard, or other school system personnel because of the preventive action or intervention, the county board:</text> <level label="1"> <text>Shall provide legal counsel for the principal, teacher, school security guard, or other school system personnel or may provide reimbursement for the reasonable expenses of the legal defense of any criminal charge if the county board considers it appropriate; and</text> </level> <level label="2"> <text>Shall save the principal, teacher, school security guard, or other school system personnel harmless from any award or decree against him.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-308" title_number="7" title_name="Public Schools" subtitle_number="3" subtitle_name="Attendance and Discipline of Students"> <level label="a"> <text>A principal, assistant principal, or school security guard of a public school may make a reasonable search of a student on the school premises or on a school-sponsored trip if the searcher has a reasonable belief that the student has in the student’s possession an item, the possession of which is a criminal offense under the laws of this State or a violation of any other State law or a rule or regulation of the county board.</text> </level> <level label="b"> <level label="1"> <text>Subject to the provisions of paragraph (2) of this subsection, a county board may authorize a teacher of a public school to make a reasonable search of a student on a school-sponsored trip if the teacher has a reasonable belief that the student has in the student’s possession an item, the possession of which is a criminal offense under the laws of this State or a violation of any other State law or a rule or regulation of the county board.</text> </level> <level label="2"> <text>To qualify to conduct a search under this subsection, a teacher shall be designated in writing by a principal and receive training to conduct a search commensurate with the training received by a principal.</text> </level> </level> <level label="c"> <text>A search under subsection (a) or (b) of this section shall be made in the presence of a third party.</text> </level> <level label="d"> <level label="1"> <text>A principal, assistant principal, or school security guard of a public school may make a search of the physical plant of the school and its appurtenances including the lockers of students.</text> </level> <level label="2"> <text>The right of the school official to search the locker shall be announced or published previously in the school.</text> </level> </level> <level label="e"> <text>The Department shall adopt rules and regulations relating to the searches permitted under this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-309" future_version_removed="true" title_number="7" title_name="Public Schools" subtitle_number="3" subtitle_name="Attendance and Discipline of Students"> <level label="a"> <level label="1"> <text>In this section, “residential child care program” means a program that:</text> <level label="i"> <text>Provides care for children 24 hours a day within a structured set of services and activities designed to achieve objectives related to the needs of the children served; and</text> </level> <level label="ii"> <text>Is licensed by the Maryland Department of Health, the Department of Human Services, or the Department of Juvenile Services.</text> </level> </level> <level label="2"> <text>A “residential child care program” includes:</text> <level label="i"> <text>Group homes;</text> </level> <level label="ii"> <text>Alternative living units; and</text> </level> <level label="iii"> <text>Emergency shelter care.</text> </level> </level> </level> <level label="b"> <text>Each licensed operator of a residential child care program who has legal custody or care and control of a child who is at least 5 years old and under the age of 16 years and receives State funding as provided in § 5–526 of the Family Law Article:</text> <level label="1"> <text>Shall enroll the child in the local school system where the residential child care program is located unless the residential child care program operates an approved educational program in accordance with the licensing regulations that govern the residential child care program;</text> </level> <level label="2"> <text>Shall expeditiously initiate and monitor the transfer of the academic records of a child in the operator’s care from the transferring school to insure that the academic records are transferred to the school that the child will be attending while living in the operator’s care;</text> </level> <level label="3"> <level label="i"> <text>May request a meeting with the child’s teachers; and</text> </level> <level label="ii"> <text>Shall meet the child’s teachers at the time of enrollment and at any other time the school or a teacher requests; and</text> </level> </level> <level label="4"> <text>Shall sign the child’s report card, insure that the report card is returned to school, and include a copy of the report card in the child’s case record.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-310" title_number="7" title_name="Public Schools" subtitle_number="3" subtitle_name="Attendance and Discipline of Students"> <level label="a"> <text>Each county board shall develop and disseminate to each public school within the county board’s jurisdiction a community resources list.</text> </level> <level label="b"> <text>The community resources list may include the name and contact information of local and statewide social services and nonprofit health care providers that provide nondiscriminatory services to children and families in need of assistance.</text> </level> </section> <section article="ged" article_name="Education" number="7-401" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>With the assistance of the county health department, each county board shall provide:</text> <level label="1"> <text>Adequate school health services;</text> </level> <level label="2"> <text>Instruction in health education, including the importance of physical activity in maintaining good health; and</text> </level> <level label="3"> <text>A healthful school environment.</text> </level> </level> <level label="b"> <text>The Department and the Maryland Department of Health jointly shall:</text> <level label="1"> <text>Develop public standards and guidelines for school health programs; and</text> </level> <level label="2"> <text>Offer assistance to the county boards and county health departments in their implementation.</text> </level> </level> <level label="c"> <level label="1"> <level label="i"> <text>Each county board shall designate a school health services program coordinator.</text> </level> <level label="ii"> <text>A county board may authorize the county health department to designate the school health services program coordinator.</text> </level> </level> <level label="2"> <text>The school health services program coordinator shall:</text> <level label="i"> <text>Implement State and local health policies in the public schools;</text> </level> <level label="ii"> <text>Ensure that public schools adhere to local health services guidelines; and</text> </level> <level label="iii"> <text>Communicate State and local health policies to the parents and guardians of public school students.</text> </level> </level> <level label="3"> <level label="i"> <text>Except as provided in subparagraph (ii) of this paragraph, the county board shall grant the school health services program coordinator the authority to carry out the provisions of this subsection.</text> </level> <level label="ii"> <text>The county board shall consult with a county superintendent before any change in the hiring or termination of personnel in connection with a school health services program.</text> </level> </level> <level label="4"> <text>The Department shall conduct at least two meetings annually with all school health services program coordinators in the State.</text> </level> </level> <level label="d"> <text>On or before December 1, 2015, and every 5 years thereafter, the Department shall report to the Governor and, subject to § 2–1257 of the State Government Article, to the General Assembly a summary of the information reported to the State Superintendent during the COMAR certification process.</text> </level> </section> <section article="ged" article_name="Education" number="7-402" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>The Department in consultation with the Maryland Department of Health shall adopt regulations requiring a physical examination for children entering the Maryland Public School System for the first time.</text> </level> <level label="b"> <text>The regulations shall require each child entering the Maryland Public School System for the first time to have a physical examination completed within:</text> <level label="1"> <text>The 9–month period before entering the public school system; or</text> </level> <level label="2"> <text>The 6–month period after entering the public school system.</text> </level> </level> <level label="c"> <text>The physical examination required under subsection (b) of this section shall be completed by:</text> <level label="1"> <text>A licensed physician;</text> </level> <level label="2"> <text>A licensed physician assistant who has an active collaboration agreement; or</text> </level> <level label="3"> <text>A certified nurse practitioner.</text> </level> </level> <level label="d"> <level label="1"> <text>For each school year each public school shall report to the county board or county health department the number of children entering the public school system for the first time who have not had a physical examination because of:</text> <level label="i"> <text>The lack of access to health care;</text> </level> <level label="ii"> <text>Insufficient financial resources; or</text> </level> <level label="iii"> <text>Any other reason, including a religious reason, as the public school deems appropriate.</text> </level> </level> <level label="2"> <text>The county board or county health department shall report the information obtained under paragraph (1) of this subsection to the Maryland Department of Health.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-403" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>In cooperation with the State Board and the Maryland State Medical Society, the Maryland Department of Health shall adopt rules and regulations regarding blood tests for lead poisoning required of children entering schools.</text> </level> <level label="2"> <text>In cooperation with the State Board and the Statewide Advisory Commission on Immunizations, the Maryland Department of Health shall adopt rules and regulations regarding immunizations required of children entering schools.</text> </level> <level label="3"> <text>These rules and regulations shall:</text> <level label="i"> <text>Be adopted in compliance with the Administrative Procedure Act;</text> </level> <level label="ii"> <text>Provide that any child may have the immunization administered by his personal physician; and</text> </level> <level label="iii"> <level label="1"> <text>By September 2003, in areas designated as at risk for lead poisoning, as determined under § 18–106 of the Health – General Article, when a child enters a public prekindergarten program, kindergarten program, or first grade, require the parent or legal guardian of the child to provide documentation from a health care provider, on a form developed by the Maryland Department of Health, certifying that the child has undergone blood testing for lead poisoning administered in accordance with the guidelines of the Centers for Disease Control and Prevention in the screening of young children for lead poisoning: Guidance for State and Local Public Health Officials (November 1997) and any subsequent guidelines; and</text> </level> <level label="2"> <text>By September 2003, require a program or school to report the name, last known address, and telephone number of each child for whom certified documentation of a lead test is not provided under item 1 of this item, as determined by regulation, to the local health department in the jurisdiction where the child resides.</text> </level> </level> </level> <level label="4"> <text>Any requirement for the administration of pertussis vaccine shall be consistent with § 18–332(b) of the Health – General Article.</text> </level> </level> <level label="b"> <level label="1"> <text>Unless the Secretary of Health declares an emergency or an epidemic of disease, a child whose parent or guardian objects to immunization on the ground that it conflicts with the parent’s or guardian’s bona fide religious beliefs and practices may not be required to present a physician’s certification of immunization in order to be admitted to school.</text> </level> <level label="2"> <text>The Secretary of Health shall adopt rules and regulations for religious exemptions under this subsection.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-404" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>Each county board or county health department shall provide hearing and vision screenings for all students in the public schools.</text> </level> <level label="2"> <text>Each county health department shall provide and fund hearing and vision screenings for all students:</text> <level label="i"> <text>In any private school that has received a certificate of approval under § 2–206 of this article; and</text> </level> <level label="ii"> <text>In any nonpublic educational facility in this State approved as a special education facility by the Department.</text> </level> </level> </level> <level label="b"> <level label="1"> <text>Unless evidence is presented that a student has been tested by an optometrist or ophthalmologist within the past year, the screenings required under subsection (a) of this section shall be given in the year that a student enters a school system, enters the first grade, and enters the eighth or ninth grade.</text> </level> <level label="2"> <text>Further screening shall be done in accordance with:</text> <level label="i"> <text>The bylaws adopted by the State Board; or</text> </level> <level label="ii"> <text>Policies adopted by a county board or a county health department.</text> </level> </level> </level> <level label="c"> <level label="1"> <text>The results of the hearing and vision screenings required by this section shall be:</text> <level label="i"> <text>Made a part of the permanent record file of each student;</text> </level> <level label="ii"> <text>Given to the parents or guardians of each student, with educational materials that include the following:</text> <level label="1"> <text>A disclaimer that a vision screening is not a substitute for a comprehensive eye exam performed by an optometrist or ophthalmologist;</text> </level> <level label="2"> <text>An overview of visual impairments and an explanation of the potential educational impact of untreated visual impairments; and</text> </level> <level label="3"> <text>A list of at–risk groups that are encouraged to have a comprehensive eye examination by an optometrist or ophthalmologist; and</text> </level> </level> <level label="iii"> <text>Reported to the county board or the county health department.</text> </level> </level> <level label="2"> <text>Additional information shall be provided to the parents or guardians of a student who fails the vision screening that includes:</text> <level label="i"> <text>Notice that the results of the screening indicate that the student may have a vision disorder;</text> </level> <level label="ii"> <text>A recommendation to the parent or guardian that the student be tested by an optometrist or ophthalmologist;</text> </level> <level label="iii"> <text>A description of the warning signs, symptoms, risk factors, and behavioral problems associated with vision disorders or eye conditions;</text> </level> <level label="iv"> <text>A description of the difference between eye examinations and the vision screenings required under this section;</text> </level> <level label="v"> <text>Information on how to enroll in the Maryland Medical Assistance Program; and</text> </level> <level label="vi"> <text>Information on locally available free or low–cost nonprofit programs that provide eye examinations and eyeglasses for children, if any.</text> </level> </level> </level> <level label="d"> <text>On a form provided by the county board or the county health department, a parent or guardian shall report to the county board or the county health department on the recommended services received by a student who failed the screenings.</text> </level> <level label="e"> <level label="1"> <text>The county board or the county health department shall report to the Maryland Department of Health:</text> <level label="i"> <text>The results of the hearing and vision screenings; and</text> </level> <level label="ii"> <text>To the extent practicable, the number of students receiving the recommended services.</text> </level> </level> <level label="2"> <text>The Maryland Department of Health shall:</text> <level label="i"> <text>Review the reports submitted under this subsection; and</text> </level> <level label="ii"> <text>In counties where fewer than 50% of students who have failed the screenings are receiving the recommended services, coordinate with the county board or the county health department to implement measures to improve the number of students receiving the recommended services.</text> </level> </level> </level> <level label="f"> <text>In cooperation with the Maryland Department of Health, the Department shall adopt standards, rules, and regulations to carry out the provisions of this section.</text> </level> <level label="g"> <text>A student whose parent or guardian objects in writing to hearing and vision screening on the ground that it conflicts with the tenets and practice of a recognized church or religious denomination of which he is an adherent or member may not be required to take these screenings.</text> </level> </section> <section article="ged" article_name="Education" number="7-406" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>An individual who has tuberculosis in a communicable stage may not work in any capacity in a public, private, or parochial school.</text> </level> <level label="b"> <level label="1"> <text>A school employee may be required to furnish a current certification to the school administration that the employee is free of tuberculosis in a communicable stage.</text> </level> <level label="2"> <text>The health officer of a county or the Baltimore City Commissioner of Health may require an employee to furnish the certification when:</text> <level label="i"> <text>The employee is first employed; and</text> </level> <level label="ii"> <text>At any other time that the health officer or the Baltimore City Commissioner of Health deems necessary.</text> </level> </level> <level label="3"> <text>This certification shall be based on results of specific tests.</text> </level> <level label="4"> <text>The types of tests and the intervals between these tests shall:</text> <level label="i"> <text>Be regulated by the health officer or Commissioner; and</text> </level> <level label="ii"> <text>Conform to the standards of the Maryland Department of Health.</text> </level> </level> </level> </section> <section article="ged" article_name="Education" number="7-407" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>In this section, “industrial quality eye protective device” means a device that meets the standards of the American Standard Safety Code for Head, Eye, and Respiratory Protection, Z 2.1–1959, adopted by the American Standards Association, Incorporated.</text> </level> <level label="b"> <text>Each student and teacher in a school or other educational institution shall be required to wear an industrial quality eye protective device at all times while working in:</text> <level label="1"> <text>A career and technology classroom or laboratory that involves the use of or exposure to:</text> <level label="i"> <text>Hot molten metal;</text> </level> <level label="ii"> <text>Milling, sawing, turning, shaping, cutting, or stamping of any solid material;</text> </level> <level label="iii"> <text>Heat treatment, tempering, or kiln firing of any metal or other material;</text> </level> <level label="iv"> <text>Gas or electric arc welding;</text> </level> <level label="v"> <text>Repair or servicing of any vehicle; or</text> </level> <level label="vi"> <text>Any caustic or explosive material; or</text> </level> </level> <level label="2"> <text>A chemical or combined chemical–physical laboratory that involves any caustic or explosive chemical or hot liquid or solid.</text> </level> </level> <level label="c"> <level label="1"> <text>The school may furnish industrial quality eye protective devices to its students and teachers and to any visitor to its classrooms or laboratories specified in subsection (b) of this section.</text> </level> <level label="2"> <text>The school may buy these protective eye devices in large quantities and sell them at cost to its students and teachers.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-408" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>The State Superintendent shall require each county superintendent to hold a fire drill in each public school in accordance with the State Fire Prevention Code established under § 6–206 of the Public Safety Article.</text> </level> <level label="b"> <text>Each public school shall:</text> <level label="1"> <text>Keep records of these fire drills; and</text> </level> <level label="2"> <text>Send a copy to the county superintendent.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-408.1" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>Each nonpublic school in the State shall hold fire drills in accordance with the State Fire Prevention Code established under § 6–206 of the Public Safety Article.</text> </level> <level label="b"> <text>Each nonpublic school shall:</text> <level label="1"> <text>Keep records of these fire drills; and</text> </level> <level label="2"> <text>Send a copy of the records to the State Board.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-409" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>Each public school shall have a program of physical education that is given in a planned and sequential manner to all students, kindergarten through grade 12, to develop their good health and physical fitness and improve their motor coordination and physical skills.</text> </level> <level label="b"> <level label="1"> <text>The Department shall:</text> <level label="i"> <text>Employ a full–time director of physical education;</text> </level> <level label="ii"> <text>Subject to paragraph (2) of this subsection, adopt regulations that require a public school building that is newly constructed or completely renovated and occupied on or after January 1, 2013, to include a gymnasium and adequate support space for physical education instruction; and</text> </level> <level label="iii"> <text>Adopt guidelines for facilities for physical education programs.</text> </level> </level> <level label="2"> <text>The regulations adopted under paragraph (1)(ii) of this subsection shall include a process by which a local school system that is conducting a complete renovation of a public school building may request a waiver, based on land or zoning constraints, from the requirement to include a gymnasium.</text> </level> </level> <level label="c"> <text>Each local school system may develop and implement an annual Wellness Policy Implementation and Monitoring Plan to be used to:</text> <level label="1"> <text>Establish baseline student data for the health–related components of physical fitness;</text> </level> <level label="2"> <text>Assist students with the development of personal physical fitness plans;</text> </level> <level label="3"> <text>Encourage appropriate interventions for students identified as having unhealthy levels of physical fitness;</text> </level> <level label="4"> <text>Identify effective practices for improvement of student health–related physical fitness; and</text> </level> <level label="5"> <text>Encourage partnerships with health agencies to address student health–related issues in the State.</text> </level> </level> <level label="d"> <text>The Department shall:</text> <level label="1"> <text>Develop a procedure to monitor and measure the implementation of a local school system’s Wellness Policy Implementation and Monitoring Plan;</text> </level> <level label="2"> <text>Provide feedback and technical assistance to each local school system that implements a Wellness Policy Implementation and Monitoring Plan;</text> </level> <level label="3"> <text>Identify and distribute to each local school system effective wellness policy practices for physical activity and physical education; and</text> </level> <level label="4"> <text>Provide staff support to each local school system that implements a Wellness Policy Implementation and Monitoring Plan.</text> </level> </level> <level label="e"> <text>Each local school system that implements a Wellness Policy Implementation and Monitoring Plan under subsection (c) of this section shall submit to the Department:</text> <level label="1"> <text>The local school system’s Wellness Policy Implementation and Monitoring Plan, that shall include:</text> <level label="i"> <text>Policy goals;</text> </level> <level label="ii"> <text>Activities;</text> </level> <level label="iii"> <text>Expected outcomes; and</text> </level> <level label="iv"> <text>Measurements for physical activity and physical education; and</text> </level> </level> <level label="2"> <text>An annual report on the local school system’s progress toward achieving the policy goals of the implementation plan.</text> </level> </level> <level label="f"> <level label="1"> <text>The Department shall establish an Advisory Council on Health and Physical Education.</text> </level> <level label="2"> <text>The Advisory Council shall consist of the following members, selected by each organization from which the member is a representative:</text> <level label="i"> <text>A representative from the Department;</text> </level> <level label="ii"> <text>A representative from the Maryland Parent–Teacher Association;</text> </level> <level label="iii"> <text>A representative from the Maryland State Teachers Association;</text> </level> <level label="iv"> <text>A representative from the Public School Superintendents Association of Maryland;</text> </level> <level label="v"> <text>Representatives from each local school system;</text> </level> <level label="vi"> <text>A representative from the Maryland Association of Boards of Education;</text> </level> <level label="vii"> <text>A representative from the Maryland Association of Counties;</text> </level> <level label="viii"> <text>A representative from the Governor’s Council on Physical Fitness and Sport;</text> </level> <level label="ix"> <text>A representative of the Professional Organization for Health, Physical Education, Recreation, and Dance;</text> </level> <level label="x"> <text>A representative from an institution of higher education having a health and physical education teacher education program;</text> </level> <level label="xi"> <text>A representative from Special Olympics of Maryland;</text> </level> <level label="xii"> <text>A representative from the Maryland Department of Health;</text> </level> <level label="xiii"> <text>A representative from the American Academy of Pediatrics; and</text> </level> <level label="xiv"> <text>Representatives from the following health organizations:</text> <level label="1"> <text>The American Heart Association;</text> </level> <level label="2"> <text>The American Cancer Society; and</text> </level> <level label="3"> <text>The American Diabetes Association.</text> </level> </level> </level> <level label="3"> <text>From among its members, the Council shall elect a chair, vice chair, and any other officers necessary to carry out the Advisory Council’s functions.</text> </level> <level label="4"> <text>The Department shall provide staff and other necessary support to the Advisory Council using existing resources.</text> </level> <level label="5"> <text>A member of the Advisory Council may not receive compensation for serving on the Advisory Council, but is entitled to reimbursement for expenses under the Standard State Travel Regulations, as provided in the State budget.</text> </level> <level label="6"> <text>The Advisory Council shall meet at least twice each year and may hold additional meetings at the discretion of the chair or at the request of a majority of the members.</text> </level> <level label="7"> <text>The Advisory Council shall:</text> <level label="i"> <text>Develop and coordinate programs in collaboration with public schools to educate students regarding the importance of:</text> <level label="1"> <text>Physical activity and physical movement;</text> </level> <level label="2"> <text>The relationship of physical activity to a healthy lifestyle and improved fitness;</text> </level> <level label="3"> <text>The relationship between healthy eating, physical activity, and maintaining a healthy weight; and</text> </level> <level label="4"> <text>The value of physical activity and its relationship to improved academic achievement and stress reduction;</text> </level> </level> <level label="ii"> <text>Identify promising health and physical education practices in the State;</text> </level> <level label="iii"> <text>Build a network of health and physical education professionals to share information and strengthen partnerships;</text> </level> <level label="iv"> <text>Support successful health and physical education programs in the State and encourage the expansion of those programs; and</text> </level> <level label="v"> <text>Consult with organizations represented on the Advisory Council as appropriate.</text> </level> </level> <level label="8"> <text>The Advisory Council may:</text> <level label="i"> <text>Seek, accept, and expend funds from any source, including donations, State appropriations, and federal grants; and</text> </level> <level label="ii"> <text>Seek, accept, and use services from individuals, corporations, and government entities.</text> </level> </level> </level> </section> <section article="ged" article_name="Education" number="7-410" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <text>Each public school shall have a program of safety education that is organized and administered under the bylaws, rules, and regulations of the State Board.</text> </section> <section article="ged" article_name="Education" number="7-411" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>The State Board shall develop and implement a program of drug addiction and prevention education in the public schools.</text> </level> <level label="b"> <level label="1"> <text>Except as provided in subsection (c)(2) of this section, this program shall be started before the sixth grade in each public school by teachers who are trained in the field of drug education.</text> </level> <level label="2"> <text>The State Board shall establish standards for determining how a teacher is considered to be “trained in the field of drug addiction and prevention education” for the purposes of this section.</text> </level> </level> <level label="c"> <level label="1"> <text>The program shall include instruction related to heroin and opioid addiction and prevention, including information relating to the lethal effect of fentanyl.</text> </level> <level label="2"> <text>The instruction required under paragraph (1) of this subsection shall be:</text> <level label="i"> <text>Delivered in grade bands as follows:</text> <level label="1"> <text>Third grade through fifth grade;</text> </level> <level label="2"> <text>Sixth grade through eighth grade; and</text> </level> <level label="3"> <text>Ninth grade through twelfth grade; and</text> </level> </level> <level label="ii"> <text>A stand–alone unit in the program.</text> </level> </level> </level> <level label="d"> <text>This program shall be coordinated with other State agencies that are responsible for drug abuse education and control.</text> </level> </section> <section article="ged" article_name="Education" number="7-411.1" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>The State Board shall encourage the county boards to incorporate age–appropriate lessons on dating violence, diabetes and its treatment and prevention, oral disease prevention, and dental health promotion into the county boards’ health education curriculum.</text> </level> <level label="b"> <text>On or before December 1, 2015, and every 5 years thereafter, the Department shall report to the Governor and, subject to § 2–1257 of the State Government Article, to the General Assembly a summary of the information reported to the State Superintendent during the COMAR certification process.</text> </level> </section> <section article="ged" article_name="Education" number="7-412" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>If a student seeks information to overcome any form of drug abuse, as defined in § 8-101 of the Health - General Article, from a teacher, counselor, principal, or other professional educator employed by an educational institution that has received a certificate of approval under § 2-206 of this article, a statement, whether oral or written, made by the student or an observation or conclusion derived from the statement is not admissible against the student in any proceeding.</text> </level> <level label="b"> <text>A rule, regulation, or order may not require disclosure of any report, statement, observation, conclusion, or other information that has been assembled or obtained by an educator through this contact.</text> </level> </section> <section article="ged" article_name="Education" number="7-413" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>By the fall of 1978, the State Board shall develop and implement a program of health education that deals specifically with the abuse of alcohol.</text> </level> <level label="2"> <text>This program may be included in the drug education program under § 7-411 of this subtitle.</text> </level> </level> <level label="b"> <text>This program shall be coordinated with other State agencies that are responsible for alcohol abuse education and control.</text> </level> </section> <section article="ged" article_name="Education" number="7-414" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>Each county board may offer instruction in the safe operation of a motor vehicle to high school students who are 15 years old or older.</text> </level> <level label="2"> <text>The instruction shall be given as provided by Title 16, Subtitle 5 of the Transportation Article.</text> </level> <level label="3"> <text>Each county board shall determine whether the course is an elective or a required course.</text> </level> <level label="4"> <text>The State Board shall determine what credit, if any, is allowed to successful students of the course.</text> </level> </level> <level label="b"> <text>The principal of each school that offers the driver education course shall arrange the time set aside for actual driving instruction so that it does not interfere with other school work.</text> </level> <level label="c"> <level label="1"> <text>Each motor vehicle used for instruction shall bear the identification required by the Motor Vehicle Administration.</text> </level> <level label="2"> <text>If practicable, the actual driving instruction shall be conducted on private or public property that is removed from State roads.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-414.1" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Fund” means the Driver Education in Public High Schools Fund.</text> </level> <level label="3"> <text>“Program” means the Driver Education in Public High Schools Grant Program.</text> </level> </level> <level label="b"> <text>There is a Driver Education in Public High Schools Grant Program in the Department.</text> </level> <level label="c"> <text>The purpose of the Program is to provide grants to public high schools and nonprofit organizations to assist public high schools in offering driver education courses for students consistent with the requirements of § 7–414 of this subtitle.</text> </level> <level label="d"> <text>The Department shall:</text> <level label="1"> <text>Administer the Program;</text> </level> <level label="2"> <text>Establish application procedures for the Program; and</text> </level> <level label="3"> <text>Award grants from the Program.</text> </level> </level> <level label="e"> <level label="1"> <text>Subject to the availability of money in the Fund, a public school or nonprofit organization may apply for a grant under the Program for expenses paid or incurred, or that will be paid or incurred, to offer a driver education course for students consistent with the requirements of § 7–414 of this subtitle.</text> </level> <level label="2"> <text>When making grants, the Department shall prioritize:</text> <level label="i"> <text>Public high schools at which at least 40% of the registered students are eligible for the federal free or reduced price meal program; and</text> </level> <level label="ii"> <text>Nonprofit organizations working to offer a driver education course in a school at which at least 40% of the registered students are eligible for the federal free or reduced price meal program.</text> </level> </level> </level> <level label="f"> <level label="1"> <text>There is a Driver Education in Public High Schools Fund.</text> </level> <level label="2"> <text>The Department shall administer the Fund.</text> </level> <level label="3"> <level label="i"> <text>The Fund is a special, nonlapsing fund that is not subject to § 7–302 of the State Finance and Procurement Article.</text> </level> <level label="ii"> <text>The State Treasurer shall hold the Fund separately, and the Comptroller shall account for the Fund.</text> </level> </level> <level label="4"> <text>The Fund consists of:</text> <level label="i"> <text>Money received by the Fund from fines for vehicle security lapses under § 17–106 of the Transportation Article; and</text> </level> <level label="ii"> <text>Any other money from any other source accepted for the benefit of the Fund.</text> </level> </level> <level label="5"> <text>The Fund may be used only for:</text> <level label="i"> <text>Providing grants under the Program; and</text> </level> <level label="ii"> <text>Administrative costs of the Program.</text> </level> </level> <level label="6"> <level label="i"> <text>The State Treasurer shall invest the money of the Fund in the same manner as other State money may be invested.</text> </level> <level label="ii"> <text>Any interest earnings of the Fund shall be credited to the General Fund of the State.</text> </level> </level> </level> <level label="g"> <text>The Department shall adopt regulations to carry out this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-415" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>There is a School Health Program.</text> </level> <level label="2"> <text>The general purpose of the Program is to implement a program in two areas of this State in which portions of the population currently are underserved.</text> </level> <level label="3"> <text>The Program is designed to:</text> <level label="i"> <text>Improve the health of school age children in this State; and</text> </level> <level label="ii"> <text>Provide reports on the performance of the Program.</text> </level> </level> <level label="4"> <text>Each of the two areas of this State shall be served by separate and equal component parts. One part of the Program will be operated in Baltimore City and the other in Caroline County.</text> </level> </level> <level label="b"> <level label="1"> <text>The specific purposes and objectives of the Program operated in Baltimore City are:</text> <level label="i"> <text>To encourage and promote appropriate and cost effective use of health care services;</text> </level> <level label="ii"> <text>To reduce unnecessary use of hospital emergency room services;</text> </level> <level label="iii"> <text>To demonstrate the efficacy of involving parents, students, and community organizations in school health programs, particularly with regard to recruiting and retaining students in school health programs; and</text> </level> <level label="iv"> <text>To assess whether school health programs could be used as a basis for advising other family members of the student of other sources of primary care.</text> </level> </level> <level label="2"> <text>The specific purposes and objectives of the Program operated in Caroline County are:</text> <level label="i"> <text>To concentrate on the early identification, health counseling, and referral for mental health problems to prevent suicides;</text> </level> <level label="ii"> <text>To assess whether school health programs could be used as a basis for advising other family members of the student of other sources of primary care; and</text> </level> <level label="iii"> <text>To provide the following health and referral services for students:</text> <level label="1"> <text>First aid;</text> </level> <level label="2"> <text>Physical exams and sports physicals;</text> </level> <level label="3"> <text>Care for minor and chronic illnesses;</text> </level> <level label="4"> <text>Immunizations;</text> </level> <level label="5"> <text>Preventive health education services;</text> </level> <level label="6"> <text>Referrals for counseling at the County Health Department; and</text> </level> <level label="7"> <text>Social services referrals.</text> </level> </level> </level> </level> <level label="c"> <level label="1"> <text>Funds for this Program shall be used to acquire:</text> <level label="i"> <text>For the Baltimore City Program, the services of one full–time nurse practitioner, physician assistant, or other appropriate health care provider; and</text> </level> <level label="ii"> <text>For the Caroline County Program, the services of one full–time nurse practitioner, physician assistant, or other appropriate health care provider.</text> </level> </level> <level label="2"> <text>The local subdivisions shall be reimbursed for the purchase of necessary supplies for the Program.</text> </level> <level label="3"> <text>The Maryland Department of Health or the Baltimore City Health Department shall designate a part–time health research design analyst:</text> <level label="i"> <text>To work with the local subdivisions to collect and analyze data during the Program period; and</text> </level> <level label="ii"> <text>Subject to § 2–1257 of the State Government Article, to prepare the reports to the General Assembly and the Secretary of Health on July 1, 1992, July 1, 1997, and July 1, 2001, on the status and success of the Program.</text> </level> </level> </level> <level label="d"> <text>The Program staff shall develop or appropriately adapt an existing parental consent form for the provision of health services.</text> </level> </section> <section article="ged" article_name="Education" number="7-416" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>In Baltimore City, the nurse practitioner, physician assistant, or other appropriate health care provider shall be assigned to Walbrook Senior High School, P.S. 411.</text> </level> <level label="2"> <text>The range of services provided by the nurse practitioner, physician assistant, or other appropriate health care provider with appropriate physician collaboration should, to the extent feasible, include:</text> <level label="i"> <text>Total health assessment including history, physical examination, and neurological evaluation for all entering students and handicapped students, provided however, that existing health records of the student shall be used if available;</text> </level> <level label="ii"> <text>Referral to and follow–up with identified primary care sources for each student in the targeted population;</text> </level> <level label="iii"> <text>Follow–up on treated sports injuries;</text> </level> <level label="iv"> <text>Management of selected minor illnesses and injuries in the school according to treatment protocols which will be developed; and</text> </level> <level label="v"> <text>Establishment of working relationships with all teachers, especially health education teachers.</text> </level> </level> </level> <level label="b"> <text>The nurse practitioner, physician assistant, or other appropriate health care provider shall, to the extent practicable:</text> <level label="1"> <text>Participate actively in the School Screening Committee;</text> </level> <level label="2"> <text>Be responsible for the basic medical evaluation and certification for student placement;</text> </level> <level label="3"> <text>Concentrate on early identification, health counseling, and referral for:</text> <level label="i"> <text>Venereal disease;</text> </level> <level label="ii"> <text>Drug abuse;</text> </level> <level label="iii"> <text>Alcoholism;</text> </level> <level label="iv"> <text>Handicapping conditions; and</text> </level> <level label="v"> <text>Mental health problems;</text> </level> </level> <level label="4"> <text>Evaluate the relationship between use of the school health clinic services and use of hospital emergency room services;</text> </level> <level label="5"> <text>Establish working relationships with parents, students, and community organizations to demonstrate the efficacy of involving parents, students, and community organizations in school health clinics to enhance recruitment and retention of students;</text> </level> <level label="6"> <text>Evaluate, to the extent possible, the effect of participation in the program on the physical and mental well–being and school performance of the students;</text> </level> <level label="7"> <text>Assess, to the extent possible, whether school health programs could be used as a basis for advising other family members of the student of other sources of primary care;</text> </level> <level label="8"> <text>Be responsible to the Bureau of School Health of the Baltimore City Health Department; and work closely with the school principal and staff;</text> </level> <level label="9"> <text>Continue to function within the Baltimore City Health Department when the schools are not in session, by managing his or her caseload of school–age children in the community, including follow–through on referrals made during the school year, and the assessment of selected children in summer programs for certification of school placement; and</text> </level> <level label="10"> <text>Be a part of the well–child clinic delivery system provided by the Baltimore City Health Department.</text> </level> </level> <level label="c"> <level label="1"> <text>Physician consultation and collaboration in medical management of care shall be available at all times on–site or by telephone.</text> </level> <level label="2"> <text>Other consultant services in the school health program, in the maternal child health program, or in the community health nursing program will be available as needed by the nurse practitioner, physician assistant, or other appropriate health care provider.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-417" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>In Caroline County the nurse practitioner, physician assistant, or other appropriate health care provider will be assigned, to the extent practicable, to elementary and middle schools.</text> </level> <level label="b"> <text>The services provided by the nurse practitioner, physician assistant, or other appropriate health care provider shall, to the extent practicable, include:</text> <level label="1"> <text>Assessment of the health status of all targeted students in the selected elementary and middle schools including history, physical examination, neuro-developmental evaluation, and all required early and periodic screening, diagnosis, and treatment programs;</text> </level> <level label="2"> <text>Provision of health care including well-child care and treatment of common injuries and illnesses; and</text> </level> <level label="3"> <text>Integration of health care with existing health care providers and health education programs directed at students, teachers, and parents.</text> </level> </level> <level label="c"> <text>The nurse practitioner, physician assistant, or other appropriate health care provider shall:</text> <level label="1"> <text>Collaborate with board certified or board eligible pediatricians in the health management of the school children;</text> </level> <level label="2"> <text>Concentrate on the early identification, health counseling, and referral for mental health problems, with an emphasis on suicide prevention; and</text> </level> <level label="3"> <text>Assess, to the extent possible, whether school health programs could be used as a basis for advising other family members of the student of other sources of primary care.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-419" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>A county board shall keep a copy of each inspection report concerning the asbestos inspection of each public school in the county.</text> </level> <level label="b"> <text>Each public school shall keep for review during regular school hours upon request by any member of the public a copy of the inspection report concerning the asbestos inspection at the public school.</text> </level> </section> <section article="ged" article_name="Education" number="7-420" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>The Department, in coordination with the Maryland Department of Health, shall establish procedures for the administration of the Centers for Disease Control and Prevention Youth Risk Behavior Survey/Youth Tobacco Survey to public middle school and high school students in the State.</text> </level> <level label="b"> <text>The Department, in coordination with the Maryland Department of Health:</text> <level label="1"> <text>May omit up to a maximum of one–third of the survey questions if the Department considers the content of the questions inappropriate; and</text> </level> <level label="2"> <text>Shall include in the survey at least five questions from the Centers for Disease Control and Prevention Youth Risk Behavior Survey on adverse childhood experiences or positive childhood experiences.</text> </level> </level> <level label="c"> <level label="1"> <text>The Department, in coordination with the Maryland Department of Health, shall require a local school system to utilize passive parental consent before administering the survey.</text> </level> <level label="2"> <text>The local school system shall provide each parent with:</text> <level label="i"> <text>A statement that:</text> <level label="1"> <text>Notifies the parent that:</text> </level> <level label="A"> <text>The survey is confidential;</text> </level> <level label="B"> <text>The answers will be kept private;</text> </level> <level label="C"> <text>The student’s name will not be required on the survey response sheet; and</text> </level> <level label="D"> <text>The survey is designed to identify risk behaviors that may include safety behaviors such as use of helmets and seat belts, depression and mental health, use of tobacco, alcohol, or other drugs, nutrition and physical activity, and sexual behavior; and</text> </level> <level label="2"> <text>Explains how a parent can obtain a copy of the survey questions that will be administered and more information regarding the survey, including the mailing address, telephone number, and website address of the Centers for Disease Control and Prevention; and</text> </level> </level> <level label="ii"> <text>Subject to subsection (d) of this section, a denial of permission form that may be returned by the parent to the school.</text> </level> </level> </level> <level label="d"> <level label="1"> <text>For the academic year during which the survey will be conducted, the denial of permission form shall be a part of the request for emergency contact information that is distributed by the public school to each student or parent or guardian of the student.</text> </level> <level label="2"> <text>The denial of permission form shall be distributed only to a student or the parent or guardian of a student who may be subject to the survey administered under this section.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-421" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Health practitioner” means a physician or other individual authorized by law to prescribe prescription drugs or devices.</text> </level> <level label="3"> <text>“Medication” means an asthma inhaler or other emergency drug that is dispensed for a student only on the prescription of a health practitioner and pertains to the student’s asthma or other airway-constricting disease.</text> </level> <level label="4"> <text>“Self-administer” means the application or consumption of medication in a manner directed by the health practitioner without additional assistance or direction.</text> </level> </level> <level label="b"> <level label="1"> <text>Subject to the provisions of this subsection, each public school system shall adopt a written policy authorizing a student to possess and self-administer medication while:</text> <level label="i"> <text>In school;</text> </level> <level label="ii"> <text>At school-sponsored activities; or</text> </level> <level label="iii"> <text>On a school bus or other school property.</text> </level> </level> <level label="2"> <level label="i"> <text>A student who self-administers medication must have a prior written order from the student’s health care provider and, if the student is a minor, the prior written approval of the student’s parent or guardian.</text> </level> <level label="ii"> <text>The health care provider’s order must be maintained in the student’s educational record at the school.</text> </level> </level> <level label="3"> <text>A student’s parent or guardian must obtain written verification from the student’s health care provider confirming that the student has the knowledge and skills to safely possess and self-administer the medication.</text> </level> <level label="4"> <text>The written statements required under this subsection shall be provided to the school at least annually.</text> </level> <level label="5"> <text>The school nurse shall assess the student’s ability to demonstrate the skill level necessary to ensure proper and effective use of the medication in school.</text> </level> <level label="6"> <text>A student may be subject to disciplinary action if the student does not use the medication in a safe and proper manner.</text> </level> </level> <level label="c"> <text>The Department shall provide each public school system with written State guidelines to implement this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-422" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>Each public school that receives notice of a contaminated drinking water supply from the school’s supplier of water, in accordance with § 9-410 of the Environment Article or otherwise, shall send notice of the drinking water contamination to the parent or legal guardian of each student attending the school.</text> </level> <level label="b"> <text>The notice shall:</text> <level label="1"> <text>Be sent by the school within 10 business days after receipt of the notice of contamination from the school’s water supplier;</text> </level> <level label="2"> <text>Be in writing;</text> </level> <level label="3"> <text>Identify the contaminants and their levels in the school’s water supply; and</text> </level> <level label="4"> <text>Describe the school’s plan for dealing with the water contamination problem until the school’s water is determined by the appropriate authority to be safe for consumption.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-423" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>This section only applies to vending machines in public schools that sell food items of minimal nutritional value, as defined by the Department.</text> </level> <level label="b"> <text>By August 1, 2006, vending machines in public schools shall have and use a timing device to automatically prohibit or allow access to vending machines in accordance with the nutrition policies established by the county board.</text> </level> </section> <section article="ged" article_name="Education" number="7-423.1" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>This section applies only in Baltimore County.</text> </level> <level label="b"> <text>Except as provided in subsection (c) of this section, an Executive Branch agency may ban or regulate the sale of coffee in conjunction with a career exploration and development activity in a public high school.</text> </level> <level label="c"> <text>An Executive Branch agency may not ban or regulate the sale of coffee in conjunction with a career exploration and development activity in a public high school that sold coffee on or before June 30, 2018.</text> </level> </section> <section article="ged" article_name="Education" number="7-424" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Bullying, harassment, or intimidation” means intentional conduct, including verbal, physical, or written conduct, or an intentional electronic communication, that:</text> <level label="i"> <text>Creates a hostile educational environment by substantially interfering with a student’s educational benefits, opportunities, or performance, or with a student’s physical or psychological well–being and is:</text> <level label="1"> <text>Motivated by an actual or a perceived personal characteristic including race, national origin, marital status, sex, sexual orientation, gender identity, religion, ancestry, physical attributes, socioeconomic status, familial status, or physical or mental ability or disability;</text> </level> <level label="2"> <text>Sexual in nature, including descriptions or depictions of a student with the student’s intimate parts exposed or while engaged in an act of sexual contact; or</text> </level> <level label="3"> <text>Threatening or seriously intimidating; and</text> </level> </level> <level label="ii"> <level label="1"> <text>Occurs on school property, at a school activity or event, or on a school bus; or</text> </level> <level label="2"> <text>Substantially disrupts the orderly operation of a school.</text> </level> </level> </level> <level label="3"> <text>“Electronic communication” means a communication transmitted by means of an electronic device, including a telephone, cellular phone, computer, or pager.</text> </level> <level label="4"> <text>“Intimate parts” means the naked genitals, pubic area, buttocks, or female nipple.</text> </level> <level label="5"> <text>“Sexual contact” means sexual intercourse, including genital–genital, oral–genital, anal–genital, or oral–anal, whether between persons of the same or opposite sex.</text> </level> </level> <level label="b"> <level label="1"> <text>The Department shall require a county board to report incidents of bullying, harassment, or intimidation against students attending a public school under the jurisdiction of the county board.</text> </level> <level label="2"> <text>An incident of bullying, harassment, or intimidation may be reported by:</text> <level label="i"> <text>A student;</text> </level> <level label="ii"> <text>The parent, guardian, or close adult relative of a student; or</text> </level> <level label="iii"> <text>A school staff member.</text> </level> </level> </level> <level label="c"> <level label="1"> <text>The Department shall create a standard victim of bullying, harassment, or intimidation report form.</text> </level> <level label="2"> <text>Each victim of bullying, harassment, or intimidation report form shall:</text> <level label="i"> <text>Identify the victim and the alleged perpetrator, if known;</text> </level> <level label="ii"> <text>Indicate the age of the victim and alleged perpetrator;</text> </level> <level label="iii"> <text>Describe the incident, including alleged statements made by the alleged perpetrator;</text> </level> <level label="iv"> <text>Identify any actual or perceived personal characteristics described in subsection (a)(2)(i)1 of this section that are believed to have been a motivating factor in the incident;</text> </level> <level label="v"> <text>Indicate the location of the incident;</text> </level> <level label="vi"> <text>Identify any physical injury suffered by the victim and describe the seriousness and any permanent effects of the injury;</text> </level> <level label="vii"> <text>Indicate the number of days a student is absent from school, if any, as a result of the incident;</text> </level> <level label="viii"> <text>Identify any request for psychological services initiated by the victim or the victim’s family due to psychological injuries suffered; and</text> </level> <level label="ix"> <text>Include instructions on how to fill out the form and the mailing address to where the form shall be sent.</text> </level> </level> <level label="3"> <text>A county board shall distribute copies of the victim of bullying, harassment, or intimidation report form to each public school under the county board’s jurisdiction.</text> </level> </level> <level label="d"> <level label="1"> <text>A county board may establish an anonymous two–way electronic tip program to allow the reporting of an act of bullying, harassment, or intimidation of a student.</text> </level> <level label="2"> <text>The purpose of the anonymous two–way electronic tip program is for a student, a parent, guardian, or close adult relative of a student, or a school staff member to report acts of bullying, harassment, or intimidation.</text> </level> <level label="3"> <text>Each county board that establishes an anonymous two–way electronic tip program shall publicize the anonymous two–way electronic tip program in student handbooks, school system websites, and other locations that the county board determines are necessary or appropriate.</text> </level> <level label="4"> <text>On receipt of a report of an act of bullying, harassment, or intimidation from an anonymous two–way electronic tip, the recipient of the report or the recipient’s designee shall:</text> <level label="i"> <text>Complete a victim of bullying, harassment, or intimidation report form in accordance with subsection (c) of this section; and</text> </level> <level label="ii"> <text>Provide a transcript of the conversation to a designated person in the school.</text> </level> </level> <level label="5"> <text>The Governor may include funding in the State budget to provide grants to county boards to establish an anonymous two–way electronic tip program.</text> </level> </level> <level label="e"> <level label="1"> <text>Subject to the requirements of this subsection, each county board shall submit summaries of report forms filed with the county board to the State Board on or before January 31 each year.</text> </level> <level label="2"> <text>A county board shall delete any information that identifies an individual.</text> </level> <level label="3"> <level label="i"> <text>A county board shall include in its report incidents of bullying, harassment, or intimidation that, after a thorough and impartial investigation, are determined to have been motivated in whole or in substantial part by personal characteristics described in subsection (a)(2)(i)1 of this section of members of a particular group, if:</text> <level label="1"> <text>There has been a substantial increase in incidents of bullying, harassment, or intimidation for students in that group over the previous school year;</text> </level> <level label="2"> <text>There has been a substantial decrease in incidents of bullying, harassment, or intimidation for students in that group over the previous school year; or</text> </level> <level label="3"> <text>There is a disproportionate incident rate of bullying, harassment, or intimidation for students in that group.</text> </level> </level> <level label="ii"> <text>On or before July 1, 2027, the Department shall establish standards for the conditions described under subparagraph (i) of this paragraph.</text> </level> </level> </level> <level label="f"> <level label="1"> <text>Subject to paragraph (2) of this subsection, on or before January 31 each year, each county board shall make available on request information described under subsection (e)(3) of this section.</text> </level> <level label="2"> <text>A county board may not publish any information that could be used to identify an individual student.</text> </level> </level> <level label="g"> <text>The information contained in a victim of bullying, harassment, or intimidation report form in accordance with subsection (c) of this section or received from an anonymous two–way electronic tip in accordance with subsection (d) of this section:</text> <level label="1"> <text>Is confidential and may not be redisclosed except as otherwise provided under the Family Educational Rights and Privacy Act or this section; and</text> </level> <level label="2"> <text>May not be made a part of a student’s permanent educational record.</text> </level> </level> <level label="h"> <level label="1"> <text>The Department shall submit a report on or before March 31 each year to the Senate Education, Energy, and the Environment Committee and the House Ways and Means Committee, in accordance with § 2–1257 of the State Government Article, consisting of a summary of the information included in the victim of bullying, harassment, or intimidation report forms filed with the county boards the previous year.</text> </level> <level label="2"> <text>The report submitted by the Department shall include, to the extent feasible:</text> <level label="i"> <text>A description of the act constituting the bullying, harassment, or intimidation;</text> </level> <level label="ii"> <text>The age of the victim and alleged perpetrator;</text> </level> <level label="iii"> <text>The allegation of the alleged perpetrator’s motive;</text> </level> <level label="iv"> <text>A description of the investigation of the complaint and any corrective action taken by the appropriate school authorities;</text> </level> <level label="v"> <text>The number of days a student is absent from school, if any, as a result of the incident; and</text> </level> <level label="vi"> <text>The number of false allegations reported.</text> </level> </level> </level> </section> <section article="ged" article_name="Education" number="7-424.1" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>In this section, “bullying, harassment, or intimidation” has the meaning stated in § 7–424 of this subtitle.</text> </level> <level label="b"> <level label="1"> <text>By March 31, 2009, the State Board, after consultation with and input from local school systems, shall develop a model policy prohibiting bullying, harassment, or intimidation in schools.</text> </level> <level label="2"> <text>The model policy developed under paragraph (1) of this subsection shall include:</text> <level label="i"> <text>A statement prohibiting bullying, harassment, and intimidation in schools;</text> </level> <level label="ii"> <text>A statement prohibiting reprisal or retaliation against individuals who report acts of bullying, harassment, or intimidation;</text> </level> <level label="iii"> <text>A definition of bullying, harassment, or intimidation that is either the same as set forth in subsection (a) of this section or a definition that is not less inclusive than that definition;</text> </level> <level label="iv"> <text>Standard consequences and remedial actions for persons committing acts of bullying, harassment, or intimidation and for persons engaged in reprisal or retaliation;</text> </level> <level label="v"> <text>Standard consequences and remedial actions for persons found to have made false accusations;</text> </level> <level label="vi"> <text>Model procedures for reporting acts of bullying, harassment, and intimidation;</text> </level> <level label="vii"> <text>Model procedures for providing notice of an act of bullying, harassment, or intimidation to:</text> <level label="1"> <text>A parent or guardian of the alleged victim, within 3 business days after the date the act is reported; and</text> </level> <level label="2"> <text>A parent or guardian of the alleged perpetrator, within 5 business days after the date the act is reported;</text> </level> </level> <level label="viii"> <text>Model procedures for the prompt investigation of acts of bullying, harassment, and intimidation;</text> </level> <level label="ix"> <text>Information about the types of support services available to the student bully, victim, and any bystanders;</text> </level> <level label="x"> <text>Information regarding the availability and use of the bullying, harassment, or intimidation form under § 7–424 of this subtitle; and</text> </level> <level label="xi"> <text>Information regarding the availability and use of an anonymous two–way electronic tip program established under § 7–424 of this subtitle.</text> </level> </level> <level label="3"> <text>By September 1, 2016, and every 5 years thereafter, the State Board, after consultation with local school systems, shall update the model policy required under paragraph (1) of this subsection.</text> </level> </level> <level label="c"> <level label="1"> <text>Each county board shall establish a policy prohibiting bullying, harassment, or intimidation at school based on the model policy.</text> </level> <level label="2"> <text>The policy shall address the components of the model policy specified in subsection (b)(2) of this section.</text> </level> <level label="3"> <text>A county board shall develop the policy in consultation with representatives of the following groups:</text> <level label="i"> <text>Parents or guardians of students;</text> </level> <level label="ii"> <text>School employees and administrators;</text> </level> <level label="iii"> <text>School volunteers;</text> </level> <level label="iv"> <text>Students; and</text> </level> <level label="v"> <text>Members of the community.</text> </level> </level> <level label="4"> <text>By January 1, 2017, and every 5 years thereafter, each county board shall update its policy based on the State Board’s update of the model policy under subsection (b)(3) of this section.</text> </level> </level> <level label="d"> <text>Each county board shall publicize its policy in student handbooks, school system websites, and any other location or venue the county board determines is necessary or appropriate.</text> </level> <level label="e"> <text>Each county board policy shall include information on the procedure for reporting incidents of bullying, harassment, or intimidation, including:</text> <level label="1"> <text>A chain of command in the reporting process; and</text> </level> <level label="2"> <text>The name and contact information for an employee of the Department, designated by the Department, who is familiar with the reporting and investigation procedures in the applicable school system.</text> </level> </level> <level label="f"> <level label="1"> <text>By July 1, 2009, each county board shall submit its policy to the State Superintendent.</text> </level> <level label="2"> <text>By January 1, 2017, and every 5 years thereafter, each county board shall submit its updated policy to the State Superintendent.</text> </level> </level> <level label="g"> <text>Each county board shall develop the following educational programs in its efforts to prevent bullying, harassment, and intimidation in schools:</text> <level label="1"> <text>An educational bullying, harassment, and intimidation prevention program for students, staff, volunteers, and parents; and</text> </level> <level label="2"> <text>A teacher and administrator development program that trains teachers and administrators to implement the policy.</text> </level> </level> <level label="h"> <level label="1"> <text>A school employee who reports an act of bullying, harassment, or intimidation under this section in accordance with the county board’s policy established under subsection (c) of this section is not civilly liable for any act or omission in reporting or failing to report an act of bullying, harassment, or intimidation under this section.</text> </level> <level label="2"> <text>The provisions of this section may not be construed to limit the legal rights of a victim of bullying, harassment, or intimidation.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-424.2" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>In this section, “school security officer” includes a school principal, another school administrator, a law enforcement officer, or other individual employed by a local school system or a local government who is designated by the county superintendent or a school principal to help maintain the security and safety of a school.</text> </level> <level label="2"> <text>“School security officer” does not include a teacher.</text> </level> </level> <level label="b"> <text>By March 31, 2011, the State Board, after consultation with and input from the Department of Juvenile Services, the Department of State Police, the Department of Human Services, and local school systems, shall develop a model policy to address gangs, gang activity, and similar destructive or illegal group behavior in schools.</text> </level> <level label="c"> <text>The model policy developed under subsection (b) of this section shall include:</text> <level label="1"> <text>A statement prohibiting gang activity in schools;</text> </level> <level label="2"> <text>A statement prohibiting reprisal or retaliation against individuals who report suspected gang activity;</text> </level> <level label="3"> <text>A definition of gang and gang activity;</text> </level> <level label="4"> <text>Standard consequences and remedial actions for individuals engaged in gang activity or similar destructive or illegal group behavior;</text> </level> <level label="5"> <text>Standard consequences and remedial actions for individuals found to have made false accusations;</text> </level> <level label="6"> <text>Model procedures for reporting suspected gang activity or similar destructive or illegal group behavior;</text> </level> <level label="7"> <text>Model procedures for the prompt investigation of suspected gang activity or similar destructive or illegal group behavior;</text> </level> <level label="8"> <text>Information about the types of support services, including family support services, for a student suspected of participating in gang activity; and</text> </level> <level label="9"> <text>Recommendations concerning gang prevention and intervention services and programs for students that maximize community participation and the use of federal funding.</text> </level> </level> <level label="d"> <level label="1"> <text>Each local school system shall establish a policy or regulations to address gangs, gang activity, and similar destructive or illegal group behavior in schools based on the model policy.</text> </level> <level label="2"> <text>The policy or regulations shall address the components of the model policy specified in subsection (c) of this section.</text> </level> <level label="3"> <text>Each local school system shall develop the policy or regulations in consultation with representatives of the following groups:</text> <level label="i"> <text>Parents or guardians of students;</text> </level> <level label="ii"> <text>School employees and administrators;</text> </level> <level label="iii"> <text>School volunteers;</text> </level> <level label="iv"> <text>Students;</text> </level> <level label="v"> <text>Local law enforcement;</text> </level> <level label="vi"> <text>Gang prevention and intervention programs;</text> </level> <level label="vii"> <text>The Office of the Public Defender;</text> </level> <level label="viii"> <text>The Maryland State’s Attorneys Association; and</text> </level> <level label="ix"> <text>Members of the community.</text> </level> </level> </level> <level label="e"> <text>Each local school system shall submit its policy or regulations to the State Superintendent by September 1, 2011.</text> </level> <level label="f"> <text>Each local school system shall publicize its policy or regulations in student handbooks, on school system websites, and at any other location or venue the local school system determines is necessary or appropriate.</text> </level> <level label="g"> <text>Each local school system shall develop the following educational programs in its efforts to address gangs, gang activity, and similar destructive or illegal group behavior in schools:</text> <level label="1"> <text>An educational gang awareness program for students, staff, volunteers, and parents; and</text> </level> <level label="2"> <text>A teacher and administrator development program that trains teachers and administrators to implement the policy or regulations.</text> </level> </level> <level label="h"> <level label="1"> <text>A school employee shall report any incidence of suspected gang activity or similar destructive or illegal group behavior promptly to the principal and, for a school that has a school security officer, to the school security officer.</text> </level> <level label="2"> <text>The principal and the school security officer may take appropriate action to maintain a safe and secure school environment, including the provision of appropriate intervention services.</text> </level> </level> <level label="i"> <level label="1"> <text>Each county superintendent shall require regular school security meetings for each middle school and high school to ensure coordination of gang prevention, intervention, and suppression efforts.</text> </level> <level label="2"> <text>The following individuals shall participate in the meetings described in paragraph (1) of this subsection:</text> <level label="i"> <text>School principals;</text> </level> <level label="ii"> <text>School security officers;</text> </level> <level label="iii"> <text>Guidance counselors;</text> </level> <level label="iv"> <text>Local law enforcement officers;</text> </level> <level label="v"> <text>Representatives from the county State’s Attorney’s Office;</text> </level> <level label="vi"> <text>Representatives from the Office of the Public Defender;</text> </level> <level label="vii"> <text>Gang prevention and intervention program representatives; and</text> </level> <level label="viii"> <text>Any other individuals that the county superintendent considers appropriate.</text> </level> </level> </level> <level label="j"> <text>Each county superintendent shall enter into a memorandum of understanding with the county State’s Attorney’s Office to foster coordination of gang prevention, intervention, and suppression efforts.</text> </level> <level label="k"> <text>On or before January 1, 2011, and each year thereafter, the Department shall submit a report to the General Assembly, in accordance with § 2–1257 of the State Government Article, on the implementation of State and local policies and regulations to address gangs, gang activity, and similar destructive or illegal group behavior described in this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-424.3" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Bullying, harassment, or intimidation” has the meaning stated in § 7–424 of this subtitle.</text> </level> <level label="3"> <text>“Nonpublic school” means a nonpublic school that participates in State–funded education programs.</text> </level> </level> <level label="b"> <text>By March 31, 2012, each nonpublic school shall adopt a policy prohibiting bullying, harassment, and intimidation.</text> </level> <level label="c"> <text>The policy adopted under subsection (b) of this section shall include:</text> <level label="1"> <text>A statement prohibiting bullying, harassment, and intimidation in the school;</text> </level> <level label="2"> <text>A statement prohibiting reprisal or retaliation against individuals who report acts of bullying, harassment, or intimidation;</text> </level> <level label="3"> <text>A definition of bullying, harassment, and intimidation that is either the same as set forth in subsection (a) of this section or a definition that is not less inclusive than that definition;</text> </level> <level label="4"> <text>Standard consequences and remedial actions for persons committing acts of bullying, harassment, or intimidation and for persons engaged in reprisal or retaliation, including:</text> <level label="i"> <text>Specific penalties for persons who repeatedly commit acts of bullying, harassment, or intimidation; and</text> </level> <level label="ii"> <text>A requirement that persons who commit acts of bullying, harassment, or intimidation receive educational and therapeutic services concerning bullying prevention;</text> </level> </level> <level label="5"> <text>Standard consequences and remedial actions for persons found to have made false accusations;</text> </level> <level label="6"> <text>Standard procedures for reporting acts of bullying, harassment, or intimidation, including a chain of command in the reporting process;</text> </level> <level label="7"> <text>Standard procedures for providing notice of an act of bullying, harassment, or intimidation to:</text> <level label="i"> <text>A parent or guardian of the alleged victim, within 3 business days after the date the act is reported; and</text> </level> <level label="ii"> <text>A parent or guardian of the alleged perpetrator, within 5 business days after the date the act is reported;</text> </level> </level> <level label="8"> <text>Standard procedures for the prompt investigation of acts of bullying, harassment, or intimidation;</text> </level> <level label="9"> <text>Standard procedures for protecting victims of bullying, harassment, or intimidation from additional acts of bullying, harassment, or intimidation, and from retaliation; and</text> </level> <level label="10"> <text>Information about the types of support services available to a student bully or victim and any bystanders.</text> </level> </level> <level label="d"> <text>A nonpublic school is encouraged to develop the policy adopted under subsection (b) of this section in consultation with the following groups:</text> <level label="1"> <text>Parents or guardians of students;</text> </level> <level label="2"> <text>School employees and administrators;</text> </level> <level label="3"> <text>School volunteers; and</text> </level> <level label="4"> <text>Students.</text> </level> </level> <level label="e"> <text>A nonpublic school is encouraged to publicize the policy adopted under subsection (b) of this section in student handbooks, on the school’s website, and any other location or venue the school determines is necessary or appropriate.</text> </level> <level label="f"> <text>A nonpublic school is encouraged to develop the following educational programs in its efforts to prevent bullying, harassment, and intimidation:</text> <level label="1"> <text>An educational bullying, harassment, and intimidation prevention program for students, staff, volunteers, and parents; and</text> </level> <level label="2"> <text>A teacher and administrator development program that trains teachers and administrators to implement the policy adopted under subsection (b) of this section.</text> </level> </level> <level label="g"> <text>An employee of a nonpublic school who reports an act of bullying, harassment, or intimidation in accordance with the nonpublic school’s policy adopted under subsection (b) of this section is not civilly liable for any act or omission in reporting or failing to report an act of bullying, harassment, or intimidation in accordance with the policy.</text> </level> <level label="h"> <text>The provisions of this section may not be construed to:</text> <level label="1"> <text>Limit the legal rights of a victim of bullying, harassment, or intimidation; or</text> </level> <level label="2"> <text>Require a statewide policy in nonpublic schools relating to bullying, harassment, and intimidation.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-425" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>Each county board shall develop and implement an automated external defibrillator program that meets the requirements of § 13–517 of this article for each high school and middle school in the county.</text> </level> <level label="b"> <text>The Department, in consultation with the Maryland Department of Health, the Maryland State School Health Council, and the Maryland Institute for Emergency Medical Services Systems, shall adopt regulations that:</text> <level label="1"> <text>Establish guidelines for periodic inspections and annual maintenance of the automated external defibrillators; and</text> </level> <level label="2"> <text>Assist county boards in carrying out the provisions of this section.</text> </level> </level> <level label="c"> <text>Each middle school and high school shall develop a venue–specific emergency action plan for the operation and use of automatic external defibrillators that meets the requirements of § 7–450 of this subtitle.</text> </level> </section> <section article="ged" article_name="Education" number="7-426" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>The Department and the Maryland Department of Health shall jointly establish guidelines for public schools regarding providing emergency medical care to students with special health needs.</text> </level> <level label="b"> <text>The guidelines shall include:</text> <level label="1"> <text>Procedures for the emergency administration of medication and the proper follow–up emergency procedures;</text> </level> <level label="2"> <text>A description of parental or caregiver responsibilities, including:</text> <level label="i"> <text>School notification of a child’s special health care needs or diagnosis;</text> </level> <level label="ii"> <text>Providing appropriate medication and delivery devices and medical condition indication devices including Medic Alert bracelets or necklaces;</text> </level> <level label="iii"> <text>Parental consent for the administration of medications; and</text> </level> <level label="iv"> <text>Providing an emergency card for medical emergencies with current contact names and telephone numbers;</text> </level> </level> <level label="3"> <text>A description of school responsibilities, including:</text> <level label="i"> <text>Training for school health services personnel, teachers, coaches, transportation personnel, and other appropriate school personnel;</text> </level> <level label="ii"> <text>Providing and distributing the required notices and forms for notification, consent for the administration of medications, medical emergency contact information, and any other appropriate material; and</text> </level> <level label="iii"> <text>Providing outreach and education for parents and other caregivers regarding providing emergency medical care to students with special health needs;</text> </level> </level> <level label="4"> <text>A description of student responsibilities that are age and condition appropriate; and</text> </level> <level label="5"> <text>Any other issue that is relevant to the emergency medical care of students with special health needs.</text> </level> </level> <level label="c"> <text>The Department and the Maryland Department of Health shall:</text> <level label="1"> <text>Provide technical assistance to schools to:</text> <level label="i"> <text>Implement the guidelines established under this section; and</text> </level> <level label="ii"> <text>Train school personnel at the local level; and</text> </level> </level> <level label="2"> <text>Develop a process to monitor the implementation of the guidelines established under this section.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-426.1" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Anaphylactic allergy” means a food allergy that causes a severe, systematic reaction resulting in circulatory collapse or shock that may be fatal.</text> </level> <level label="3"> <text>“Employee” means an individual who is employed by a local board of education, including part–time employees, certified and noncertified substitute teachers employed by the local board of education for at least 7 days each school year, maintenance workers, and administrative staff.</text> </level> <level label="4"> <text>“Major food allergen” means:</text> <level label="i"> <text>Milk;</text> </level> <level label="ii"> <text>Eggs;</text> </level> <level label="iii"> <text>Fish;</text> </level> <level label="iv"> <text>Crustacean shellfish;</text> </level> <level label="v"> <text>Tree nuts;</text> </level> <level label="vi"> <text>Wheat;</text> </level> <level label="vii"> <text>Peanuts;</text> </level> <level label="viii"> <text>Soybeans; and</text> </level> <level label="ix"> <text>Sesame.</text> </level> </level> <level label="5"> <text>“Self–administer” means the application or consumption of medications in a manner prescribed by a health practitioner who is licensed, certified, or otherwise authorized under the Health Occupations Article to prescribe medications and medication delivery devices by the individual for whom the medication was prescribed without additional assistance or direction.</text> </level> </level> <level label="b"> <level label="1"> <text>Before the start of the 2024–2025 school year, each county board shall adopt and implement guidelines in accordance with the Maryland State school health service guidelines to reduce the risk of exposure to anaphylactic major food allergens in classrooms and common areas.</text> </level> <level label="2"> <text>At a minimum, the guidelines under paragraph (1) of this subsection shall:</text> <level label="i"> <text>If appropriate, in accordance with the collective bargaining agreement, describe the roles and responsibilities of parents, administrators, health care staff, educators, food service employees, and operations staff;</text> </level> <level label="ii"> <text>Emphasize communication and collaboration between school staff, students, and parents, including:</text> <level label="1"> <text>Notification of a student’s anaphylactic allergy to educators and other school staff who come into contact with the student; and</text> </level> <level label="2"> <text>Notification to parents and students about measures the school is taking to avoid exposure to food allergens;</text> </level> </level> <level label="iii"> <text>Provide information to parents about 504 plans and their applicability to students with anaphylactic allergies;</text> </level> <level label="iv"> <text>Designate school areas that are food–free;</text> </level> <level label="v"> <text>Designate tables in the cafeteria to be used by students with anaphylactic allergies that are free of foods containing the major food allergens of the student users;</text> </level> <level label="vi"> <text>Provide guidelines for who may use or accompany students using tables free of major food allergens;</text> </level> <level label="vii"> <text>Promote handwashing and other methods for the safe handling of food;</text> </level> <level label="viii"> <text>Provide guidelines for the handling of food on school–provided transportation;</text> </level> <level label="ix"> <text>Provide guidelines designed to ensure that students with anaphylactic allergies are able to participate in school events, after–school activities, and field trips;</text> </level> <level label="x"> <text>Provide guidance for food distribution by outside public or private individuals, groups, and entities holding functions on school grounds; and</text> </level> <level label="xi"> <text>Establish strategies to reduce bullying and harassment of students with anaphylactic allergies.</text> </level> </level> <level label="3"> <text>Each county board shall publish the guidelines adopted under this subsection on its website and by any other method determined appropriate by the board.</text> </level> </level> <level label="c"> <level label="1"> <text>Subject to paragraph (3) of this subsection, each public school shall develop a system to disclose, within a reasonable time in advance of service, the foods served in the school and the major food allergens contained in the food.</text> </level> <level label="2"> <text>A disclosure made under this subsection may be by:</text> <level label="i"> <text>Direct electronic or physical messages sent to the school community; or</text> </level> <level label="ii"> <text>Posting on the Internet.</text> </level> </level> <level label="3"> <level label="i"> <text>Before January 1, 2026, a public school may not be required to dispose of a food product made or purchased before January 1, 2023, that was labeled in accordance with federal law before the effective date of the requirement that sesame be listed on the food product label under the federal Food Allergy Safety, Treatment, Education, and Research Act of 2021.</text> </level> <level label="ii"> <text>If a public school is using a food product that was made or purchased before January 1, 2023, the school shall disclose that the food may contain sesame.</text> </level> </level> </level> <level label="d"> <text>In consultation with a school health professional, the principal of a public school that has a child attending the school who has been identified to the school as having an anaphylactic allergy shall:</text> <level label="1"> <text>Monitor and implement, as necessary, the strategies developed in accordance with the Maryland State school health service guidelines to reduce the risk of exposure to anaphylactic causative agents in classrooms and common areas;</text> </level> <level label="2"> <text>Monitor and implement the guidelines established by the county board under subsection (b) of this section; and</text> </level> <level label="3"> <text>Establish procedures for self–administration of medication by the child if the child is determined to be capable of and responsible for self–administration by the principal, parent or guardian of the child, and physician of the child.</text> </level> </level> <level label="e"> <text>A school may revoke the authority of a child to self–administer medication if the child endangers himself or herself or another child through misuse of the medication.</text> </level> <level label="f"> <text>Except for any willful or grossly negligent act, an employee who responds in good faith to the anaphylactic reaction of a child in accordance with this section is immune from civil liability for any act or omission in the course of responding to the reaction.</text> </level> <level label="g"> <text>If a child has authority to self–administer medication in accordance with subsection (d)(3) of this section, a local county board may require the parent or guardian of the child to sign a statement acknowledging that the school or its employee incurs no liability as a result of injury arising from self–administration by the child.</text> </level> </section> <section article="ged" article_name="Education" number="7-426.2" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Anaphylaxis” means a sudden, severe, and potentially life–threatening allergic reaction that occurs when an individual is exposed to an allergen.</text> </level> <level label="3"> <text>“Emergency use epinephrine” means a portable, disposable drug delivery device or product approved by the federal Food and Drug Administration that contains a premeasured single dose of epinephrine that is used to treat anaphylaxis in an emergency situation.</text> </level> </level> <level label="b"> <text>Each county board shall establish a policy for public schools within its jurisdiction to authorize the school nurse and other school personnel to administer emergency use epinephrine, if available, to a student who is determined to be or perceived to be in anaphylaxis, regardless of whether the student:</text> <level label="1"> <text>Has been identified as having an anaphylactic allergy, as defined in § 7–426.1 of this subtitle; or</text> </level> <level label="2"> <text>Has a prescription for epinephrine as prescribed by an authorized licensed health care practitioner under the Health Occupations Article.</text> </level> </level> <level label="c"> <text>The policy established under subsection (b) of this section shall include:</text> <level label="1"> <text>Training for school personnel on how to recognize the symptoms of anaphylaxis;</text> </level> <level label="2"> <text>Procedures for the emergency administration of emergency use epinephrine;</text> </level> <level label="3"> <text>The proper follow–up emergency procedures;</text> </level> <level label="4"> <text>A provision authorizing a school nurse to obtain and store at a public school emergency use epinephrine to be used in an emergency situation; and</text> </level> <level label="5"> <text>A requirement that each public school develop and implement a method for notifying the parents or guardians of students of the school’s policy under this section at the beginning of each school year.</text> </level> </level> <level label="d"> <text>Except for any willful or grossly negligent act, a school nurse or other school personnel who respond in good faith to the anaphylactic reaction of a child in accordance with this section may not be held personally liable for any act or omission in the course of responding to the reaction.</text> </level> <level label="e"> <level label="1"> <text>Each public school shall submit, on the form that the Department requires, a report to the Department on each incident at the school or at a related school event that required the use of emergency use epinephrine.</text> </level> <level label="2"> <text>The Department shall develop and disseminate a standard form to report each incident requiring the use of emergency use epinephrine at a public school.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-426.3" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Anaphylaxis” means a sudden, severe, and potentially life–threatening allergic reaction that occurs when an individual is exposed to an allergen.</text> </level> <level label="3"> <text>“Emergency use epinephrine” means a portable, disposable drug delivery device or product approved by the federal Food and Drug Administration that contains a premeasured single dose of epinephrine that is used to treat anaphylaxis in an emergency situation.</text> </level> <level label="4"> <text>“School personnel” means individuals who are employed by a nonpublic school, including part–time employees, teachers and substitute teachers employed by the school for at least 7 days each school year, a school nurse, registered nurse case manager, delegating nurse, and administrative staff.</text> </level> </level> <level label="b"> <text>Each nonpublic school in the State may establish a policy authorizing school personnel to administer emergency use epinephrine, if available, to a student who is determined to be or perceived to be in anaphylaxis, regardless of whether the student:</text> <level label="1"> <text>Has been identified as having an anaphylactic allergy, as defined in § 7–426.1 of this subtitle; or</text> </level> <level label="2"> <text>Has a prescription for epinephrine as prescribed by an authorized licensed health care practitioner under the Health Occupations Article.</text> </level> </level> <level label="c"> <text>The policy established under subsection (b) of this section shall include:</text> <level label="1"> <text>Training for school personnel on how to recognize the signs and symptoms of anaphylaxis by a licensed health care practitioner who is authorized to administer emergency use epinephrine and who has been trained in an established protocol on how to recognize the signs and symptoms of anaphylaxis;</text> </level> <level label="2"> <text>Procedures for the emergency administration of emergency use epinephrine;</text> </level> <level label="3"> <text>The proper follow–up emergency procedures;</text> </level> <level label="4"> <text>A provision authorizing a school nurse or other licensed health care practitioner to obtain, and school personnel to store, at a nonpublic school emergency use epinephrine to be used in an emergency situation;</text> </level> <level label="5"> <text>A requirement that the nonpublic school develop and implement a method for notifying the parents or guardians of students of the school’s policy under this section at the beginning of each school year; and</text> </level> <level label="6"> <text>An ongoing process for oversight and monitoring by a licensed health care practitioner of the implementation of the policy established under subsection (b) of this section.</text> </level> </level> <level label="d"> <text>Except for any willful or grossly negligent act, school personnel who respond in good faith to the anaphylactic reaction of a child in accordance with this section may not be held personally liable for any act or omission in the course of responding to the reaction.</text> </level> </section> <section article="ged" article_name="Education" number="7-426.4" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>The Department and the Maryland Department of Health jointly shall establish guidelines for public schools regarding the administration of health care services to students with diabetes.</text> </level> <level label="b"> <text>The guidelines shall include:</text> <level label="1"> <text>Procedures for treating and administering medication to control diabetic symptoms;</text> </level> <level label="2"> <text>Procedures for monitoring blood glucose and ketone levels;</text> </level> <level label="3"> <text>A description of parental or caregiver responsibilities in relation to the care of their child with diabetes, including:</text> <level label="i"> <text>Notifying a school of a child’s diabetes diagnosis;</text> </level> <level label="ii"> <text>Providing appropriate medication, delivery devices, and medical condition indication devices, including Medic Alert bracelets or necklaces;</text> </level> <level label="iii"> <text>Providing parental consent for the administration of medications; and</text> </level> <level label="iv"> <text>Providing an emergency card for medical emergencies with up–to–date contact names and telephone numbers;</text> </level> </level> <level label="4"> <text>A description of school responsibilities in relation to the care of a student with diabetes, including:</text> <level label="i"> <text>Instruction by the school nurse for school health services personnel, teachers, coaches, transportation personnel, and other appropriate school personnel, as determined by the school nurse, including instruction on:</text> <level label="1"> <text>Recognizing the symptoms of hypoglycemia and hyperglycemia and the appropriate actions to take to control the symptoms;</text> </level> <level label="2"> <text>Administering glucagon in an emergency in accordance with health care provider orders; and</text> </level> <level label="3"> <text>Implementing a student’s medical plan and a student’s 504 plan;</text> </level> </level> <level label="ii"> <text>Providing and distributing the required documents for notification, consent for the administration of medications, medical emergency contact information, and any other appropriate documents to the appropriate individuals or entities; and</text> </level> <level label="iii"> <text>Ensuring that appropriate school personnel are available to administer insulin during the school day and during other school–sponsored events and activities;</text> </level> </level> <level label="5"> <text>A description of student responsibilities in relation to the student’s diabetes care that are age and clinically appropriate;</text> </level> <level label="6"> <text>Establishing procedures for students who have been determined by the school nurse to be capable of and responsible for self–management of their diabetes in accordance with health care provider orders; and</text> </level> <level label="7"> <text>Any other issue that is relevant to the administration of health care services to students with diabetes.</text> </level> </level> <level label="c"> <text>The Department and the Maryland Department of Health shall:</text> <level label="1"> <text>Provide technical assistance to schools to:</text> <level label="i"> <text>Implement the guidelines established under this section; and</text> </level> <level label="ii"> <text>Instruct school personnel at the local level regarding the guidelines established under this section; and</text> </level> </level> <level label="2"> <text>Develop a process to monitor the implementation of the guidelines established under this section.</text> </level> </level> <level label="d"> <level label="1"> <text>An individual who has received instruction to provide diabetes care services to students in accordance with the guidelines adopted under this section is not civilly liable for any act or omission in the course of providing diabetes care services to a student if:</text> <level label="i"> <text>The individual is acting in good faith while providing diabetes care services to a student who is in need of diabetes care services or to a student who the individual believes in good faith to be in need of diabetes care services;</text> </level> <level label="ii"> <text>The diabetes care services are provided in a reasonably prudent manner; and</text> </level> <level label="iii"> <text>The diabetes care services are provided to the student without fee or other compensation.</text> </level> </level> <level label="2"> <text>Paragraph (1) of this subsection does not affect, and may not be construed to affect, any immunities from civil liability or defenses established by any other provision of law to which an individual may be entitled.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-426.5" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>Each county board shall establish a policy in accordance with school health guidelines and State laws and regulations for public schools within its jurisdiction to authorize the school nurse, school health services personnel, and other school personnel to administer naloxone or other overdose–reversing medication to a student or other person located on school property who is reasonably believed to be experiencing an opioid overdose.</text> </level> <level label="b"> <text>The policy established under subsection (a) of this section shall include:</text> <level label="1"> <text>A provision requiring all public schools to obtain and store at the public school naloxone or other overdose–reversing medication to be used in an emergency situation; and</text> </level> <level label="2"> <text>A requirement that each public school develop and implement a method for notifying the parents or guardians of students of the school’s policy under this section at the beginning of each school year.</text> </level> </level> <level label="c"> <text>Except for any willful or grossly negligent act, any of the following individuals who respond in good faith to the overdose emergency of a student in accordance with this section may not be held personally liable for any act or omission in the course of responding to the emergency:</text> <level label="1"> <text>A school nurse;</text> </level> <level label="2"> <text>Other school health services personnel who are licensed or certified to practice a health occupation under the Health Occupations Article; or</text> </level> <level label="3"> <text>Other school personnel.</text> </level> </level> <level label="d"> <level label="1"> <text>The county board or the local health department shall, by local agreement:</text> <level label="i"> <text>Hire a sufficient number of either county or regional community action officials; or</text> </level> <level label="ii"> <text>Develop and implement a program that provides the community relations and education functions required to be conducted by community action officials in paragraph (2) of this subsection.</text> </level> </level> <level label="2"> <text>A county or regional community action official shall:</text> <level label="i"> <text>Coordinate school–based community forums, in cooperation with local law enforcement officials; and</text> </level> <level label="ii"> <text>Conduct public relations efforts that include the following:</text> <level label="1"> <text>Parent contact;</text> </level> <level label="2"> <text>Electronic media; and</text> </level> <level label="3"> <text>Public service announcements.</text> </level> </level> </level> </level> <level label="e"> <level label="1"> <text>For fiscal year 2019, the Governor shall include an appropriation of at least $3,000,000 in general funds in the State budget for the Department for the purpose of awarding grants to county boards to implement the policy and conduct the training required under this section.</text> </level> <level label="2"> <text>The Department shall disburse the grants authorized under paragraph (1) of this subsection based on the enrollment count of students in public schools in the State for the prior fiscal year.</text> </level> </level> <level label="f"> <level label="1"> <text>On or before October 1 each year, each public school shall submit, on the form that the Department requires, a report to the Department on each incident at the school that required the use of naloxone or other overdose–reversing medication.</text> </level> <level label="2"> <text>The Department shall develop and disseminate a standard form to report each incident requiring the use of naloxone or other overdose–reversing medication at a public school.</text> </level> <level label="3"> <text>On or before December 1, 2018, December 1, 2019, and December 1, 2020, the Department shall report the information provided under paragraph (1) of this subsection to the General Assembly in accordance with § 2–1257 of the State Government Article.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-426.6" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Asthma” means a chronic lung disease that inflames and narrows air passages, causing recurring periods of wheezing, chest tightness, shortness of breath, and coughing.</text> </level> <level label="3"> <text>“Bronchodilator” means medication that relaxes bronchial muscles, resulting in the expansion of bronchial air passages to provide fast treatment of asthma–related symptoms and symptoms of respiratory distress.</text> </level> <level label="4"> <level label="i"> <text>“School personnel” means individuals who are employed by a public school, or, in the case of some school health staff, by a local health department.</text> </level> <level label="ii"> <text>“School personnel” includes part–time employees, teachers, substitute teachers employed by the school for at least 7 days each school year, registered nurse case managers, delegating nurses, and administrative staff.</text> </level> </level> </level> <level label="b"> <level label="1"> <text>Except as provided in paragraph (2) of this subsection, the Maryland Department of Health, in consultation with county boards, shall establish a policy for public schools to authorize the school nurse and designated school personnel to administer a bronchodilator to a student who is determined by an individual who has undergone the training provided under subsection (c) of this section to be, or is perceived to be, experiencing asthma–related symptoms or is perceived to be in respiratory distress, regardless of whether the student:</text> <level label="i"> <text>Has been diagnosed with asthma or reactive airway disease; or</text> </level> <level label="ii"> <text>Has been prescribed a bronchodilator by an authorized licensed health care practitioner under the Health Occupations Article.</text> </level> </level> <level label="2"> <text>Neither a school nurse nor any other designated school personnel may administer a bronchodilator to a prekindergarten student unless the student has been diagnosed with asthma or a reactive airway disease and has a prescription for a bronchodilator as prescribed by the student’s health care practitioner.</text> </level> </level> <level label="c"> <level label="1"> <text>The Department, in consultation with the Maryland Department of Health, the American Lung Association, and the Asthma and Allergy Foundation of America, shall identify or develop training to:</text> <level label="i"> <text>Identify the symptoms of asthma and respiratory distress;</text> </level> <level label="ii"> <text>Identify the symptoms of anaphylaxis; and</text> </level> <level label="iii"> <text>Distinguish between anaphylaxis and asthma or respiratory distress.</text> </level> </level> <level label="2"> <text>The training identified or developed under paragraph (1) of this subsection shall be provided to school nurses and voluntary school personnel who are designated by a school nurse and, in the clinical judgment of the school nurse, are appropriate recipients of the training.</text> </level> <level label="3"> <text>The training provided under this subsection shall be a paid professional development training.</text> </level> </level> <level label="d"> <text>The policy established under subsection (b) of this section shall include:</text> <level label="1"> <text>The training required under subsection (c) of this section;</text> </level> <level label="2"> <text>Procedures for the emergency administration of a bronchodilator by a school nurse or designated school personnel;</text> </level> <level label="3"> <text>Procedures for recognizing the need to administer a bronchodilator and for administering a bronchodilator based on the severity of the symptoms being experienced by a student;</text> </level> <level label="4"> <text>The proper follow–up emergency procedures;</text> </level> <level label="5"> <text>A provision requiring that bronchodilators and modes of delivery, including inhalers with spacers, be stored in public schools to be used in an emergency situation;</text> </level> <level label="6"> <text>A provision authorizing a county board to obtain a standing order for the administration of bronchodilators; and</text> </level> <level label="7"> <text>A requirement that each public school develop and implement a method for notifying the parents or guardians of students of the school’s policy under this section at the beginning of each school year.</text> </level> </level> <level label="e"> <level label="1"> <text>An authorized licensed health care practitioner may provide bronchodilators to a school nurse or designated school personnel for use in accordance with this section.</text> </level> <level label="2"> <text>Bronchodilators and modes of administration, including inhalers with spacers, used by a school nurse or designated school personnel must be from a licensed pharmacy or manufacturer.</text> </level> <level label="3"> <text>A county board or public school may accept donated bronchodilators and modes of administration, including inhalers with spacers, from a licensed pharmacy or manufacturer.</text> </level> <level label="4"> <text>A county board may apply for grants to obtain funding for the purchase of bronchodilators and modes of administration, including inhalers with spacers.</text> </level> </level> <level label="f"> <level label="1"> <text>Except for any willful or grossly negligent act, a school nurse or any other school personnel who respond in good faith to the asthma attack or respiratory distress of a child in accordance with this section may not be held personally liable for any act or omission in the course of responding to the child in distress.</text> </level> <level label="2"> <text>Except for any willful or grossly negligent act, a health care provider who prescribes or dispenses a bronchodilator used to treat a child in accordance with paragraph (1) of this subsection may not be held personally liable for any act or omission that occurs in the course of responding to the child in distress.</text> </level> </level> <level label="g"> <level label="1"> <level label="i"> <text>For each incident at the school or at a related school event that requires the use of a stock bronchodilator in accordance with this section, each public school shall:</text> <level label="1"> <text>Notify the student’s parent or legal guardian of the incident; and</text> </level> <level label="2"> <text>Make a record of the incident, on the form that the Department requires, and file the form in the student’s school medical record.</text> </level> </level> <level label="ii"> <text>Each public school shall submit to the Department a report, on the form and schedule required by the Department, on the number of incidents at the school or at a related school event that required the use of a stock bronchodilator in accordance with this section.</text> </level> </level> <level label="2"> <text>The Department shall develop and disseminate standard forms to record each incident and report incidents requiring the use of a bronchodilator at a public school.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-426.7" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Asthma” means a chronic lung disease that inflames and narrows air passages, causing recurring periods of wheezing, chest tightness, shortness of breath, and coughing.</text> </level> <level label="3"> <text>“Bronchodilator” means medication that relaxes bronchial muscles, resulting in the expansion of bronchial air passages to provide fast treatment of asthma–related symptoms and symptoms of respiratory distress.</text> </level> <level label="4"> <text>“School personnel” means individuals who are employed by a nonpublic school, including part–time employees, teachers and substitute teachers employed by the school for at least 7 days each school year, registered nurse case managers, delegating nurses, and administrative staff.</text> </level> </level> <level label="b"> <level label="1"> <text>Except as provided in paragraph (2) of this subsection, each nonpublic school in the State may establish a policy authorizing the school nurse and designated school personnel to administer a bronchodilator to a student who is determined by an individual who has undergone the training developed under § 7–426.6(c) of this subtitle to be, or is perceived to be, experiencing asthma–related symptoms or is perceived to be in respiratory distress, regardless of whether the student:</text> <level label="i"> <text>Has been diagnosed with asthma or reactive airway disease; or</text> </level> <level label="ii"> <text>Has been prescribed a bronchodilator by an authorized licensed health care practitioner under the Health Occupations Article.</text> </level> </level> <level label="2"> <text>A school nurse or any other designated school personnel may not administer a bronchodilator to a prekindergarten student unless the student has been diagnosed with asthma or a reactive airway disease and has a prescription for a bronchodilator as prescribed by the student’s health care practitioner.</text> </level> </level> <level label="c"> <text>The policy established under subsection (b) of this section shall include:</text> <level label="1"> <text>The training identified or developed under § 7–426.6(c) of this subtitle for school nurses and voluntary school personnel who are designated by a school nurse and, in the clinical judgment of the school nurse, are appropriate recipients of the training;</text> </level> <level label="2"> <text>Procedures for the emergency administration of a bronchodilator by a school nurse or designated school personnel;</text> </level> <level label="3"> <text>Procedures for recognizing the need to administer a bronchodilator and for administering a bronchodilator based on the severity of the symptoms being experienced by a student;</text> </level> <level label="4"> <text>The proper follow–up emergency procedures;</text> </level> <level label="5"> <text>A provision requiring that bronchodilators and modes of delivery, including inhalers with spacers, be stored in nonpublic schools to be used in an emergency situation;</text> </level> <level label="6"> <text>A requirement that the nonpublic school develop and implement a method for notifying the parents or guardians of students of the school’s policy under this section at the beginning of each school year;</text> </level> <level label="7"> <text>A provision authorizing a nonpublic school to obtain a standing order for the administration of bronchodilators; and</text> </level> <level label="8"> <text>An ongoing process for oversight and monitoring by a licensed health care practitioner of the implementation of the policy established under subsection (b) of this section.</text> </level> </level> <level label="d"> <level label="1"> <text>An authorized licensed health care practitioner may provide bronchodilators to a school nurse or designated volunteer for use in accordance with this section.</text> </level> <level label="2"> <text>Bronchodilators and modes of administration, including inhalers with spacers, used by a school nurse or designated school personnel must be from a licensed pharmacy or manufacturer.</text> </level> <level label="3"> <text>A nonpublic school may accept donated bronchodilators and modes of administration, including inhalers with spacers, from a licensed pharmacy or manufacturer.</text> </level> <level label="4"> <text>A nonpublic school may apply for grants to obtain funding for the purchase of bronchodilators and modes of administration, including inhalers with spacers.</text> </level> </level> <level label="e"> <level label="1"> <text>Except for any willful or grossly negligent act, a school nurse or any other school personnel who respond in good faith to the asthma attack or respiratory distress of a child in accordance with this section may not be held personally liable for any act or omission in the course of responding to the child in distress.</text> </level> <level label="2"> <text>Except for any willful or grossly negligent act, a health care provider who prescribes or dispenses a bronchodilator used to treat a child in accordance with paragraph (1) of this subsection may not be held personally liable for any act or omission that occurs in the course of responding to the child in distress.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-427" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>The Department, in collaboration with the Maryland Department of Health, shall provide awareness and training for Directors of Student Services in local education agencies on self–mutilation, including injury by cutting.</text> </level> <level label="b"> <text>The Maryland Department of Health shall provide to the Department:</text> <level label="1"> <text>Resource information on self–mutilation, including injury by cutting, to be distributed to local school supervisors of health, counseling, and psychology; and</text> </level> <level label="2"> <text>Materials for distribution that describe local, State, and national resources to which students, parents, counselors, and school personnel can refer for information on self–mutilation, including injury by cutting.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-427.1" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Trauma–informed approach” means a method for understanding and responding to an individual with symptoms of chronic interpersonal trauma or traumatic stress.</text> </level> <level label="3"> <text>“Trauma–informed school” means a school that:</text> <level label="i"> <text>Acknowledges the widespread impact of trauma and understands the potential paths for recovery;</text> </level> <level label="ii"> <text>Recognizes the signs and symptoms of trauma in students, teachers, and staff;</text> </level> <level label="iii"> <text>Integrates information about trauma into policies, procedures, and practices; and</text> </level> <level label="iv"> <text>Actively resists retraumatizing a student, teacher, or staff member who has experienced trauma.</text> </level> </level> </level> <level label="b"> <level label="1"> <text>The Department, in consultation with the Maryland Department of Health and the Department of Human Services, shall develop guidelines on a trauma–informed approach that will assist schools with:</text> <level label="i"> <text>Implementing a comprehensive trauma–informed policy at the school;</text> </level> <level label="ii"> <text>The identification of a student, teacher, or staff member who has experienced trauma;</text> </level> <level label="iii"> <text>The appropriate manner for responding to a student, teacher, or staff member who has experienced trauma;</text> </level> <level label="iv"> <text>For schools participating in the Handle With Care program, the appropriate manner for responding to a student who is identified as a “handle with care” student; and</text> </level> <level label="v"> <text>Becoming a trauma–informed school.</text> </level> </level> <level label="2"> <text>The Department shall:</text> <level label="i"> <text>Distribute the guidelines developed under this subsection to each local school system; and</text> </level> <level label="ii"> <text>Publish the guidelines on the trauma–informed approach on the Department’s website.</text> </level> </level> </level> </section> <section article="ged" article_name="Education" number="7-428" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>The Department, in collaboration with the Maryland Department of Health, shall provide awareness and training for Directors of Student Services in local education agencies on inhalant abuse.</text> </level> <level label="b"> <text>The Maryland Department of Health shall provide to the Department:</text> <level label="1"> <text>Resource information on inhalant abuse to be distributed to local school supervisors of health, counseling, and psychology; and</text> </level> <level label="2"> <text>Materials for distribution that describe local, State, and national resources to which students, parents, counselors, and school personnel can refer for information on inhalant abuse.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-429" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>This section applies only in Howard County.</text> </level> <level label="b"> <text>The county board shall cause to be conducted a test and inspection of the water for bacteria in each public school in the county that is served by well water.</text> </level> <level label="c"> <text>On receipt of the results of each test and inspection, the county board shall post the information on its public website.</text> </level> </section> <section article="ged" article_name="Education" number="7-430" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>The Maryland Police Training and Standards Commission, in consultation with the Department, shall develop a cultural competency model training curriculum for law enforcement officers assigned to public schools.</text> </level> <level label="b"> <level label="1"> <text>The cultural competency model training curriculum shall teach behaviors, attitudes, and policies that enable law enforcement officers to understand, communicate with, and effectively interact with the individuals, organizations, and institutions in the community in which the public school to which a law enforcement officer is assigned is located.</text> </level> <level label="2"> <text>The cultural competency model training curriculum shall include:</text> <level label="i"> <text>Personal exposure to the individuals, organizations, and institutions within the assigned community; and</text> </level> <level label="ii"> <text>Knowledge of government and community services available to help prevent juvenile arrests.</text> </level> </level> </level> <level label="c"> <text>A law enforcement officer who is assigned to patrol a school building or school grounds is encouraged to complete the cultural competency model training curriculum established under subsection (b) of this section before the law enforcement officer begins an assignment in a public school.</text> </level> </section> <section article="ged" article_name="Education" number="7-431" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <text>Each county board shall provide each student in grades six through twelve with the telephone number of the 988 Suicide and Crisis Lifeline by:</text> <level label="1"> <text>Printing the telephone number prominently in the school handbook; and</text> </level> <level label="2"> <text>Printing the telephone number on a student’s school identification card, if provided.</text> </level> </section> <section article="ged" article_name="Education" number="7-432" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>The Department, in collaboration with the Maryland Department of Health, shall provide awareness and training for Directors of Student Services in local education agencies on human trafficking, including strategies for the prevention of trafficking of children.</text> </level> <level label="b"> <text>The Maryland Department of Health, in consultation with experts in the field of human trafficking prevention, shall provide to the Department:</text> <level label="1"> <text>Resource information on human trafficking, including strategies for prevention of trafficking of children, to be distributed to local school supervisors of health, counseling, and psychology; and</text> </level> <level label="2"> <text>Materials for distribution that describe local, State, and national resources to which students, parents, counselors, and school personnel can refer for information on human trafficking, including strategies for prevention of trafficking of children.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-433" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Concussion” means a traumatic injury to the brain causing an immediate and, usually, short–lived change in mental status or an alteration of normal consciousness resulting from:</text> <level label="i"> <text>A fall;</text> </level> <level label="ii"> <text>A violent blow to the head or body; or</text> </level> <level label="iii"> <text>The shaking or spinning of the head or body.</text> </level> </level> <level label="3"> <text>“Youth sports program” means a program organized for recreational athletic competition or instruction for participants who are under the age of 19 years.</text> </level> </level> <level label="b"> <level label="1"> <text>The Department shall develop policies and implement a program to provide awareness to coaches, school personnel, students, and the parents or guardians of students, in collaboration with the Maryland Department of Health, each county board, the Maryland Public Secondary Schools Athletic Association, the Maryland Athletic Trainers’ Association, the Brain Injury Association of Maryland, and representatives of licensed health care providers who treat concussions, on:</text> <level label="i"> <text>The nature and risk of a concussion or head injury;</text> </level> <level label="ii"> <text>The criteria for removal from and return to play;</text> </level> <level label="iii"> <text>The risks of not reporting injury and continuing to play; and</text> </level> <level label="iv"> <text>Appropriate academic accommodations for students diagnosed as having sustained a concussion or head injury.</text> </level> </level> <level label="2"> <text>The program shall include a process to verify that a coach has received information on the program developed under paragraph (1) of this subsection.</text> </level> <level label="3"> <level label="i"> <text>Before a student enrolled in a public school system in the State may participate in an authorized interscholastic athletic activity, the county board shall provide a concussion and head injury information sheet to the student and a parent or guardian of the student.</text> </level> <level label="ii"> <text>The student and the parent or guardian of the student shall sign a statement acknowledging receipt of the information sheet.</text> </level> <level label="iii"> <text>The Department shall create the information sheet and acknowledgment statement required under this paragraph.</text> </level> </level> <level label="4"> <text>The Department may use materials available from the Centers for Disease Control and Prevention, the Brain Injury Association of Maryland, or any other appropriate entity to carry out the requirements of this subsection.</text> </level> </level> <level label="c"> <level label="1"> <text>A student who is suspected of sustaining a concussion or other head injury in a practice or game shall be removed from play at that time.</text> </level> <level label="2"> <text>A student who has been removed from play may not return to play until the student has obtained written clearance from a licensed health care provider trained in the evaluation and management of concussions.</text> </level> </level> <level label="d"> <level label="1"> <text>Before an individual participates in an authorized athletic activity on school property, the county board shall provide, or require that a third party provide:</text> <level label="i"> <text>Information on concussions and head injuries to the individual and, if applicable, a parent or guardian of the individual; and</text> </level> <level label="ii"> <text>Notice that acknowledgment of the receipt of the information by the individual and, if applicable, the parent or guardian of the individual, is required.</text> </level> </level> <level label="2"> <text>The information required under paragraph (1) of this subsection shall be in the form of:</text> <level label="i"> <text>A separate information sheet; or</text> </level> <level label="ii"> <text>A notice on the registration form for a youth sports program stating that information on concussion and head injury is available, including directions on how to receive the information electronically.</text> </level> </level> <level label="3"> <text>The individual and, if applicable, the parent or guardian of the individual shall:</text> <level label="i"> <text>Acknowledge receipt of the information by:</text> <level label="1"> <text>Signature;</text> </level> <level label="2"> <text>Checking an acknowledgment box on the registration form; or</text> </level> <level label="3"> <text>Another method of written or electronic acknowledgment; and</text> </level> </level> <level label="ii"> <text>Return the acknowledgment to the county board or third party.</text> </level> </level> </level> <level label="e"> <text>A youth sports program that uses a public school facility shall provide annually to the county board or the board’s agent a statement of intent to comply for all of its athletic activities with the requirements for the management of a concussion or other head injury of a participant under this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-434" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Heat acclimatization” means enhancing an individual’s exercise heat tolerance and ability to exercise safely and effectively in warm to hot conditions.</text> </level> <level label="3"> <text>“Practice” means a period of time a student athlete engages in physical activity during a coach–supervised, school–approved sports– or conditioning–related activity, including warm–up, stretching, weight training, and cool–down periods.</text> </level> <level label="4"> <text>“Preseason practice” means the initial 14 days of practice for a student athlete.</text> </level> <level label="5"> <text>“Recovery period” means the time between the end of one practice or walk–through and the beginning of the next practice or walk–through.</text> </level> <level label="6"> <text>“Student athlete” means a student who participates in an athletic program for high school students in a State secondary school that is a member of the Maryland Public Secondary Schools Athletic Association.</text> </level> <level label="7"> <level label="i"> <text>“Walk–through” means a teaching opportunity when an athlete is not wearing protective equipment, including helmets, shoulder pads, catcher’s gear, or shin guards, or using other sports–related equipment.</text> </level> <level label="ii"> <text>“Walk–through” does not include any part of a practice period.</text> </level> </level> </level> <level label="b"> <level label="1"> <text>The Department, in collaboration with the Maryland Department of Health, each county board, the Maryland Public Secondary Schools Athletic Association, the Maryland Athletic Trainers’ Association, and representatives of licensed health care providers who treat student athletes, shall develop a model policy for preseason–practice heat acclimatization guidelines for student athletes.</text> </level> <level label="2"> <text>Each local board shall adopt preseason–practice heat acclimatization guidelines for student athletes consistent with the Model Policy for Preseason–Practice Heat Acclimatization Guidelines for Student Athletes established under paragraph (1) of this subsection.</text> </level> </level> <level label="c"> <text>The preseason–practice heat acclimatization guidelines shall include requirements for the duration of a practice time, a walk–through, and a recovery period during preseason practice.</text> </level> <level label="d"> <text>Each middle school and high school shall develop a venue–specific emergency action plan for heat acclimatization that meets the requirements of § 7–450 of this subtitle.</text> </level> </section> <section article="ged" article_name="Education" number="7-435" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>On or before December 1, 2017, the Department shall, in consultation with disability advocacy groups, update the Emergency Planning Guidelines for Local School Systems and Schools to accommodate, safeguard, and evacuate students, staff, and visitors with disabilities on public school grounds in accordance with the federal Americans with Disabilities Act.</text> </level> <level label="b"> <text>On or before July 1, 2018, each local school system shall update the local school system’s emergency plan to comply with the update of the Department’s guidelines and regulations under subsection (a) of this section.</text> </level> <level label="c"> <text>If a student with an IEP requires specific accommodations for evacuation in an emergency, the student’s IEP shall include accommodations for the student during an emergency.</text> </level> <level label="d"> <text>If a student with a 504 plan requires specific accommodations for evacuation in an emergency, the student’s 504 team shall discuss and address the student’s needs as necessary.</text> </level> </section> <section article="ged" article_name="Education" number="7-436" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <level label="i"> <text>“Athletic activity” means:</text> <level label="1"> <text>Interscholastic athletics;</text> </level> <level label="2"> <text>An athletic contest or competition that is sponsored by or associated with a school; and</text> </level> <level label="3"> <text>Practices and scrimmages.</text> </level> </level> <level label="ii"> <text>“Athletic activity” includes cheerleading and sports sponsored by school–affiliated organizations.</text> </level> </level> <level label="3"> <text>“Sudden cardiac arrest” means a condition in which the heart suddenly and unexpectedly stops beating.</text> </level> <level label="4"> <text>“Youth sports program” means a program organized for recreational athletic competition or instruction for participants who are under the age of 19 years.</text> </level> </level> <level label="b"> <text>Nothing in this section may be construed to create, establish, expand, reduce, contract, or eliminate any civil liability on the part of a county board employee, school employee, or youth sports program volunteer.</text> </level> <level label="c"> <level label="1"> <text>The Department shall develop policies and implement a program to provide awareness to coaches, school personnel, students, and the parents or guardians of students, in collaboration with the Maryland Department of Health, each county board, the Maryland Public Secondary Schools Athletic Association, the Maryland Athletic Trainers’ Association, Parent Heart Watch, and licensed health care providers who treat heart issues, on:</text> <level label="i"> <text>The nature and warning signs of sudden cardiac arrest, including fainting, difficulty breathing, chest pains, dizziness, and abnormal heart rate; and</text> </level> <level label="ii"> <text>The risks associated with continuing to play or practice after experiencing a symptom of sudden cardiac arrest.</text> </level> </level> <level label="2"> <text>The program shall include a process to verify that a coach has received information on the program developed under paragraph (1) of this subsection.</text> </level> <level label="3"> <level label="i"> <text>Before a student enrolled in a public school system in the State may participate in an authorized athletic activity, the county board shall provide a sudden cardiac arrest symptoms and warning signs information sheet to the student and a parent or guardian of the student.</text> </level> <level label="ii"> <text>The student and the parent or guardian of the student shall sign a statement acknowledging receipt of the information sheet.</text> </level> <level label="iii"> <text>The Department shall create the information sheet and acknowledgment statement required under this paragraph.</text> </level> </level> <level label="4"> <text>The Department may use materials available from the Centers for Disease Control and Prevention, Parent Heart Watch, Sudden Arrhythmia Death Syndromes Foundation, or any other appropriate entity to carry out the requirements of this subsection.</text> </level> </level> <level label="d"> <text>A public school may hold an informational meeting before the start of each athletic season regarding the symptoms and warning signs of sudden cardiac arrest.</text> </level> <level label="e"> <level label="1"> <text>Before an individual participates in an authorized athletic activity on school property, the county board shall provide, or require that a third party provide:</text> <level label="i"> <text>Information on sudden cardiac arrest to the individual and, if applicable, a parent or guardian of the individual; and</text> </level> <level label="ii"> <text>Notice that acknowledgment of the receipt of the information by the individual and, if applicable, the parent or guardian of the individual, is required.</text> </level> </level> <level label="2"> <text>The information required under paragraph (1) of this subsection shall be in the form of:</text> <level label="i"> <text>A separate information sheet; or</text> </level> <level label="ii"> <text>A notice on the registration form for a youth sports program stating that information on sudden cardiac arrest is available, including directions on how to receive the information electronically.</text> </level> </level> <level label="3"> <text>The individual and, if applicable, the parent or guardian of the individual shall:</text> <level label="i"> <text>Acknowledge receipt of the information by:</text> <level label="1"> <text>Signature;</text> </level> <level label="2"> <text>Checking an acknowledgment box on the registration form; or</text> </level> <level label="3"> <text>Another method of written or electronic acknowledgment; and</text> </level> </level> <level label="ii"> <text>Return the acknowledgment to the county board or third party.</text> </level> </level> </level> <level label="f"> <level label="1"> <text>A youth sports program that uses a public school facility shall provide annually to the county board or the board’s agent a statement of intent to comply for all its athletic activities with the requirements of subsection (e) of this section.</text> </level> <level label="2"> <text>A youth sports program that does not use a public school facility is encouraged to follow the guidelines of this section.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-438" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Behavioral health services” means prevention, intervention, and treatment services for the social–emotional, psychological, behavioral, and physical health of students, including mental health and substance abuse disorders.</text> </level> <level label="3"> <level label="i"> <text>“Community–partnered school behavioral health services program” means a program that provides behavioral health services to students by community behavioral health providers in partnership with public schools and families that augment the behavioral health services and supports provided by public schools.</text> </level> <level label="ii"> <text>“Community–partnered school behavioral health services program” does not include school–based health centers.</text> </level> </level> </level> <level label="b"> <level label="1"> <text>The Department, in consultation with the Maryland Department of Health, county boards, and other interested stakeholders, as determined by the Department, shall develop and implement a standardized reporting system to determine the effectiveness of community–partnered school behavioral health services programs.</text> </level> <level label="2"> <text>The standardized reporting system developed under paragraph (1) of this subsection shall use measures that collect data on the outcomes of students who receive behavioral health services from community–partnered school behavioral health services programs, including a student’s academic, behavioral, social, and emotional functioning and progress.</text> </level> </level> <level label="c"> <text>On or before December 1, 2017, and every 2 years thereafter, the Department shall submit a report to the Governor and, in accordance with § 2–1257 of the State Government Article, the General Assembly that provides an analysis of the effectiveness of community–partnered school behavioral health services programs.</text> </level> </section> <section article="ged" article_name="Education" number="7-439" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>In this section, “nonpublic school” means a noncollegiate educational institution that:</text> <level label="1"> <text>Holds a certificate of approval from the State Board under § 2–206(e) of this article; and</text> </level> <level label="2"> <text>Participates in the Nonpublic Schools Textbook and Technology Grants Program.</text> </level> </level> <level label="b"> <level label="1"> <text>The State Board and each nonpublic school in the State shall develop and implement a program of age–appropriate education on the awareness and prevention of sexual abuse and assault.</text> </level> <level label="2"> <text>The program required under paragraph (1) of this subsection shall be:</text> <level label="i"> <text>Taught by a teacher who is trained to provide instruction on the awareness and prevention of sexual abuse and assault; and</text> </level> <level label="ii"> <text>Incorporated into the health curriculum of each county board and each nonpublic school.</text> </level> </level> </level> <level label="c"> <text>The State Board shall adopt regulations to carry out the provisions of this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-440" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Behavioral health counseling services” means prevention, intervention, and treatment services for the social–emotional, psychological, behavioral, and physical health of students, including mental health and substance abuse disorders.</text> </level> <level label="3"> <text>“Health care provider” has the meaning stated in § 20–104 of the Health – General Article.</text> </level> </level> <level label="b"> <level label="1"> <text>The Maryland Department of Health, in conjunction with the Department, shall recommend best practices for county boards of education to provide to students:</text> <level label="i"> <text>Behavioral needs assessments; and</text> </level> <level label="ii"> <text>Individualized or group behavioral health counseling services with a health care provider through a school–based health center or through community partnered school–based behavioral health services.</text> </level> </level> </level> <level label="c"> <text>This section may not be construed to require a county board to provide behavioral needs assessments or individualized or group behavioral health counseling services to students.</text> </level> </section> <section article="ged" article_name="Education" number="7-441" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>Each public school is encouraged to post the appropriate telephone number for reporting suspected child abuse or neglect conspicuously in a high–traffic, widely used area of the school.</text> </level> <level label="b"> <text>Each county board shall ensure that the appropriate telephone number for reporting suspected child abuse or neglect is published:</text> <level label="1"> <text>In each public school’s student handbook; and</text> </level> <level label="2"> <text>On the website of the county board or local school system.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-442" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>In this section, “sunscreen” means a topical sunscreen product that is:</text> <level label="1"> <text>Used to prevent the effects of overexposure to the sun and not for medical treatment of an injury or illness; and</text> </level> <level label="2"> <text>Approved by the federal Food and Drug Administration for over–the–counter use.</text> </level> </level> <level label="b"> <text>Each county board shall adopt a written policy authorizing a student to possess and use sunscreen on school property or at a school–sponsored activity without written permission from a health care provider.</text> </level> <level label="c"> <text>Each county board shall encourage public schools to educate students about sunscreen, sun safety, and the policy established under subsection (b) of this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-443" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>On or before June 1, 2019, the Department, in consultation with the Maryland Department of Health, shall develop health and safety best practices for the use of digital devices in school classrooms.</text> </level> <level label="b"> <text>On or before July 1, 2019, the Department shall provide the best practices to each county board and nonpublic school for consideration and adoption.</text> </level> </section> <section article="ged" article_name="Education" number="7-444" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>On or before August 1, 2019, the Department and the Maryland Department of Health shall develop guidelines for public schools regarding the administration of health care services to students with sickle cell disease.</text> </level> <level label="b"> <text>The guidelines shall include:</text> <level label="1"> <text>Procedures for educating clinical and nonclinical school personnel and individuals who work with students who are participating in school–related activities about symptoms of distress related to sickle cell disease;</text> </level> <level label="2"> <text>Protocols to ensure students with sickle cell disease receive care as determined by orders from the student’s provider and the school nurse’s assessment during school and school–sponsored after–school activities; and</text> </level> <level label="3"> <text>Any other issue pertaining to the administration of health care services to students with sickle cell disease.</text> </level> </level> <level label="c"> <text>On or before September 1, 2019, the Department and the Maryland Department of Health shall:</text> <level label="1"> <text>Provide technical assistance to schools to:</text> <level label="i"> <text>Implement the guidelines established under this section; and</text> </level> <level label="ii"> <text>Instruct school personnel at the local level regarding the guidelines established under this section; and</text> </level> </level> <level label="2"> <text>Develop a process to monitor the implementation of the guidelines.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-445" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>In this section, “consent” means the unambiguous and voluntary agreement between all participants in each physical act within the course of interpersonal relationships, including respect for personal boundaries.</text> </level> <level label="b"> <text>Beginning in the 2018–2019 school year, a county board shall provide age–appropriate instruction on the meaning of “consent” and respect for personal boundaries as part of the Family Life and Human Sexuality curriculum in every grade in which the curriculum is taught in public schools in the county.</text> </level> </section> <section article="ged" article_name="Education" number="7-446" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>On or before December 31, 2020, the Department and the Natalie M. LaPrade Medical Cannabis Commission jointly shall develop guidelines for public schools allowing the administration of medical cannabis to students who are qualifying patients under Title 13, Subtitle 33 of the Health – General Article during school hours and school–sponsored activities and while on a school bus.</text> </level> <level label="b"> <text>The guidelines shall establish:</text> <level label="1"> <text>The school personnel who are authorized to administer medical cannabis to a student who is a qualifying patient during school hours and school–sponsored activities and while on a school bus;</text> </level> <level label="2"> <text>Specific locations, including a requirement that a school allow the administration of medical cannabis in the school building, where medical cannabis may be administered to a student who is a qualifying patient during school hours and school–sponsored activities and while on a school bus;</text> </level> <level label="3"> <text>Procedures for educating any designated school personnel on safety considerations for patient use of medical cannabis as it relates to a school setting;</text> </level> <level label="4"> <text>Protocols to ensure students who are qualifying patients receive care during school hours and school–sponsored activities and while on a school bus;</text> </level> <level label="5"> <text>Security protocols for the possession, storage, and loss or theft of medical cannabis on school property;</text> </level> <level label="6"> <text>A plan for the administration of medical cannabis that must include labeling as well as dosing, timing, and delivery route instructions as provided by the certifying provider’s written instructions;</text> </level> <level label="7"> <text>A clear prohibition on any method of administration of medical cannabis that includes smoking or vaping;</text> </level> <level label="8"> <text>Notice requirements to appropriate school personnel, parents and guardians or caregivers, and local law enforcement, if necessary;</text> </level> <level label="9"> <text>Whether the medical cannabis may be retained on school grounds at the end of the school day or school–sponsored activity or whether it must be returned to the student’s caregiver; and</text> </level> <level label="10"> <text>Any other necessary guidelines on issues concerning the administration of medical cannabis to students who are qualifying patients during school hours and school–sponsored activities and on a school bus.</text> </level> </level> <level label="c"> <text>Each nonpublic school in the State may establish a policy regarding the administration of medical cannabis to students who are qualifying patients under Title 13, Subtitle 33 of the Health – General Article during school hours and school–sponsored activities.</text> </level> <level label="d"> <text>Notwithstanding subsection (b) of this section, a school nurse may not be required to administer medical cannabis to a student who is a qualifying patient.</text> </level> </section> <section article="ged" article_name="Education" number="7-447" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Behavioral health services” means trauma–informed prevention, intervention, and treatment services for the social–emotional, psychological, and behavioral health of students, including mental health and substance use disorders.</text> </level> <level label="3"> <text>“Coordinated community supports partnership” has the meaning stated in § 7–447.1 of this subtitle.</text> </level> </level> <level label="b"> <text>Each local school system shall appoint a behavioral health services coordinator.</text> </level> <level label="c"> <text>In addition to the requirements under Subtitle 15 of this title, each behavioral health services coordinator shall:</text> <level label="1"> <text>Coordinate existing behavioral health services and referral procedures for behavioral health services within the local school system, including through a coordinated community supports partnership;</text> </level> <level label="2"> <text>Working in collaboration with the local health department, the local department of social services, and other local entities that provide behavioral health services, including a community supports partnership, ensure that a student who is referred for behavioral health services obtains the necessary services in a timely manner;</text> </level> <level label="3"> <text>Maximize external funding for behavioral health and wraparound services;</text> </level> <level label="4"> <text>Have at a minimum a master’s degree and behavioral health training experience in schools;</text> </level> <level label="5"> <text>Provide the required behavioral health training under § 6–122 of this article; and</text> </level> <level label="6"> <text>Develop and implement a standardized screening to identify students with behavioral health services needs using an evidence–based measurement approach.</text> </level> </level> <level label="d"> <level label="1"> <text>The Department shall dedicate staff to coordinate with behavioral health services coordinators and staff in local education agencies.</text> </level> <level label="2"> <text>The Department shall designate an employee to be the primary contact for school behavioral health services to work with school–based behavioral health providers and to assist in expanding services through coordinated community supports partnerships.</text> </level> <level label="3"> <text>The Maryland Department of Health shall designate an employee to be the primary contact for school behavioral health services to work with school–based behavioral health providers and to assist in expanding services through coordinated community supports partnerships.</text> </level> <level label="4"> <text>The staff in the Department will be responsible for close collaboration with other youth–serving agencies, the Maryland Consortium of Coordinated Community Supports, and the Maryland Longitudinal Data System Center to establish:</text> <level label="i"> <text>Shared goals;</text> </level> <level label="ii"> <text>Processes to collect and share data; and</text> </level> <level label="iii"> <text>Ways to leverage and blend funding to support behavioral health in schools and community–based settings.</text> </level> </level> </level> </section> <section article="ged" article_name="Education" number="7-447.1" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Behavioral health services” has the meaning stated in § 7–447 of this subtitle.</text> </level> <level label="3"> <text>“Commission” means the Maryland Community Health Resources Commission.</text> </level> <level label="4"> <text>“Consortium” means the Maryland Consortium on Coordinated Community Supports established under subsection (b) of this section.</text> </level> <level label="5"> <text>“Coordinated community supports” means a holistic, nonstigmatized, and coordinated approach, including among the following persons, to meeting students’ behavioral health needs, addressing related challenges, and providing community services and supports to the students:</text> <level label="i"> <text>Teachers, school leadership, and student instructional support personnel;</text> </level> <level label="ii"> <text>Local school systems;</text> </level> <level label="iii"> <text>Local community schools;</text> </level> <level label="iv"> <text>Behavioral health coordinators appointed under § 7–447 of this subtitle;</text> </level> <level label="v"> <text>Local health departments;</text> </level> <level label="vi"> <text>Nonprofit hospitals;</text> </level> <level label="vii"> <text>Other youth–serving governmental entities;</text> </level> <level label="viii"> <text>Other local youth–serving community entities;</text> </level> <level label="ix"> <text>Community behavioral health providers;</text> </level> <level label="x"> <text>Telemedicine providers;</text> </level> <level label="xi"> <text>Federally qualified health centers; and</text> </level> <level label="xii"> <text>Students, parents, and guardians.</text> </level> </level> <level label="6"> <text>“Coordinated community supports partnership” means an entity formed to deliver coordinated community supports.</text> </level> <level label="7"> <text>“National Center for School Mental Health” means the National Center for School Mental Health at the University of Maryland, Baltimore Campus.</text> </level> </level> <level label="b"> <level label="1"> <text>There is a Maryland Consortium on Coordinated Community Supports in the Commission.</text> </level> <level label="2"> <text>The Commission shall provide staff to the Consortium.</text> </level> <level label="3"> <text>Four additional staff shall be added to the Commission to staff the Consortium.</text> </level> </level> <level label="c"> <text>The purposes of the Consortium are to:</text> <level label="1"> <text>Support the development of coordinated community supports partnerships to meet student behavioral health needs and other related challenges in a holistic, nonstigmatized, and coordinated manner;</text> </level> <level label="2"> <text>Provide expertise for the development of best practices in the delivery of student behavioral health services, supports, and wraparound services; and</text> </level> <level label="3"> <text>Provide technical assistance to local school systems to support positive classroom environments and the closing of achievement gaps so that all students can succeed.</text> </level> </level> <level label="d"> <text>The Consortium consists of:</text> <level label="1"> <text>The following members representing government agencies:</text> <level label="i"> <text>The Secretary of Health, or the Secretary’s designee;</text> </level> <level label="ii"> <text>The Secretary of Human Services, or the Secretary’s designee;</text> </level> <level label="iii"> <text>The Secretary of Juvenile Services, or the Secretary’s designee;</text> </level> <level label="iv"> <text>The State Superintendent of Schools, or the State Superintendent’s designee;</text> </level> <level label="v"> <text>The Chair of the Commission, or the Chair’s designee;</text> </level> <level label="vi"> <text>The Director of Community Schools in the Department, or the Director’s designee;</text> </level> <level label="vii"> <text>One member of the Senate of Maryland, appointed by the President of the Senate; and</text> </level> <level label="viii"> <text>One member of the House of Delegates, appointed by the Speaker of the House;</text> </level> </level> <level label="2"> <text>The following members representing other organizations and entities:</text> <level label="i"> <text>One member of the Maryland Council on Advancement of School–Based Health Centers, appointed by the Chair of the Council;</text> </level> <level label="ii"> <text>One county superintendent of schools, designated by the Public School Superintendents Association of Maryland;</text> </level> <level label="iii"> <text>One member of a county board of education, designated by the Maryland Association of Boards of Education;</text> </level> <level label="iv"> <text>One teacher who is teaching in the State, designated by the Maryland State Education Association;</text> </level> <level label="v"> <text>One social worker practicing at a school in the State, designated by the Maryland Chapter of the National Association of Social Workers;</text> </level> <level label="vi"> <text>One psychologist practicing in a school in the State, designated by the Maryland School Psychologists Association;</text> </level> <level label="vii"> <text>One representative of nonprofit hospitals, designated by the Maryland Hospital Association;</text> </level> <level label="viii"> <text>One member of the Commission, designated by the Chair of the Commission;</text> </level> <level label="ix"> <text>One representative of the Maryland Medical Assistance Program, designated by the Secretary of Health; and</text> </level> <level label="x"> <text>One school counselor certified by the Department under Title 6, Subtitle 7 of this article, designated by the Maryland School Counselor Association;</text> </level> </level> <level label="3"> <text>The following members appointed by the Governor:</text> <level label="i"> <text>One representative of the behavioral health community with expertise in telehealth;</text> </level> <level label="ii"> <text>One representative of local departments of social services; and</text> </level> <level label="iii"> <text>One representative of local departments of health; and</text> </level> </level> <level label="4"> <text>The following members appointed jointly by the President of the Senate and the Speaker of the House:</text> <level label="i"> <text>One individual with expertise in creating a positive classroom environment;</text> </level> <level label="ii"> <text>One individual with expertise in equity in education; and</text> </level> <level label="iii"> <text>Two members of the public.</text> </level> </level> </level> <level label="e"> <level label="1"> <text>This subsection applies only to the members appointed under subsection (d)(2), (3), and (4) of this section.</text> </level> <level label="2"> <text>A member serves for a term of 4 years beginning on the date of the member’s appointment and until a successor is appointed and qualifies.</text> </level> <level label="3"> <text>A member may not serve for more than two consecutive terms.</text> </level> <level label="4"> <text>The terms of the members are staggered as required by the terms of the members serving on the Consortium on July 1, 2023.</text> </level> </level> <level label="f"> <text>The chair of the Consortium shall be appointed jointly by the President of the Senate and the Speaker of the House from among the members of the Consortium.</text> </level> <level label="g"> <level label="1"> <level label="i"> <text>The National Center for School Mental Health shall provide technical assistance.</text> </level> <level label="ii"> <text>The assistance provided under subparagraph (i) of this paragraph may include the creation of partnership coordinators to support the work of local behavioral health services coordinators appointed under § 7–447 of this subtitle.</text> </level> </level> <level label="2"> <text>A three–party memorandum of understanding shall be entered into and signed by the Consortium, the Commission, and the National Center for School Mental Health regarding the provision of technical assistance.</text> </level> </level> <level label="h"> <text>A member of the Consortium:</text> <level label="1"> <text>May not receive compensation as a member of the Consortium; but</text> </level> <level label="2"> <text>Is entitled to reimbursement for expenses under the Standard State Travel Regulations, as provided in the State budget.</text> </level> </level> <level label="i"> <text>A majority of the appointed members then serving on the Consortium is a quorum.</text> </level> <level label="j"> <text>The Consortium may use subcommittees, including subcommittees that include nonmember experts, as necessary, to meet the requirements of this section.</text> </level> <level label="k"> <text>The Consortium shall:</text> <level label="1"> <text>Develop a statewide framework for the creation of coordinated community supports partnerships;</text> </level> <level label="2"> <text>Ensure that community supports partnerships are structured in a manner that provides community services and supports in a holistic and nonstigmatized manner that meets behavioral health and other wraparound needs of students and is coordinated with any other youth–serving government agencies interacting with the students;</text> </level> <level label="3"> <text>Develop a model for expanding available behavioral health services and supports to all students in each local school system through:</text> <level label="i"> <text>The maximization of public funding through the Maryland Medical Assistance Program, including billing for Program administrative costs, or other public sources;</text> </level> <level label="ii"> <text>Commercial insurance participation;</text> </level> <level label="iii"> <text>The implementation of a sliding scale for services based on family income; and</text> </level> <level label="iv"> <text>The participation of nonprofit hospitals through community benefit requirements;</text> </level> </level> <level label="4"> <text>Provide guidance and support to the Commission for the purpose of developing and implementing a grant program to award grants to coordinated community supports partnerships with funding necessary to deliver services and supports to meet the holistic behavioral health needs and other related challenges facing the students proposed to be served by the coordinated community supports partnership and that sets reasonable administrative costs for the coordinated community supports partnership;</text> </level> <level label="5"> <text>Evaluate how a reimbursement system could be developed through the Maryland Department of Health or a private contractor to reimburse providers participating in a coordinated community supports partnership and providing services and supports to students who are uninsured and for the difference in commercial insurance payments and Maryland Medical Assistance Program fee–for–service payments;</text> </level> <level label="6"> <text>In consultation with the Department, develop best practices for the implementation of and related to the creation of a positive classroom environment for all students using evidence–based methods that recognize the disproportionality of classroom management referrals, including by:</text> <level label="i"> <text>Creating a list of programs and classroom management practices that are evidence–based best practices to address student behavioral health issues in a classroom environment;</text> </level> <level label="ii"> <text>Evaluating relevant regulations and making recommendations for any necessary clarifications, as well as developing a plan to provide technical assistance in the implementation of the regulations by local school systems to create a positive classroom environment; and</text> </level> <level label="iii"> <text>Developing a mechanism to ensure that all local school systems implement relevant regulations in a consistent manner; and</text> </level> </level> <level label="7"> <text>Develop a geographically diverse plan that uses both school–based behavioral health services and coordinated community supports partnerships to ensure that each student in each local school system has access to services and supports that meet the student’s behavioral health needs and related challenges within a 1–hour drive of a student’s residence.</text> </level> </level> <level label="l"> <text>A coordinated community supports partnership shall provide systemic services to students in a manner that is:</text> <level label="1"> <text>Community–based;</text> </level> <level label="2"> <text>Family–driven and youth–guided; and</text> </level> <level label="3"> <text>Culturally competent and that provides access to high–quality, acceptable services for culturally diverse populations.</text> </level> </level> <level label="m"> <level label="1"> <text>The Consortium, in consultation with the National Center on School Mental Health, shall develop accountability metrics that may be used to demonstrate whether the services and supports provided through a coordinated community supports partnership that receives a grant from the Commission are positively impacting the students served by the coordinated community supports partnership, their families, and the community, including metrics that would measure:</text> <level label="i"> <text>Whether there have been any:</text> <level label="1"> <text>Increases in services provided;</text> </level> <level label="2"> <text>Reductions in absenteeism;</text> </level> <level label="3"> <text>Repeat referrals to the coordinated community supports partnership;</text> </level> <level label="4"> <text>Reductions in interactions of the students with youth–serving agencies; and</text> </level> <level label="5"> <text>Increases in funding through federal, local, and private sources; and</text> </level> </level> <level label="ii"> <text>Any other identifiable data sets that would demonstrate whether a coordinated community supports partnership is successfully meeting the behavioral health needs of students.</text> </level> </level> <level label="2"> <text>The development of the metrics under paragraph (1) of this subsection shall be coordinated with the Maryland Longitudinal Data System Center and the Accountability and Implementation Board, established under § 5–402 of this article, to ensure consistency with other data collection efforts.</text> </level> </level> <level label="n"> <text>Beginning in fiscal year 2025 and each fiscal year thereafter, the Consortium shall use the accountability metrics developed under subsection (m) of this section to develop best practices to be used by a coordinated community supports partnership in the delivery of supports and services and the maximization of federal, local, and private funding.</text> </level> <level label="o"> <text>Notwithstanding any other provision of law, a nonprofit hospital that receives funding for coordinating or participating in a coordinated community supports partnership may include the value of services provided through the coordinated community supports partnership towards meeting community benefit requirements under § 19–303 of the Health – General Article.</text> </level> <level label="p"> <level label="1"> <text>In this subsection, “Fund” means the Coordinated Community Supports Partnership Fund.</text> </level> <level label="2"> <text>There is a Coordinated Community Supports Partnership Fund.</text> </level> <level label="3"> <text>The purpose of the Fund is to support the delivery of services and supports provided to students to meet their holistic behavioral health needs and address other related challenges.</text> </level> <level label="4"> <text>The Commission shall administer the Fund and the provision of grants and reimbursements under the Fund.</text> </level> <level label="5"> <level label="i"> <text>The Fund is a special, nonlapsing fund that is not subject to § 7–302 of the State Finance and Procurement Article.</text> </level> <level label="ii"> <text>The State Treasurer shall hold the Fund separately, and the Comptroller shall account for the Fund.</text> </level> </level> <level label="6"> <text>The Fund consists of:</text> <level label="i"> <text>Money appropriated in the State budget to the Fund;</text> </level> <level label="ii"> <text>Interest earnings; and</text> </level> <level label="iii"> <text>Any other money from any other source accepted for the benefit of the Fund.</text> </level> </level> <level label="7"> <text>Except as provided in paragraph (8) of this subsection, the Fund may be used by the Commission only for:</text> <level label="i"> <text>Providing reimbursement, under a memorandum of understanding, to the National Center for School Mental Health and other technical assistance providers to support the work of the Consortium;</text> </level> <level label="ii"> <text>Providing grants to coordinated community supports partnerships to deliver services and supports to meet students’ holistic behavioral health needs and to address other related challenges; and</text> </level> <level label="iii"> <text>Paying any associated administrative costs.</text> </level> </level> <level label="8"> <text>For fiscal year 2025 only, the Fund may be used to:</text> <level label="i"> <text>Provide school–based behavioral health services; and</text> </level> <level label="ii"> <text>Reimburse the Medical Care Programs Administration for school–based behavioral health services provided on a fee–for–service basis through a Medicaid waiver.</text> </level> </level> <level label="9"> <text>The Governor shall include in the annual budget bill the following appropriations for the Fund:</text> <level label="i"> <text>$25,000,000 in fiscal year 2022;</text> </level> <level label="ii"> <text>$50,000,000 in fiscal year 2023;</text> </level> <level label="iii"> <text>$85,000,000 in fiscal year 2024;</text> </level> <level label="iv"> <text>$40,000,000 in fiscal year 2025;</text> </level> <level label="v"> <text>$70,000,000 in fiscal year 2026; and</text> </level> <level label="vi"> <text>$100,000,000 in fiscal year 2027 and each fiscal year thereafter.</text> </level> </level> <level label="10"> <level label="i"> <text>The State Treasurer shall invest the money of the Fund in the same manner as other State money may be invested.</text> </level> <level label="ii"> <text>Any interest earnings of the Fund shall be credited to the Fund.</text> </level> </level> <level label="11"> <text>Expenditures from the Fund may be made only in accordance with the State budget.</text> </level> </level> <level label="q"> <level label="1"> <text>Any grant funding or local school system implementation assistance provided under this section through the Commission and coordinated community supports partnerships shall be supplemental to, and may not supplant, existing funding provided as of fiscal year 2022 to local school systems through local government expenditures or local school system expenditures, or other funding sources, for school–based behavioral health personnel, services, supports, or other school–based behavioral health purposes.</text> </level> <level label="2"> <text>The State funding provided under the Fund is supplemental to and not intended to take the place of funding that would otherwise be appropriated to the Maryland Community Health Resources Commission Fund in the State budget.</text> </level> </level> <level label="r"> <text>Beginning on July 1, 2022, and each July 1 thereafter, the Consortium shall submit to the Accountability and Implementation Board, the Governor, and, in accordance with § 2–1257 of the State Government Article, the General Assembly, a report on:</text> <level label="1"> <text>The activities of the Consortium;</text> </level> <level label="2"> <text>The creation of coordinated community supports partnerships and the area served by each partnership;</text> </level> <level label="3"> <text>Grants awarded to coordinated community supports partnerships; and</text> </level> <level label="4"> <text>All other activities of the Consortium to carry out the requirements of this section.</text> </level> </level> <level label="s"> <text>The Commission may adopt rules and regulations to carry out this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-448" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Electric retractable room partition” means a room partition, divider, curtain, or any other similar device that is opened and retracted by operation of an electric motor.</text> </level> <level label="3"> <text>“School employee” means an employee of a public school or nonpublic school.</text> </level> </level> <level label="b"> <text>A school employee may not operate an electric retractable room partition in a school building unless:</text> <level label="1"> <text>The partition includes a safety sensor that automatically stops the movement of the partition when a body passes between the leading edge and a wall, an opposing partition, or the stacking area of the partition;</text> </level> <level label="2"> <text>No students are present in the school building; or</text> </level> <level label="3"> <text>The room or area where the partition is located is locked or otherwise free of or inaccessible to students.</text> </level> </level> <level label="c"> <text>Any annual safety review, evaluation, or exercise for school employees in a school building with an electric retractable room partition shall include information and demonstrations, as appropriate, regarding the safe operation of the electric retractable room partition in accordance with subsections (b) and (d) of this section.</text> </level> <level label="d"> <text>The Department shall:</text> <level label="1"> <text>Develop and disseminate to each county board and each nonpublic school model safety guidelines regarding the operation of electric retractable room partitions; and</text> </level> <level label="2"> <text>Publish the model safety guidelines on its public website.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-449" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>In this section, “menstrual hygiene products” means size–appropriate tampons or sanitary napkins for use in connection with the menstrual cycle.</text> </level> <level label="b"> <text>Subject to subsection (c) of this section, each county board shall ensure that each public school provide, at no charge to students, menstrual hygiene products via dispensers in the women’s restrooms at the school.</text> </level> <level label="c"> <level label="1"> <text>A public middle or high school shall install menstrual hygiene product dispensers in:</text> <level label="i"> <text>At least two women’s restrooms on or before October 1, 2022; and</text> </level> <level label="ii"> <text>On or before August 1, 2025, all women’s restrooms.</text> </level> </level> <level label="2"> <text>A public elementary school shall install menstrual hygiene product dispensers in at least one restroom on or before October 1, 2022.</text> </level> </level> <level label="d"> <level label="1"> <text>The State shall reimburse a county board for the costs of purchasing and installing menstrual hygiene product dispensers to comply with the requirements of subsection (c) of this section.</text> </level> <level label="2"> <text>Each county board shall submit to the Department a request for reimbursement for the costs of purchasing and installing menstrual hygiene product dispensers to comply with the requirements of:</text> <level label="i"> <text>Subsection (c)(1)(i) and (2) of this section, on or before November 1, 2022; and</text> </level> <level label="ii"> <text>Subsection (c)(1)(ii) of this section, on or before September 1, 2025.</text> </level> </level> <level label="3"> <text>For fiscal year 2023, the Governor shall include in the annual budget bill an appropriation of $500,000 to be used to reimburse each county board for the costs reported to the Department under paragraph (2) of this subsection.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-450" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>In this section, “seizure action plan” means a written individualized health plan designed to acknowledge and prepare for the health care needs of a student diagnosed with a seizure disorder.</text> </level> <level label="b"> <level label="1"> <text>Beginning in the 2023–2024 school year, a county board shall require at least two school personnel at each public school, subject to paragraph (2) of this subsection, to complete a paid professional development training, administered online or in–person, in:</text> <level label="i"> <text>Recognizing the signs and symptoms of a seizure;</text> </level> <level label="ii"> <text>Appropriate steps for administering first aid for a seizure; and</text> </level> <level label="iii"> <text>If written authorization is given by a parent or guardian under subsection (g) of this section, administering or assisting with the self–administration of a seizure rescue medication, medication prescribed to treat seizure disorder symptoms approved by the U.S. Food and Drug Administration, and manual vagus nerve stimulation.</text> </level> </level> <level label="2"> <level label="i"> <text>A school nurse, certified nursing assistant, or certified medication technician shall serve as one of the trained school personnel required under paragraph (1) of this subsection.</text> </level> <level label="ii"> <text>An individual who is recommended by the school nurse or other school health practitioner and who volunteers may serve as one of the trained school personnel under paragraph (1) of this subsection.</text> </level> </level> <level label="3"> <text>The training required under paragraph (1) of this subsection may count toward the renewal of a professional certificate issued by the Department.</text> </level> </level> <level label="c"> <level label="1"> <text>Beginning in the 2023–2024 school year, a public school shall require an individual trained under subsection (b) of this section to present, every 2 years, to all school personnel who have direct contact and supervision of students an abridged version of the best practices for seizure response, based on the school health services guidelines developed under subsection (d) of this section, including:</text> <level label="i"> <text>Recognizing the signs and symptoms of a seizure; and</text> </level> <level label="ii"> <text>Procedures for notifying the school personnel trained in administering first aid for a seizure.</text> </level> </level> <level label="2"> <text>School personnel shall attend the presentation required under paragraph (1) of this subsection during professional development, a preservice meeting, or a staff meeting.</text> </level> <level label="3"> <text>A county board is encouraged to provide to school bus drivers and school bus aides:</text> <level label="i"> <text>The presentation required under paragraph (1) of this subsection during their work hours; or</text> </level> <level label="ii"> <text>The information from the presentation required under paragraph (1) of this subsection.</text> </level> </level> </level> <level label="d"> <text>The Department and the Maryland Department of Health, in consultation with the Epilepsy Foundation of America and other interested stakeholders, shall develop school health services guidelines and a training program for the school personnel under subsection (b) of this section on the management of a student diagnosed with a seizure disorder.</text> </level> <level label="e"> <level label="1"> <text>Beginning in the 2023–2024 school year, a nonpublic school may require at least two school personnel to be trained in:</text> <level label="i"> <text>Recognizing the signs and symptoms of a seizure;</text> </level> <level label="ii"> <text>Appropriate steps for administering first aid for a seizure; and</text> </level> <level label="iii"> <text>Subject to paragraph (3) of this subsection, administering or assisting with the self–administration of a seizure rescue medication, medication prescribed to treat seizure disorder symptoms approved by the U.S. Food and Drug Administration, and manual vagus nerve stimulation.</text> </level> </level> <level label="2"> <text>A school nurse or other school health care practitioner may serve as one of the trained school personnel required under paragraph (1) of this subsection.</text> </level> <level label="3"> <text>In order to authorize school personnel to administer or assist in the administration of seizure medication, a nonpublic school shall obtain written authorization from a parent or guardian in accordance with subsection (g) of this section.</text> </level> </level> <level label="f"> <level label="1"> <text>The parent or guardian of a student diagnosed with a seizure disorder shall collaborate with school personnel to create a seizure action plan.</text> </level> <level label="2"> <text>The Department, in collaboration with the Maryland Department of Health, shall ensure:</text> <level label="i"> <text>Health guidelines include seizure first aid procedures; and</text> </level> <level label="ii"> <text>Health plans include seizure action plans.</text> </level> </level> <level label="3"> <text>A copy of a seizure action plan shall be:</text> <level label="i"> <text>Retained in the office of the school nurse or an administrator; and</text> </level> <level label="ii"> <text>Distributed to any school personnel or volunteer responsible for the supervision or care of a student diagnosed with a seizure disorder.</text> </level> </level> </level> <level label="g"> <level label="1"> <text>The parent or guardian of a student diagnosed with a seizure disorder shall provide the school with:</text> <level label="i"> <text>A written authorization for a trained school employee to administer or assist with administering seizure medication at school;</text> </level> <level label="ii"> <text>The prescribed medication in an unopened, sealed package with the label affixed by the dispensing pharmacy intact; and</text> </level> <level label="iii"> <text>A written statement from the student’s health care practitioner that includes:</text> <level label="1"> <text>The student’s name;</text> </level> <level label="2"> <text>The name and purpose of the medication;</text> </level> <level label="3"> <text>The prescribed dosage;</text> </level> <level label="4"> <text>The route of administration;</text> </level> <level label="5"> <text>The frequency that the medication may be administered; and</text> </level> <level label="6"> <text>The circumstances under which the medication may be administered.</text> </level> </level> </level> <level label="2"> <text>A written authorization for the administration of a seizure rescue medication or medication prescribed to treat seizure disorder symptoms shall be:</text> <level label="i"> <text>Effective for the school year in which it is submitted; and</text> </level> <level label="ii"> <text>Renewed each school year if the requirements of this subsection are fulfilled.</text> </level> </level> </level> <level label="h"> <text>Nothing in this section may be construed to authorize any public school personnel to administer or assist in self–administration of medication for a seizure, unless the personnel:</text> <level label="1"> <text>Has completed the paid professional development training under subsection (b) of this section; and</text> </level> <level label="2"> <text>Is authorized through written authorization under subsection (g) of this section to administer or assist in self–administration of medication.</text> </level> </level> <level label="i"> <text>Except for any willful or grossly negligent act, an employee or other school personnel who responds in good faith to a student experiencing a seizure or seizure disorder symptoms in accordance with this section is immune from civil liability for any act or omission in the course of responding to the situation.</text> </level> </section> <section article="ged" article_name="Education" number="7-451" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>Each middle school and high school shall develop a venue–specific emergency action plan for all athletic facilities.</text> </level> <level label="2"> <text>A venue–specific emergency action plan includes:</text> <level label="i"> <text>The operation and use of automatic external defibrillators in accordance with § 7–425 of this subtitle;</text> </level> <level label="ii"> <text>Heat acclimatization in accordance with § 7–434 of this subtitle;</text> </level> <level label="iii"> <text>Coordination of care for other emergent injuries, including cervical spinal injury, concussion and closed head injury, major orthopedic injuries, and severe weather for outdoor facilities; and</text> </level> <level label="iv"> <text>A cardiac emergency response plan in accordance with subsection (e) of this section.</text> </level> </level> </level> <level label="b"> <text>A venue–specific emergency action plan developed under this section shall be:</text> <level label="1"> <text>Posted at each athletic facility at the school;</text> </level> <level label="2"> <text>Available on the school’s website for viewing by a student athlete’s parent or guardian at the beginning of each school year;</text> </level> <level label="3"> <text>Distributed to each member of the coaching staff; and</text> </level> <level label="4"> <text>Rehearsed in person and interactively by all of the coaching staff of each sport before each of their respective seasons.</text> </level> </level> <level label="c"> <text>The provisions of a venue–specific emergency action plan for the operation and use of automatic external defibrillators shall ensure that:</text> <level label="1"> <text>An automated external defibrillator is provided on–site and is located at or within a brief walk from an athletic practice or event on school property;</text> </level> <level label="2"> <text>An automated external defibrillator is freely accessible during all school functions;</text> </level> <level label="3"> <text>All members of the coaching staff are trained in the operation and use of an automated external defibrillator; and</text> </level> <level label="4"> <text>A trained member of the coaching staff is present at all athletic practices and events on school property.</text> </level> </level> <level label="d"> <text>The provisions of a venue–specific emergency action plan for heat acclimatization shall:</text> <level label="1"> <text>Include guidelines for student athletes consistent with the Model Policy for Preseason–Practice Heat Acclimatization Guidelines for Student Athletes established under § 7–434 of this subtitle;</text> </level> <level label="2"> <text>Ensure that each school is properly prepared and equipped to initiate cold water immersion for the treatment of exertional heat stroke;</text> </level> <level label="3"> <text>Ensure that the cooling modality is readily available to student athletes at all athletic practices and events on school property;</text> </level> <level label="4"> <text>Ensure that all members of the coaching staff are trained in cold water immersion; and</text> </level> <level label="5"> <text>Ensure that a trained member of the coaching staff is present at all athletic practices and events on school property.</text> </level> </level> <level label="e"> <level label="1"> <text>Each venue–specific emergency action plan shall include a cardiac emergency response plan.</text> </level> <level label="2"> <text>The cardiac emergency response plan shall:</text> <level label="i"> <text>Identify the appropriate school personnel to serve as the cardiac emergency response team who will be tasked with responding to incidents involving an individual experiencing sudden cardiac arrest or a similar life–threatening emergency while at an athletic facility;</text> </level> <level label="ii"> <text>Coordinate with first responders in the local emergency medical services to integrate the cardiac emergency action plan into local emergency response protocols; and</text> </level> <level label="iii"> <text>Include, at minimum, the following evidence–based core elements recommended by an appropriate national organization, including the American Heart Association:</text> <level label="1"> <text>Procedures for activating the cardiac emergency response team during incidents involving an individual experiencing sudden cardiac arrest or a similar life–threatening emergency while at an athletic facility; and</text> </level> <level label="2"> <text>Requiring specified school personnel to have training in first aid, cardiopulmonary resuscitation (CPR), and the operation and use of automated external defibrillators, in accordance with § 7–425 of this subtitle, including cardiac emergency response team members, athletic coaching and training staff, school nurses, and any other individuals identified by the cardiac emergency response team.</text> </level> </level> </level> <level label="3"> <text>Each year, each middle school and high school shall review and update the cardiac emergency response plan required under this subsection.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-452" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>Each nonpublic middle school and high school that receives State funding shall develop a venue–specific emergency action plan for all athletic facilities.</text> </level> <level label="2"> <text>A venue–specific emergency action plan developed by a nonpublic school shall include:</text> <level label="i"> <text>The operation and use of automated external defibrillators in a manner consistent with the requirements of § 13–517 of this article;</text> </level> <level label="ii"> <text>Heat acclimatization in a manner consistent with the model policy developed under § 7–434 of this subtitle;</text> </level> <level label="iii"> <text>Coordination of care for other emergent injuries, including cervical spinal injury, concussion and closed head injury, major orthopedic injuries, and severe weather for outdoor facilities; and</text> </level> <level label="iv"> <text>A cardiac emergency response plan in accordance with subsection (e) of this section.</text> </level> </level> </level> <level label="b"> <text>A venue–specific emergency action plan developed under this section shall be:</text> <level label="1"> <text>Posted at each athletic facility at the school;</text> </level> <level label="2"> <text>Available on the school’s website for viewing by a student athlete’s parent or guardian at the beginning of each school year;</text> </level> <level label="3"> <text>Distributed to each member of the coaching staff; and</text> </level> <level label="4"> <text>Rehearsed in person and interactively by all of the coaching staff of each sport before each of their respective seasons.</text> </level> </level> <level label="c"> <text>The provisions of a venue–specific emergency action plan for the operation and use of automated external defibrillators shall ensure that:</text> <level label="1"> <text>An automated external defibrillator is provided on–site and is located at or within a brief walk from an athletic practice or event on school property;</text> </level> <level label="2"> <text>An automated external defibrillator is freely accessible during all school functions;</text> </level> <level label="3"> <text>All members of the coaching staff are trained in the operation and use of an automated external defibrillator; and</text> </level> <level label="4"> <text>A trained member of the coaching staff is present at all athletic practices and events on school property.</text> </level> </level> <level label="d"> <text>The provisions of a venue–specific emergency action plan for heat acclimatization shall:</text> <level label="1"> <text>Include guidelines for student athletes consistent with the Model Policy for Preseason–Practice Heat Acclimatization Guidelines for Student Athletes established under § 7–434 of this subtitle;</text> </level> <level label="2"> <text>Ensure that each school is properly prepared and equipped to initiate cold water immersion for the treatment of exertional heat stroke;</text> </level> <level label="3"> <text>Ensure that the cooling modality is readily available to student athletes at all athletic practices and events on school property;</text> </level> <level label="4"> <text>Ensure that all members of the coaching staff are trained in cold water immersion; and</text> </level> <level label="5"> <text>Ensure that a trained member of the coaching staff is present at all athletic practices and events on school property.</text> </level> </level> <level label="e"> <level label="1"> <text>Each venue–specific emergency action plan shall include a cardiac emergency response plan.</text> </level> <level label="2"> <text>The cardiac emergency response plan shall:</text> <level label="i"> <text>Identify the appropriate school personnel to serve as the cardiac emergency response team who will be tasked with responding to incidents involving an individual experiencing sudden cardiac arrest or a similar life–threatening emergency while at an athletic facility;</text> </level> <level label="ii"> <text>Coordinate with first responders in the local emergency medical services to integrate the cardiac emergency action plan into local emergency response protocols; and</text> </level> <level label="iii"> <text>Include, at minimum, the following evidence–based core elements recommended by an appropriate national organization, including the American Heart Association:</text> <level label="1"> <text>Procedures for activating the cardiac emergency response team during incidents involving an individual experiencing sudden cardiac arrest or a similar life–threatening emergency while at an athletic facility; and</text> </level> <level label="2"> <text>Requiring specified school personnel to have training in first aid, cardiopulmonary resuscitation (CPR), and the operation and use of automated external defibrillators, in a manner consistent with § 7–425 of this subtitle, including cardiac emergency response team members, athletic coaching and training staff, school nurses, and any other individuals identified by the cardiac emergency response team.</text> </level> </level> </level> <level label="3"> <text>Each year, each middle school and high school shall review and update the cardiac emergency response plan required under this subsection.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-453" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Network” means a Student Support Specialist Network.</text> </level> <level label="3"> <text>“Plan” means a Student Support Success Action Plan.</text> </level> <level label="4"> <text>“Template” means the template developed by the Prince George’s County Board of Education used by a Student Support Specialist Network.</text> </level> </level> <level label="b"> <text>This section applies only in Prince George’s County.</text> </level> <level label="c"> <text>There is a Student Support Specialist Network in each public high school in the county.</text> </level> <level label="d"> <text>Each Network shall include the following members, if applicable:</text> <level label="1"> <text>The vice principal of the school;</text> </level> <level label="2"> <text>Professional school–based counselors;</text> </level> <level label="3"> <text>School–based psychologists;</text> </level> <level label="4"> <text>School–based nurses;</text> </level> <level label="5"> <text>Licensed clinical social workers;</text> </level> <level label="6"> <text>Crisis Intervention Resource Teachers;</text> </level> <level label="7"> <text>Career coaches;</text> </level> <level label="8"> <text>Community school coordinators;</text> </level> <level label="9"> <text>School resource officers; and</text> </level> <level label="10"> <text>School security employees.</text> </level> </level> <level label="e"> <level label="1"> <text>On or before December 31, 2024, the Prince George’s County Board of Education shall develop, approve, and disseminate a template for a Student Support Success Action Plan to be used by each Network.</text> </level> <level label="2"> <text>The template for a plan developed under this subsection shall include metrics to measure and concrete steps to achieve improvements in:</text> <level label="i"> <text>The number of students who have access to behavioral and mental health supports;</text> </level> <level label="ii"> <text>The ratio of licensed clinical social workers, licensed professional counselors, Crisis Intervention Resource Teachers, and clinical therapists to students;</text> </level> <level label="iii"> <text>Referrals of students to mental health services, nurses, career counseling, and food pantries;</text> </level> <level label="iv"> <text>Community school assessment results;</text> </level> <level label="v"> <text>The use of restorative approaches in addressing student misconduct;</text> </level> <level label="vi"> <text>The use of trauma–informed approaches to a student in distress;</text> </level> <level label="vii"> <text>The number of school–based arrests;</text> </level> <level label="viii"> <text>The number of student disciplinary referrals issued;</text> </level> <level label="ix"> <text>The number of suspensions;</text> </level> <level label="x"> <text>Referrals to the Department of Juvenile Services; and</text> </level> <level label="xi"> <text>The number of expulsions for nonviolent behavior.</text> </level> </level> <level label="3"> <text>In addition to the metrics required under paragraph (2) of this subsection, the template for a plan developed under this subsection shall also address:</text> <level label="i"> <text>Strengthening school culture, climate, and community;</text> </level> <level label="ii"> <text>Fostering cooperation and coordination between Networks;</text> </level> <level label="iii"> <text>Ensuring students in crisis are supported;</text> </level> <level label="iv"> <text>Reducing out–of–school suspensions and expulsions;</text> </level> <level label="v"> <text>Increasing access to and knowledge of behavioral health supports;</text> </level> <level label="vi"> <text>Reducing in–school violence, gang–related activity, and substance abuse;</text> </level> <level label="vii"> <text>Cultivating positive relationships of understanding between school personnel, school resource officers, security personnel, and students; and</text> </level> <level label="viii"> <text>Strengthening the network of services for students and staff who are in crisis.</text> </level> </level> </level> <level label="f"> <text>Subject to subsection (g) of this section, each Network shall collectively develop, complete, and implement a plan utilizing the approved county board template.</text> </level> <level label="g"> <level label="1"> <text>Before implementing a plan in accordance with subsection (f) of this section, each Network shall submit the plan to the county board for approval.</text> </level> <level label="2"> <text>The deadline for submission shall be determined by the county board.</text> </level> </level> <level label="h"> <text>On or before July 1, 2025, and on or before each July 1 thereafter, each Network shall report the results of the implementation of the Network’s plan to the county board.</text> </level> </section> <section article="ged" article_name="Education" number="7-454" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <text>In this section, “athletic program” means an intramural, interscholastic, or other school sponsored athletic program that is developed and offered to students in accordance with criteria established by the State Board.</text> </level> <level label="b"> <text>The Department, in collaboration with the Maryland Department of Health, each county board, and the Maryland Public Secondary Schools Athletic Association, shall develop guidelines for public schools to train coaches to recognize indicators of mental illness and behavioral distress in students, including:</text> <level label="1"> <text>Depression;</text> </level> <level label="2"> <text>Trauma;</text> </level> <level label="3"> <text>Violence;</text> </level> <level label="4"> <text>Youth suicide; and</text> </level> <level label="5"> <text>Substance abuse.</text> </level> </level> <level label="c"> <text>Each public school in the State that offers an athletic program shall provide training in accordance with the guidelines developed under subsection (b) of this section to each coach participating in the athletic program.</text> </level> </section> <section article="ged" article_name="Education" number="7-455" title_number="7" title_name="Public Schools" subtitle_number="4" subtitle_name="Health and Safety of Students"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Drink spiking detection product” means a product that has one or more test spots that allow the user to test a portion of a beverage to determine whether the beverage has been contaminated with the drug gamma–hydroxybutyric acid (GHB) or ketamine.</text> </level> <level label="3"> <text>“Drug detection strip” means a disposable test strip that allows an individual to test a drug for the presence of fentanyl.</text> </level> </level> <level label="b"> <text>This section applies only in Prince George’s County.</text> </level> <level label="c"> <level label="1"> <text>It is the intent of the General Assembly that the public high schools in Prince George’s County provide drink spiking detection products and drug detection strips to their students.</text> </level> <level label="2"> <text>Subject to paragraph (3) of this subsection, beginning in the 2026–2027 school year, the Prince George’s County Board of Education shall require each public high school in the county to provide, at no cost to students:</text> <level label="i"> <text>Drink spiking detection products; and</text> </level> <level label="ii"> <text>Drug detection strips, if a public high school in the county reports an incident at the school requiring the use of naloxone or other overdose–reversing medication in accordance with § 7–426.5(f)(1) of this subtitle.</text> </level> </level> <level label="3"> <text>Public high schools in the county are required to provide drink spiking detection products and drug detection strips in accordance with paragraph (2) of this subsection only if the products are provided to the public high schools at no cost to the schools.</text> </level> </level> <level label="d"> <text>The drink spiking detection products and drug detection strips provided to high school students under this section may be made available in school–based health clinics or school libraries.</text> </level> <level label="e"> <text>On or before October 1, 2027, and each October 1 thereafter, each public high school in the county shall report to Maryland’s Office of Overdose Response on the quantity of drug detection products distributed by the school during the previous school year.</text> </level> </section> <section article="ged" article_name="Education" number="7-4B-01" title_number="7" title_name="Public Schools" subtitle_number="4B" subtitle_name="Physical Education and Athletic Programs for Students With Disabilities"> <level label="a"> <text>In this subtitle the following words have the meanings indicated.</text> </level> <level label="b"> <text>“Adapted program” means a program that is developed for a student with a disability.</text> </level> <level label="c"> <text>“Allied sports or unified program” means a program that is specifically designed to combine groups of students with and without disabilities together in physical activity.</text> </level> <level label="d"> <text>“Mainstream athletic program” means intramural or interscholastic athletic activity that is developed and offered to students in accordance with criteria established by the State Board.</text> </level> <level label="e"> <text>“Mainstream physical education program” means a physical education program that is developed and offered to students in accordance with criteria established by the State Board.</text> </level> <level label="f"> <text>“Student with a disability” means a student who meets the definition of a “qualified individual with a disability” as defined in 45 C.F.R. § 84.10.</text> </level> </section> <section article="ged" article_name="Education" number="7-4B-02" title_number="7" title_name="Public Schools" subtitle_number="4B" subtitle_name="Physical Education and Athletic Programs for Students With Disabilities"> <level label="a"> <text>Subject to subsection (b) of this section, the State Board and each county board shall:</text> <level label="1"> <text>Ensure that students with disabilities have an equal opportunity to:</text> <level label="i"> <text>Participate in mainstream physical education programs; and</text> </level> <level label="ii"> <text>Try out for and, if selected, participate in mainstream athletic programs;</text> </level> </level> <level label="2"> <text>Ensure the provision of reasonable accommodations necessary to provide students with disabilities equal opportunity to participate, to the fullest extent possible, in mainstream physical education and mainstream athletic programs; and</text> </level> <level label="3"> <text>Ensure that adapted, allied, or unified physical education and athletic programs are available and adequately funded by the county board.</text> </level> </level> <level label="b"> <text>An exception to the requirements under subsection (a) of this section may be made when the inclusion of a student:</text> <level label="1"> <text>Presents an objective safety risk to the student or to others, based on an individualized assessment of the student; or</text> </level> <level label="2"> <text>Fundamentally alters the nature of the school’s mainstream physical education or mainstream athletic program.</text> </level> </level> <level label="c"> <text>The provision of adapted, allied, or unified programs for students with disabilities does not mitigate the duty of a county board to provide an individual student with a disability an equal opportunity to be fully included in mainstream physical education and mainstream athletic programs.</text> </level> </section> <section article="ged" article_name="Education" number="7-4B-03" title_number="7" title_name="Public Schools" subtitle_number="4B" subtitle_name="Physical Education and Athletic Programs for Students With Disabilities"> <level label="a"> <text>A county board shall:</text> <level label="1"> <text>Develop policies and procedures to promote and protect the inclusion of students with disabilities into mainstream physical education and mainstream athletic programs; and</text> </level> <level label="2"> <text>Provide the opportunity for students with disabilities to participate in extracurricular or interscholastic competition, as demonstrated by:</text> <level label="i"> <text>Equivalent opportunities for participation in extracurricular or interscholastic athletic programs; or</text> </level> <level label="ii"> <text>Evidence indicating that the interests and abilities of students with disabilities have been fully and effectively accommodated by the county board’s implemented programs.</text> </level> </level> </level> <level label="b"> <text>The State Board shall adopt a model policy to assist a county board with the implementation of this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-4B-04" title_number="7" title_name="Public Schools" subtitle_number="4B" subtitle_name="Physical Education and Athletic Programs for Students With Disabilities"> <level label="a"> <text>The Department shall monitor the compliance of county boards with the provisions of this subtitle.</text> </level> <level label="b"> <text>The Department may investigate and take corrective action in response to complaints from parents, guardians, or legal representatives of students with disabilities who allege a violation of the provisions of this subtitle.</text> </level> </section> <section article="ged" article_name="Education" number="7-4B-05" title_number="7" title_name="Public Schools" subtitle_number="4B" subtitle_name="Physical Education and Athletic Programs for Students With Disabilities"> <level label="a"> <text>On or before May 15 of each year, each county board shall submit to the Department a report of the school system’s compliance with the provisions of this subtitle.</text> </level> <level label="b"> <text>The first annual report completed by a county board in accordance with subsection (a) of this section shall include:</text> <level label="1"> <text>The number of students with disabilities that participate in the school system’s mainstream physical education or mainstream athletic programs; and</text> </level> <level label="2"> <text>A description of plans by the county board to affirmatively engage students with disabilities in mainstream physical education or mainstream athletic programs.</text> </level> </level> <level label="c"> <text>Reports submitted by a county board subsequent to the report submitted under subsection (b) of this section shall be consistent with regulations adopted by the State Board.</text> </level> <level label="d"> <text>On or before August 1 of each year, the Department shall, subject to § 2–1257 of the State Government Article, submit to the General Assembly a report of compliance with the provisions of this subtitle.</text> <text>.</text> </level> </section> <section article="ged" article_name="Education" number="7-4B-06" title_number="7" title_name="Public Schools" subtitle_number="4B" subtitle_name="Physical Education and Athletic Programs for Students With Disabilities"> <level label="a"> <text>The Department shall adopt regulations as necessary to implement this subtitle.</text> </level> <level label="b"> <text>The Department shall provide technical assistance to county boards concerning the provisions of this subtitle.</text> </level> </section> <section article="ged" article_name="Education" number="7-501" title_number="7" title_name="Public Schools" subtitle_number="5" subtitle_name="Youth Suicide Prevention School Programs"> <text>The General Assembly finds and declares that:</text> <level label="1"> <text>A statewide Youth Suicide Prevention School Program is essential to address the continuing problem of youth suicide throughout the State;</text> </level> <level label="2"> <text>The youth suicide problem often exists in combination with other problems, including drug abuse, alcohol use, and gambling addiction;</text> </level> <level label="3"> <text>A suicide prevention program for young people should promote recognizing student behavioral health issues, recognizing students experiencing trauma or violence out of school, and referring students to behavioral health services;</text> </level> <level label="4"> <text>A suicide prevention program for young people must emphasize a partnership between educational programs at the State and local levels and community suicide prevention and crisis center agencies;</text> </level> <level label="5"> <text>It is of vital importance that a statewide Youth Suicide Prevention School Program be established with shared responsibility at both the State and county levels, and that this cooperation shall be a major tool in efforts to achieve the successful prevention of youth suicide; and</text> </level> <level label="6"> <text>County suicide prevention and crisis center agencies along with local education agencies are best suited for developing and implementing programs for statewide youth suicide prevention.</text> </level> </section> <section article="ged" article_name="Education" number="7-502" title_number="7" title_name="Public Schools" subtitle_number="5" subtitle_name="Youth Suicide Prevention School Programs"> <level label="a"> <text>In this subtitle the following words have the meanings indicated.</text> </level> <level label="b"> <text>“Program” means a Youth Suicide Prevention School Program established under this subtitle.</text> </level> <level label="c"> <text>“Youth service bureau” means a program defined under § 9–233 of the Human Services Article.</text> </level> </section> <section article="ged" article_name="Education" number="7-503" title_number="7" title_name="Public Schools" subtitle_number="5" subtitle_name="Youth Suicide Prevention School Programs"> <level label="a"> <level label="1"> <text>There is a statewide Youth Suicide Prevention School Program administered by the Department in cooperation with:</text> <level label="i"> <text>Participating local education agencies;</text> </level> <level label="ii"> <text>Local community agencies involved in suicide prevention;</text> </level> <level label="iii"> <text>Local community mental health programs; and</text> </level> <level label="iv"> <text>Youth service bureaus.</text> </level> </level> <level label="2"> <text>On or before October 1, 1986, the Department may establish a demonstration Youth Suicide Prevention School Program in cooperation with local education agencies in the following political subdivisions:</text> <level label="i"> <text>Anne Arundel County;</text> </level> <level label="ii"> <text>Baltimore City;</text> </level> <level label="iii"> <text>Baltimore County;</text> </level> <level label="iv"> <text>Harford County;</text> </level> <level label="v"> <text>Howard County; and</text> </level> <level label="vi"> <text>Montgomery County.</text> </level> </level> </level> <level label="b"> <text>Any political subdivision in the State may apply for assistance or grant funds under this subtitle to establish a local Youth Suicide Prevention School Program.</text> </level> </section> <section article="ged" article_name="Education" number="7-504" title_number="7" title_name="Public Schools" subtitle_number="5" subtitle_name="Youth Suicide Prevention School Programs"> <level label="a"> <level label="1"> <text>The Department shall adopt regulations that set eligibility guidelines for State funding of Youth Suicide Prevention School Programs under this subtitle.</text> </level> <level label="2"> <text>The regulations shall:</text> <level label="i"> <text>Establish procedures for developing local programs, in cooperation with local education agencies, youth service bureaus, and community mental health centers; and</text> </level> <level label="ii"> <text>Establish standards and policies for programs to offer:</text> <level label="1"> <text>Individual, family, and group counseling related to youth suicide prevention;</text> </level> <level label="2"> <text>Referral, crisis intervention, and information for students, parents, and school personnel; and</text> </level> <level label="3"> <text>Training for school personnel, and others responsible for counseling or supervising student activities.</text> </level> </level> </level> </level> <level label="b"> <text>A Youth Suicide Prevention School Program established under this subtitle shall plan, fund, and implement educational programs, which may include any of the following:</text> <level label="1"> <text>Classroom instruction designed to achieve any of the following objectives:</text> <level label="i"> <text>Encourage sound decision making and promote ethical development;</text> </level> <level label="ii"> <text>Increase pupils’ awareness of the relationship between drug and alcohol use, gambling, and youth suicide;</text> </level> <level label="iii"> <text>Teach pupils to recognize signs of suicidal tendencies, and other facts about youth suicide;</text> </level> <level label="iv"> <text>Inform pupils of available community youth suicide prevention services;</text> </level> <level label="v"> <text>Enhance school climate and relationships between teachers, counselors, and pupils; and</text> </level> <level label="vi"> <text>Further cooperative efforts of school personnel and community youth suicide prevention program personnel;</text> </level> </level> <level label="2"> <text>School or community based alternative programs outside of the classroom, including:</text> <level label="i"> <text>Positive peer group programs;</text> </level> <level label="ii"> <text>A 24–hour “hotline” telephone service, staffed by trained professional counselors;</text> </level> <level label="iii"> <text>Programs to collect data on youth suicide attempts;</text> </level> <level label="iv"> <text>Intervention and follow–up;</text> </level> <level label="v"> <text>Mental health programs to promote mental health awareness and encourage pupils to seek help as soon as it is needed; and</text> </level> <level label="vi"> <text>Parent education and training programs; and</text> </level> </level> <level label="3"> <text>Teacher training programs.</text> </level> </level> <level label="c"> <text>Any program established under this subtitle shall:</text> <level label="1"> <text>Assist in increasing the awareness, among school personnel and community leaders, of the incidence of teenage suicide;</text> </level> <level label="2"> <text>Train school personnel in individual and schoolwide strategies for teenage suicide prevention;</text> </level> <level label="3"> <text>Develop and implement school–based teenage suicide prevention programs and pilot projects;</text> </level> <level label="4"> <text>Develop and implement school–based pilot mental health programs and peer–to–peer support to address the needs of students suffering from mental illness; and</text> </level> <level label="5"> <text>Through cooperative efforts, utilize community resources in the development and implementation of teenage suicide prevention programs under this subtitle.</text> </level> </level> <level label="d"> <text>The Department may assist local school systems in implementing pilot peer–to–peer mental health awareness programs.</text> </level> </section> <section article="ged" article_name="Education" number="7-505" title_number="7" title_name="Public Schools" subtitle_number="5" subtitle_name="Youth Suicide Prevention School Programs"> <level label="a"> <text>The Department shall:</text> <level label="1"> <text>As to each program receiving State funding:</text> <level label="i"> <text>Monitor its operations; and</text> </level> <level label="ii"> <text>Evaluate annually its effectiveness; and</text> </level> </level> <level label="2"> <text>Review and either approve or disapprove the application for State funding of a proposal program.</text> </level> </level> <level label="b"> <level label="1"> <text>The funding of an eligible program shall be a shared responsibility of this State and local education agencies.</text> </level> <level label="2"> <text>Each eligible program shall submit to the Department a proposed annual budget for review and approval, at the times that the Department specifies.</text> </level> <level label="3"> <text>The proposed budget of the Department shall list the eligible programs and estimate the amount of State funds to be allocated to each.</text> </level> <level label="4"> <text>The Department shall seek federal funds for Youth Suicide Prevention School Programs under the Garret Lee Smith Memorial Act.</text> </level> </level> <level label="c"> <text>The State funds designated for Youth Suicide Prevention School Programs may be included in the budgets of:</text> <level label="1"> <text>The Department; and</text> </level> <level label="2"> <text>The Maryland Department of Health.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-506" title_number="7" title_name="Public Schools" subtitle_number="5" subtitle_name="Youth Suicide Prevention School Programs"> <level label="a"> <text>The local education agency and the local health department shall identify funds from public and private agencies for development and implementation of the Program.</text> </level> <level label="b"> <text>The Governor shall include funds in the budget to carry out the provisions of this subtitle.</text> </level> </section> <section article="ged" article_name="Education" number="7-601" title_number="7" title_name="Public Schools" subtitle_number="6" subtitle_name="Subsidized and Free Feeding Programs"> <level label="a"> <text>The State Board shall adopt and publish standards for the administration of the free feeding program.</text> </level> <level label="b"> <text>The standards shall provide for eligibility requirements for the program.</text> </level> </section> <section article="ged" article_name="Education" number="7-602" title_number="7" title_name="Public Schools" subtitle_number="6" subtitle_name="Subsidized and Free Feeding Programs"> <level label="a"> <text>There is a State Free Feeding Program.</text> </level> <level label="b"> <level label="1"> <text>Each year the State Superintendent shall determine the amount of State money required to provide the Program in accordance with the standards adopted by the State Board under this subtitle.</text> </level> <level label="2"> <text>The amount included for this Program in the annual State budget, including any federal funds, and as submitted to and appropriated by the General Assembly, shall be distributed to the county boards and participating nonpublic schools in the same manner as the process established under § 5–205 of this article.</text> </level> </level> <level label="c"> <level label="1"> <text>A nonpublic school in the State that participates in the federal School Breakfast Program or the National School Lunch Program may participate in the State free feeding program.</text> </level> <level label="2"> <text>If a nonpublic school participates in the State free feeding program, the State shall be responsible for reimbursing the participating nonpublic school under subsection (d) of this section.</text> </level> </level> <level label="d"> <text>The State shall be responsible for reimbursing a county board or a participating nonpublic school for the student share of the costs of:</text> <level label="1"> <text>Breakfasts provided to all students eligible for a reduced price breakfast under the federal School Breakfast Program according to the following schedule:</text> <level label="i"> <text>For fiscal year 2020, 10 cents per student;</text> </level> <level label="ii"> <text>For fiscal year 2021, 20 cents per student; and</text> </level> <level label="iii"> <text>For fiscal year 2022 and each fiscal year thereafter, the greater of 30 cents per student or the required federal per meal charge to students; and</text> </level> </level> <level label="2"> <text>Lunches provided to all students eligible for a reduced price lunch under the National School Lunch Program according to the following schedule:</text> <level label="i"> <text>For fiscal year 2020, 10 cents per student;</text> </level> <level label="ii"> <text>For fiscal year 2021, 20 cents per student;</text> </level> <level label="iii"> <text>For fiscal year 2022, 30 cents per student; and</text> </level> <level label="iv"> <text>For fiscal year 2023 and each fiscal year thereafter, the greater of 40 cents per student or the required federal per meal charge to students.</text> </level> </level> </level> <level label="e"> <level label="1"> <text>Beginning in fiscal year 2022, a county board or participating nonpublic school may not charge a student who is eligible for a reduced price breakfast for any portion of the cost of the meal.</text> </level> <level label="2"> <text>Beginning in fiscal year 2023, a county board or participating nonpublic school may not charge a student who is eligible for a reduced price lunch for any portion of the cost of the meal.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-603" title_number="7" title_name="Public Schools" subtitle_number="6" subtitle_name="Subsidized and Free Feeding Programs"> <text>Each public school and participating nonpublic school in this State shall provide a free feeding program for children who meet the standards adopted by the State Board under this subtitle.</text> </section> <section article="ged" article_name="Education" number="7-604" title_number="7" title_name="Public Schools" subtitle_number="6" subtitle_name="Subsidized and Free Feeding Programs"> <text>Funds appropriated for the free feeding program shall be used to reimburse each county board and participating nonpublic school for the difference between costs and all available reimbursements and other funds.</text> </section> <section article="ged" article_name="Education" number="7-605" title_number="7" title_name="Public Schools" subtitle_number="6" subtitle_name="Subsidized and Free Feeding Programs"> <level label="a"> <text>The General Assembly finds the following policies desirable in the administration and application of the school feeding program:</text> <level label="1"> <text>Private organizations and corporations should be encouraged to participate in the program;</text> </level> <level label="2"> <text>The identity of children who participate in the free feeding program should remain anonymous and positive procedures should be adopted to accomplish this; and</text> </level> <level label="3"> <text>Applications for participants in the program should be brief and simple, based on a statement of present income and family size or of participation in a social services or welfare program.</text> </level> </level> <level label="b"> <text>There may not be discrimination in this program for elementary, junior high, and high school students.</text> </level> </section> <section article="ged" article_name="Education" number="7-701" title_number="7" title_name="Public Schools" subtitle_number="7" subtitle_name="Breakfast Program"> <level label="a"> <level label="1"> <text>The State Board shall require each county board to provide in each elementary school a free breakfast, unless the school is exempted under § 7–702 of this subtitle.</text> </level> <level label="2"> <level label="i"> <text>A nonpublic elementary school may provide a free breakfast program in accordance with this subtitle.</text> </level> <level label="ii"> <text>If a nonpublic elementary school provides a free breakfast program, the participating nonpublic elementary school shall be eligible for the State reimbursement of the student share of the costs for those breakfasts under § 7–703 of this subtitle.</text> </level> </level> </level> <level label="b"> <text>The free breakfast required to be provided under this section shall meet the standards of the U.S. Department of Agriculture.</text> </level> </section> <section article="ged" article_name="Education" number="7-702" title_number="7" title_name="Public Schools" subtitle_number="7" subtitle_name="Breakfast Program"> <level label="a"> <text>The State Superintendent shall exempt any elementary school from the requirements of this subtitle if:</text> <level label="1"> <level label="i"> <text>The school has made a breakfast program available for at least 3 consecutive months; and</text> </level> <level label="ii"> <text>The participation is less than 25% of the number of students eligible for free and reduced price eligible meals in each month;</text> </level> </level> <level label="2"> <level label="i"> <text>The county board approves an alternative nutrition program that the school has instituted;</text> </level> <level label="ii"> <text>The school regularly conducts an assessment of the alternative program that provides evidence of success in achieving program objectives; and</text> </level> <level label="iii"> <text>The school submits an annual report of the assessment to the county board and the State;</text> </level> </level> <level label="3"> <level label="i"> <text>The school requests an exemption for reasons of a compelling nature to the county board; and</text> </level> <level label="ii"> <text>After review and approval, the county board submits the request for exemption to the State Superintendent; or</text> </level> </level> <level label="4"> <text>The school has less than 15% of its enrollment approved for free and reduced price eligible meals.</text> </level> </level> <level label="b"> <text>The exemption in subsection (a)(4) of this section shall continue from year to year without the need for reapplication, until there is a 10% increase in the number of students approved for free and reduced price eligible meals.</text> </level> </section> <section article="ged" article_name="Education" number="7-703" title_number="7" title_name="Public Schools" subtitle_number="7" subtitle_name="Breakfast Program"> <level label="a"> <text>The free breakfast program under this subtitle shall be suspended if the per meal reimbursement that the federal government provides for the breakfast program is:</text> <level label="1"> <text>Reduced below the rate prescribed on July 1, 2013; or</text> </level> <level label="2"> <text>Adjusted by the Secretary of the U.S. Department of Agriculture, as of the most recent July 1 under the national Child Nutrition Act, and the per meal reimbursement is below the adjusted rate.</text> </level> </level> <level label="b"> <text>The State reimbursement to a county board of education or a participating nonpublic school for each meal under subsection (a) of this section shall be determined as follows:</text> <level label="1"> <text>Multiply the number of reduced price eligible breakfasts served statewide times the sum of the federal reimbursement rate for those breakfasts plus the student share of the cost for those breakfasts;</text> </level> <level label="2"> <text>Multiply the number of free breakfasts served statewide times the federal reimbursement rate for those breakfasts; and</text> </level> <level label="3"> <text>Divide the total of items (1) and (2) of this subsection by the total number of free and reduced price eligible breakfasts.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-704" title_number="7" title_name="Public Schools" subtitle_number="7" subtitle_name="Breakfast Program"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Program” means the Maryland Meals for Achievement In–Classroom Breakfast Program.</text> </level> <level label="3"> <text>“Secondary schools” includes middle schools and high schools.</text> </level> </level> <level label="b"> <level label="1"> <text>There is a school breakfast program in the State, known as the Maryland Meals for Achievement In–Classroom Breakfast Program.</text> </level> <level label="2"> <text>The Program is a joint effort of the Department and the county boards or sponsoring agencies for eligible nonpublic schools.</text> </level> </level> <level label="c"> <level label="1"> <text>The purpose of the Program is to provide funding for a school that makes an in–classroom breakfast available to all students in the school.</text> </level> <level label="2"> <text>The funding is intended to complement the funding received by a school from the federal government for a school breakfast program.</text> </level> </level> <level label="d"> <text>The Department shall:</text> <level label="1"> <text>Develop an application form for a school that desires to participate in the Program;</text> </level> <level label="2"> <text>Ensure that the schools that participate in the Program represent geographic and socioeconomic balance statewide;</text> </level> <level label="3"> <text>Subject to subsection (e) of this section, ensure that a school that participates in the Program is a school at which at least 40% of the registered students are eligible for the federal free or reduced price meal program;</text> </level> <level label="4"> <text>Select schools to participate in the Program, ensuring that an annual evaluation of the Program is conducted by the Department;</text> </level> <level label="5"> <text>Annually review and set the meal reimbursement rate for schools that participate in the Program to complement the federal meal reimbursement rate determined under § 7–703 of this subtitle; and</text> </level> <level label="6"> <text>Disburse the Program funds to the county board or the sponsoring agency.</text> </level> </level> <level label="e"> <level label="1"> <text>If a school that participates in the Program has less than 40% of the registered students eligible for the federal free or reduced price meal plan, the school shall remain eligible to participate in the Program for 1 year.</text> </level> <level label="2"> <text>If, after 1 year, the school’s percent of registered students eligible for the federal free or reduced price meal plan is less than 40%, the school is no longer eligible to participate in the Program.</text> </level> </level> <level label="f"> <text>A county board or a sponsoring agency for an eligible nonpublic school shall:</text> <level label="1"> <text>Apply to the Department for funds for schools within the jurisdiction of the board or for schools that are under the sponsoring agency that:</text> <level label="i"> <text>Are eligible to participate in the Program; and</text> </level> <level label="ii"> <text>Apply to the board or to the sponsoring agency to participate in the Program; and</text> </level> </level> <level label="2"> <text>Submit an annual report to the Department on the Program, including the manner in which the funds have been expended.</text> </level> </level> <level label="g"> <text>A school that participates in the Program shall:</text> <level label="1"> <text>Implement an in–classroom breakfast program in which all students in the school may participate regardless of family income;</text> </level> <level label="2"> <text>Serve a breakfast that meets the guidelines of the Department and the nutritional standards of the U.S. Department of Agriculture for schools that participate in the federal school breakfast program;</text> </level> <level label="3"> <text>Except as provided in subsection (h) of this section, serve the breakfast in the classroom after the arrival of students to the school;</text> </level> <level label="4"> <text>Collect the data that the county board or the sponsoring agency and the Department require from participants in the Program; and</text> </level> <level label="5"> <text>Submit an annual report to the county board or the sponsoring agency.</text> </level> </level> <level label="h"> <level label="1"> <text>Secondary schools may serve breakfast in any broadly accessible part of the school, including from “Grab and Go” carts after the arrival of students to the school.</text> </level> <level label="2"> <text>If approved by the Department and the applicable county board, elementary schools may serve breakfast in any broadly accessible part of the school, including from “Grab and Go” carts after the arrival of students to the school, provided that students are allowed to consume the meal in the classroom after the start of the school day.</text> </level> </level> <level label="i"> <text>The employee organization that is the exclusive representative of the certificated public school employees of a county board and the employee organization that is the exclusive representative of the noncertificated employees of a county board and the county board shall negotiate the terms of the participation of the employees in the Program.</text> </level> <level label="j"> <text>The Governor shall include in the annual budget bill an appropriation of $12,050,000 to the Program.</text> </level> </section> <section article="ged" article_name="Education" number="7-801" title_number="7" title_name="Public Schools" subtitle_number="8" subtitle_name="Transportation"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <level label="i"> <text>“Nonpublic school” means an elementary or secondary school in the State that is not part of the public elementary and secondary education system of this State.</text> </level> <level label="ii"> <text>“Nonpublic school” includes an elementary or secondary school in Calvert County that does not receive State aid.</text> </level> </level> <level label="3"> <text>“Public school bus” includes any other conveyance used to transport students to a public school.</text> </level> </level> <level label="b"> <level label="1"> <text>At its own expense, a county governing body may provide transportation for public school students in addition to the transportation provided by the State.</text> </level> <level label="2"> <text>In Montgomery County, a fee may not be charged for transporting public school students to school from their designated bus stop locations or from school to their designated bus stop locations.</text> </level> </level> <level label="c"> <level label="1"> <text>A county board may provide transportation to and from school using a vehicle other than a Type I or Type II school vehicle, as defined in § 11–154 of the Transportation Article, when a school vehicle cannot reasonably be provided for the following public school students:</text> <level label="i"> <text>Preschool–age students;</text> </level> <level label="ii"> <text>Students with disabilities;</text> </level> <level label="iii"> <text>Homeless youth;</text> </level> <level label="iv"> <text>Children in foster care;</text> </level> <level label="v"> <text>Students without access to school buses;</text> </level> <level label="vi"> <text>Students in a nonpublic school placement; or</text> </level> <level label="vii"> <text>Students in dual enrollment programs, work programs, or other educational programs based off the school campus.</text> </level> </level> <level label="2"> <text>A county board may provide transportation in accordance with this subsection to a particular student group that is not listed under paragraph (1) of this subsection through a written determination by the county board.</text> </level> <level label="3"> <text>The Department, in consultation with county boards and the Motor Vehicle Administration, shall adopt regulations establishing minimum vehicle and driver safety standards for transportation provided in accordance with this subsection.</text> </level> </level> <level label="d"> <level label="1"> <text>Subject to the requirements of paragraph (2) of this subsection, in Calvert County the county board may provide transportation to and from school on a public school bus for a student who attends a nonpublic school.</text> </level> <level label="2"> <text>Transportation offered by the Calvert County Board under this section shall be offered to a student attending a nonpublic school:</text> <level label="i"> <text>If there is sufficient capacity on the school bus;</text> </level> <level label="ii"> <text>If the student resides on, along, or near a public highway in the county on which a public school bus or conveyance operates;</text> </level> <level label="iii"> <text>If the student resides in the public school transportation district served by the public school bus;</text> </level> <level label="iv"> <text>Only on the routes, school days, and hours of transportation that coincide with the routes, school days, and hours of transportation for students attending public schools in the county; and</text> </level> <level label="v"> <text>In the case of a student who attends a nonpublic school that is not on the public school bus route, only to the public school on the route which is nearest to the nonpublic school.</text> </level> </level> <level label="3"> <text>The Calvert County Board is not responsible for the safety of any nonpublic school student who is transported on a public school bus under this subsection after the student is discharged from the public school bus, and the board may not be held liable in any civil action arising from an act or omission that occurs after the student is discharged from the public school bus.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-801.1" title_number="7" title_name="Public Schools" subtitle_number="8" subtitle_name="Transportation"> <level label="a"> <text>This section applies only:</text> <level label="1"> <text>In Montgomery County; and</text> </level> <level label="2"> <text>To a school bus stop at a location for which at least 400 citations were issued in the preceding fiscal year to drivers traveling in the opposite direction of the bus stop.</text> </level> </level> <level label="b"> <text>Beginning on December 31, 2028, a school bus stop may not be located on any highway with five or more undivided traffic lanes unless:</text> <level label="1"> <text>A school crossing guard is posted at the school bus stop to assist students in crossing the highway; or</text> </level> <level label="2"> <text>A traffic control device that maintains a red signal while a student is boarding or exiting a school bus is placed at the school bus stop.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-802" title_number="7" title_name="Public Schools" subtitle_number="8" subtitle_name="Transportation"> <text>If an individual meets all other requirements established by the State Board, he may not be prohibited from operating a school bus solely because of his age.</text> </section> <section article="ged" article_name="Education" number="7-803" title_number="7" title_name="Public Schools" subtitle_number="8" subtitle_name="Transportation"> <level label="a"> <text>Each county board may establish a procedure to provide for the use of its school buses, on application, for the transportation of individuals 60 years old or older to civic, educational, social, or recreational activities if this use:</text> <level label="1"> <text>Does not interfere with the transportation of school children; and</text> </level> <level label="2"> <text>Is available to all individuals 60 years old or older.</text> </level> </level> <level label="b"> <text>Each county may:</text> <level label="1"> <text>Contract with its county board for the use of school buses; and</text> </level> <level label="2"> <text>Include funds in the county budget to pay the expenses, including payment of school bus drivers and insurance, incurred by the county board in the use of school buses as provided in this section.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-804" title_number="7" title_name="Public Schools" subtitle_number="8" subtitle_name="Transportation"> <level label="a"> <text>In this section, “school vehicle” has the meaning stated in § 11–154 of the Transportation Article.</text> </level> <level label="b"> <level label="1"> <text>Except as provided in paragraphs (2) and (3) of this subsection, unless it fails to meet the applicable school bus and motor vehicle safety standards, a school vehicle may be operated for 12 years.</text> </level> <level label="2"> <level label="i"> <text>In Allegany, Anne Arundel, Calvert, Caroline, Cecil, Charles, Dorchester, Garrett, Kent, Queen Anne’s, St. Mary’s, Somerset, Talbot, Wicomico, and Worcester counties, unless it fails to meet the applicable school bus and motor vehicle safety standards, a school vehicle may be operated for 15 years.</text> </level> <level label="ii"> <text>A school vehicle operating under subparagraph (i) of this paragraph shall be maintained as provided in subsection (c) of this section.</text> </level> </level> <level label="3"> <text>Any school vehicle in operation or accepted before July 1, 2004, or under contract to be purchased before July 1, 2004, that meets the specifications of the Department and of the Motor Vehicle Administration for transit style school vehicles may be operated for 15 years.</text> </level> </level> <level label="c"> <text>Notwithstanding the 12–year limitation in subsection (b)(1) of this section, a school vehicle may be operated for additional years if:</text> <level label="1"> <text>The school vehicle is maintained under a preventive maintenance plan approved by the Motor Vehicle Administration and the Automotive Safety Enforcement Division of the Department of State Police that includes an inspection at the end of the 12th year and a minimum of 2 inspections by the Motor Vehicle Administration each year thereafter;</text> </level> <level label="2"> <text>Any structural repairs to the school vehicle necessitated by accident, metal fatigue, or any other cause are certified by an independent expert approved by the Motor Vehicle Administration to meet or exceed the manufacturer’s original manufacturing standards;</text> </level> <level label="3"> <text>The school vehicle is equipped with:</text> <level label="i"> <text>The body originally placed on the chassis by the manufacturer;</text> </level> <level label="ii"> <text>An 8 light warning system;</text> </level> <level label="iii"> <text>A left side stop arm;</text> </level> <level label="iv"> <text>A fire–retardant driver’s seat;</text> </level> <level label="v"> <text>Fire–retardant barriers in the case of a school vehicle with a front engine; and</text> </level> <level label="vi"> <text>A fire–retardant rear seating area in the case of a school vehicle with a rear engine; and</text> </level> </level> <level label="4"> <text>The State Superintendent grants approval.</text> </level> </level> <level label="d"> <text>If a school vehicle passes an inspection that is required under subsection (c)(1) of this section:</text> <level label="1"> <text>The inspection shall be valid in the county in which the inspection was completed; and</text> </level> <level label="2"> <text>If ownership of the school vehicle is transferred to a person who operates the school vehicle in a county in which school vehicles are authorized under subsection (b)(2) of this section to be operated for 15 years, the inspection shall be valid in that county for the length of time that the inspection would have been valid in the county where the inspection was completed.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-805" title_number="7" title_name="Public Schools" subtitle_number="8" subtitle_name="Transportation"> <level label="a"> <text>A school bus may be used to transport any student who lives within the mileage limit, if a mileage limit has been established by a local board of education, and if:</text> <level label="1"> <text>The school bus is not filled to capacity;</text> </level> <level label="2"> <text>No additional bus stop is added to the route to transport the student; and</text> </level> <level label="3"> <text>The transportation officer or his designee has identified a specific existing hardship that would justify allowing the student to be transported.</text> </level> </level> <level label="b"> <text>The transportation allocation of a county may not be reduced because of compliance with this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-806" title_number="7" title_name="Public Schools" subtitle_number="8" subtitle_name="Transportation"> <level label="a"> <text>In Baltimore County, the Superintendent of Schools shall establish a Pupil Transportation Safety Advisory Committee.</text> </level> <level label="b"> <text>The Pupil Transportation Safety Advisory Committee shall be composed of at least the following:</text> <level label="1"> <text>Two parent members, appointed by the Superintendent;</text> </level> <level label="2"> <text>A representative of the Baltimore County Police Department;</text> </level> <level label="3"> <text>A representative of the Baltimore County Highway Department;</text> </level> <level label="4"> <text>A representative of the Baltimore County traffic engineering office; and</text> </level> <level label="5"> <text>A representative of the State Highway Administration.</text> </level> </level> <level label="c"> <text>The committee shall be available to advise the pupil transportation staff of the Baltimore County Board of Education with regard to matters of safety of school bus stops and the safety of student walking conditions.</text> </level> </section> <section article="ged" article_name="Education" number="7-807" title_number="7" title_name="Public Schools" subtitle_number="8" subtitle_name="Transportation"> <level label="a"> <text>This section applies only to Baltimore County.</text> </level> <level label="b"> <text>A school bus driver shall pick up or discharge a student at a designated bus stop that is located along a public road or highway in a manner that does not require the student to walk across the public road or highway:</text> <level label="1"> <text>If the student is an elementary school student and the public road or highway has a posted speed limit of 35 miles per hour or greater; and</text> </level> <level label="2"> <text>If the student is a secondary school student and the public road or highway has a posted speed limit of 40 miles per hour or greater.</text> </level> </level> <level label="c"> <text>A public awareness campaign concerning school bus pick up and discharge shall be conducted by the Baltimore County Board of Education and the Transportation Department of the Baltimore County Public Schools, in conjunction with the Baltimore County Police Department, 1 month prior to the opening of school and during the first month of each school year.</text> </level> </section> <section article="ged" article_name="Education" number="7-808" title_number="7" title_name="Public Schools" subtitle_number="8" subtitle_name="Transportation"> <level label="a"> <text>In this section, “school bus” has the meaning stated in § 11–153 of the Transportation Article.</text> </level> <level label="b"> <level label="1"> <text>Except as provided in paragraph (2) of this subsection, a school bus shall be constructed with materials that enable it to meet all the criteria of the school bus seat upholstery fire block test established by the National School Transportation specifications and procedures adopted at the most recent National Congress on School Transportation.</text> </level> <level label="2"> <text>The requirements of paragraph (1) of this subsection do not apply to the driver’s seat of a school bus.</text> </level> </level> <level label="c"> <text>The Motor Vehicle Administration, with the advice of the Department, shall adopt regulations to promote fire safety standards of school buses.</text> </level> </section> <section article="ged" article_name="Education" number="7-809" title_number="7" title_name="Public Schools" subtitle_number="8" subtitle_name="Transportation"> <text>In Montgomery County, notwithstanding any other provision of law, the Montgomery County Board of Education may utilize a school bus with doors that lock to transport students in the county if the school bus’s locking system prevents the school bus from being operated when any bus exit is locked.</text> </section> <section article="ged" article_name="Education" number="7-810" title_number="7" title_name="Public Schools" subtitle_number="8" subtitle_name="Transportation"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Fund” means the State–Aided Institutions Field Trip Fund.</text> </level> <level label="3"> <text>“Program” means the State–Aided Institutions Field Trip Grant Program.</text> </level> </level> <level label="b"> <text>There is a State–Aided Institutions Field Trip Grant Program in the Department.</text> </level> <level label="c"> <text>The purpose of the Program is to provide grants to public schools to provide transportation to students for field trips to educational institutions that are qualified as State–aided educational institutions under Title 5, Subtitle 5 of this article.</text> </level> <level label="d"> <text>The Department shall:</text> <level label="1"> <text>Administer the Program;</text> </level> <level label="2"> <text>Establish application procedures for the Program; and</text> </level> <level label="3"> <text>Award grants from the Program.</text> </level> </level> <level label="e"> <level label="1"> <text>Subject to the availability of money in the Fund, a public school may apply for a grant under the Program for expenses paid or incurred, or that will be paid or incurred, to provide transportation to students for field trips to educational institutions that are qualified as State–aided educational institutions under Title 5, Subtitle 5 of this article.</text> </level> <level label="2"> <text>When making grants, the Department shall prioritize public schools at which at least 40% of the registered students are eligible for the federal free or reduced price meal program.</text> </level> </level> <level label="f"> <level label="1"> <text>There is a State–Aided Institutions Field Trip Fund.</text> </level> <level label="2"> <text>The Department shall administer the Fund.</text> </level> <level label="3"> <level label="i"> <text>The Fund is a special, nonlapsing fund that is not subject to § 7–302 of the State Finance and Procurement Article.</text> </level> <level label="ii"> <text>The State Treasurer shall hold the Fund separately, and the Comptroller shall account for the Fund.</text> </level> </level> <level label="4"> <text>The Fund consists of:</text> <level label="i"> <text>Money received by the Fund from fines for vehicle security lapses under § 17–106 of the Transportation Article; and</text> </level> <level label="ii"> <text>Any other money from any other source accepted for the benefit of the Fund.</text> </level> </level> <level label="5"> <text>The Fund may be used only for:</text> <level label="i"> <text>Providing grants under the Program; and</text> </level> <level label="ii"> <text>Administrative costs of the Program.</text> </level> </level> <level label="6"> <level label="i"> <text>The State Treasurer shall invest the money of the Fund in the same manner as other State money may be invested.</text> </level> <level label="ii"> <text>Any interest earnings of the Fund shall be credited to the General Fund of the State.</text> </level> </level> </level> <level label="g"> <text>The Department shall adopt regulations to carry out this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-901" title_number="7" title_name="Public Schools" subtitle_number="9" subtitle_name="Technology for Education"> <level label="a"> <text>In this subtitle the following words have the meanings indicated.</text> </level> <level label="b"> <text>“Computer-based technology” means computer hardware or software used by teachers and students in the delivery of an instructional program.</text> </level> <level label="c"> <text>“Eligible consortium” includes a local educational agency and a public or private nonprofit organization.</text> </level> <level label="d"> <text>“Instructional programming” means the full range of audio and video text, graphics, or additional state-of-the-art communications distributed through interactive, command and control, or passive methods for the purpose of education and instruction.</text> </level> <level label="e"> <text>“Students” means students from a broad range of backgrounds and circumstances, including:</text> <level label="1"> <text>Disadvantaged students;</text> </level> <level label="2"> <text>Students with diverse racial, ethnic, and cultural backgrounds;</text> </level> <level label="3"> <text>Students with disabilities;</text> </level> <level label="4"> <text>Students with limited English proficiency;</text> </level> <level label="5"> <text>Students who have dropped out of school; and</text> </level> <level label="6"> <text>Academically talented students.</text> </level> </level> <level label="f"> <text>“Technology” means the latest state-of-the-art technology products and services, including:</text> <level label="1"> <text>Closed circuit television systems;</text> </level> <level label="2"> <text>Educational television and radio broadcasting;</text> </level> <level label="3"> <text>Cable television;</text> </level> <level label="4"> <text>Satellite;</text> </level> <level label="5"> <text>Copper and fiber-optic transmission;</text> </level> <level label="6"> <text>Computer and computer-based technology;</text> </level> <level label="7"> <text>Video and audio laser and CD ROM discs;</text> </level> <level label="8"> <text>Video and audio tapes or other technologies; and</text> </level> <level label="9"> <text>Web-based resources and courses.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-902" title_number="7" title_name="Public Schools" subtitle_number="9" subtitle_name="Technology for Education"> <text>The General Assembly finds that:</text> <level label="1"> <text>Technology applications can propel the State’s school systems into immediate and dramatic reform, without which the State will not meet the very ambitious National Education Goals;</text> </level> <level label="2"> <text>Creative uses of technology can reshape the State’s outdated method of providing education and empower teachers to create an environment where students can be challenged through rigorous, rich classroom instruction at a pace that suits the learning style of each individual student;</text> </level> <level label="3"> <text>The acquisition and use of technology in education throughout the State has been enhanced by:</text> <level label="i"> <text>The increased exposure of students and teachers to the power of technology as a cost–effective tool to improve student learning and achievement;</text> </level> <level label="ii"> <text>The ability of the State and county boards to invest in and support needed technologies;</text> </level> <level label="iii"> <text>The increased networking infrastructure and Internet access in schools and in classrooms; and</text> </level> <level label="iv"> <text>The increased availability of technology–enhanced curriculum, staff development, and administrative support resources and services in the educational marketplace;</text> </level> </level> <level label="4"> <text>Advancements in technology offer new and interesting possibilities to promote new partnerships among teachers, students, parents, communities, and industry in the quest for knowledge and the process for learning;</text> </level> <level label="5"> <text>The use of technology will cultivate and maintain a technologically literate citizenry and internationally competitive workforce when used as an essential tool in the learning process;</text> </level> <level label="6"> <text>In support of the overall national technology policy, the State Department of Education and the Department of Commerce must assume a vital leadership and coordinating role in providing the State’s vision and strategy to infuse advanced technology throughout all educational programs;</text> </level> <level label="7"> <text>State support can ease the burden at the local level by enabling the acquisition of advanced technology, teacher training and support, Web–based distance–learning resources, and market development for new educational products;</text> </level> <level label="8"> <text>Continuing professional development for teachers and administrators requires constant access to the latest advancements in technology to keep teachers and administrators excited and knowledgeable about the unfolding opportunities for the classroom; and</text> </level> <level label="9"> <text>The increasing use of new technologies and telecommunications systems in business has increased the gap between schooling and workforce preparation.</text> </level> </section> <section article="ged" article_name="Education" number="7-903" title_number="7" title_name="Public Schools" subtitle_number="9" subtitle_name="Technology for Education"> <text>It is the purpose of this subtitle:</text> <level label="1"> <text>To offer incentives and opportunities for creative public and private partnerships within the marketplace to develop state–of–the–art educational technology products and services that promote the use of advanced technologies in the classroom;</text> </level> <level label="2"> <text>To avoid duplication and the development of incompatible systems by strengthening and building upon existing telecommunications infrastructure dedicated to educational purposes;</text> </level> <level label="3"> <text>To provide Maryland public school students with equal opportunities to develop a strong academic foundation;</text> </level> <level label="4"> <text>To facilitate expanded educational choices not otherwise available to Maryland public school students through online courses and services; and</text> </level> <level label="5"> <text>To expand professional development opportunities available to educational staff in Maryland public schools through online courses and services.</text> </level> </section> <section article="ged" article_name="Education" number="7-904" title_number="7" title_name="Public Schools" subtitle_number="9" subtitle_name="Technology for Education"> <level label="a"> <text>The State Superintendent may:</text> <level label="1"> <text>Procure and develop curriculum-based learning resources using state-of-the-art technologies and techniques designed to increase the achievement levels of all students in all subject areas;</text> </level> <level label="2"> <text>Procure and develop long-term comprehensive instructional programming and associated support resources that ensure maximum access by all educational institutions;</text> </level> <level label="3"> <text>Develop standards for teachers and other school system employees for the offering of courses or services on the Internet or through other developing technologies;</text> </level> <level label="4"> <text>Review courses and courseware to assure quality and alignment with the Maryland content standards and other appropriate standards;</text> </level> <level label="5"> <text>Track and issue periodic reports on the type and frequency of courses or services utilized by teachers and other professionals under this section; and</text> </level> <level label="6"> <text>Award grants to eligible private or public consortia to enable eligible consortia to develop state-of-the-art technology-enhanced instructional products, resources, and services for use in the classroom, including:</text> <level label="i"> <text>The development, production, and distribution of instructional programming for students;</text> </level> <level label="ii"> <text>Staff development programming for teachers; and</text> </level> <level label="iii"> <text>Incorporation of creative state-of-the-art applications of technology-enhanced learning resources, such as:</text> <level label="1"> <text>Computer software;</text> </level> <level label="2"> <text>Databases;</text> </level> <level label="3"> <text>Films;</text> </level> <level label="4"> <text>Transparencies;</text> </level> <level label="5"> <text>Multimedia video and audio discs;</text> </level> <level label="6"> <text>Telecommunications;</text> </level> <level label="7"> <text>Educational television;</text> </level> <level label="8"> <text>Print resources; and</text> </level> <level label="9"> <text>Web-based resources and courses.</text> </level> </level> </level> </level> <level label="b"> <text>In accordance with Subtitle 10A of this title, the State Superintendent shall award a grant for the implementation of a pilot program to introduce elementary age students to computer technology and train teachers to integrate that technology into their curriculum.</text> </level> </section> <section article="ged" article_name="Education" number="7-905" title_number="7" title_name="Public Schools" subtitle_number="9" subtitle_name="Technology for Education"> <text>In awarding grants under § 7-904(a) of this subtitle, the State Superintendent shall give priority to applications describing programs or systems that are developed:</text> <level label="1"> <text>For statewide application at a reasonable cost;</text> </level> <level label="2"> <text>In consultation with classroom teachers; and</text> </level> <level label="3"> <text>Through consultation and collaboration with appropriate educational entities to ensure relevance to State content standards and to other appropriate State standards.</text> </level> </section> <section article="ged" article_name="Education" number="7-906" title_number="7" title_name="Public Schools" subtitle_number="9" subtitle_name="Technology for Education"> <level label="a"> <text>Notwithstanding any other provision of law, any royalties or fees paid to any county board or to the Department as a result of assistance provided under this subtitle shall be used by the county board or Department for further development of curriculum-based learning resources authorized under this subtitle.</text> </level> <level label="b"> <level label="1"> <text>The State Superintendent shall allow an eligible consortium to receive a financial benefit from the distribution of programming assisted under this subtitle.</text> </level> <level label="2"> <text>An eligible consortium that receives a financial benefit shall use the benefit:</text> <level label="i"> <text>To support further development of curriculum-specific programming; and</text> </level> <level label="ii"> <text>To provide greater access to a wider audience of educational programming.</text> </level> </level> </level> </section> <section article="ged" article_name="Education" number="7-907" title_number="7" title_name="Public Schools" subtitle_number="9" subtitle_name="Technology for Education"> <level label="a"> <text>The State Superintendent and the Secretary of Commerce may provide assistance to an eligible consortium to enable the eligible consortium to establish, promote, advance, improve, and participate in projects for the purpose of encouraging the understanding and use of technology in connection with education.</text> </level> <level label="b"> <text>An eligible consortium assisted under subsection (a) of this section shall develop:</text> <level label="1"> <text>An interactive video, audio, and text communications database;</text> </level> <level label="2"> <text>Connectivity between elementary and secondary schools, colleges, and universities;</text> </level> <level label="3"> <text>A means to provide information to teachers, administrators, parents, and other interested community entities on State and local educational technology initiatives;</text> </level> <level label="4"> <text>A staff demonstration project; and</text> </level> <level label="5"> <text>A significant contribution and participation from business and industry, local government, teacher associations, administrator associations, regional high technology councils, and community leaders.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-908" title_number="7" title_name="Public Schools" subtitle_number="9" subtitle_name="Technology for Education"> <text>The State Superintendent, in collaboration with the Secretary of Commerce, may:</text> <level label="1"> <text>Provide direction and support for the conduct of research on advanced educational technologies;</text> </level> <level label="2"> <text>Provide support for long–term comprehensive educational applications of advanced high performance computer and communication technologies and video technologies in support of the core subjects of the National Education Goals;</text> </level> <level label="3"> <text>Ensure that high performance computing and telecommunications networks (or information highways) are developed with consideration to the needs of elementary and secondary education to facilitate educational uses, to provide access to classrooms and libraries in elementary and secondary schools, and to improve student learning; and</text> </level> <level label="4"> <text>Assess the effectiveness of technology in education programs.</text> </level> </section> <section article="ged" article_name="Education" number="7-909" title_number="7" title_name="Public Schools" subtitle_number="9" subtitle_name="Technology for Education"> <level label="a"> <text>The State Superintendent may award grants to or enter into contracts with eligible consortia for research projects intended to develop educational applications using advanced technologies.</text> </level> <level label="b"> <level label="1"> <text>To obtain a grant or a contract under this section, an eligible consortium shall submit to the State Superintendent an application at the time and in the form that the State Superintendent requires.</text> </level> <level label="2"> <text>The State Superintendent shall require an application submitted under paragraph (1) of this subsection clearly to define:</text> <level label="i"> <text>The scope and content of the subject matter of the research; and</text> </level> <level label="ii"> <text>The relevance of the advanced technology to the content for purposes of improving both the educational system and the State’s economic competitiveness.</text> </level> </level> </level> </section> <section article="ged" article_name="Education" number="7-910" future_version_removed="true" title_number="7" title_name="Public Schools" subtitle_number="9" subtitle_name="Technology for Education"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Digital tool” means:</text> <level label="i"> <text>An online platform;</text> </level> <level label="ii"> <text>An online course;</text> </level> <level label="iii"> <text>Information and communication technology services, including software and operating systems, that are directly connected to student instruction;</text> </level> <level label="iv"> <text>Digital content; or</text> </level> <level label="v"> <text>Other digital technologies not requiring sight in an equally effective and integrated manner.</text> </level> </level> <level label="3"> <level label="i"> <text>“Equivalent access” means the ability to receive, use, and manipulate information and operate controls necessary to access and use information technology, including by nonvisual means, so that a student with disabilities can access the same services as a student without disabilities with substantially equivalent ease of use.</text> </level> <level label="ii"> <text>“Equivalent access” includes:</text> <level label="1"> <text>Keyboard controls used for input and synthesized speech;</text> </level> <level label="2"> <text>Braille; and</text> </level> <level label="3"> <text>Other audible or tactile means used for output.</text> </level> </level> </level> <level label="4"> <text>“Nonvisual access” means the ability to receive, use, and manipulate information and operate controls necessary to access information and communications technology through keyboard controls, synthesized speech, braille, or other methods not requiring sight.</text> </level> </level> <level label="a–1"> <text>Beginning with the 2025–2026 school year through the 2027–2028 school year, this section does not apply to the procurement and use of a digital tool that utilizes artificial intelligence, as defined in § 3.5–801 of the State Finance and Procurement Article, to support student learning.</text> </level> <level label="b"> <level label="1"> <text>The State Superintendent and the Secretary of Disabilities jointly shall ensure that specifications used in all grants and procurement contracts for digital tools require equivalent access for students with disabilities, including blindness, in accordance with the technical standards for electronic and information technology issued under subsection (a)(2) of Section 508 of the federal Rehabilitation Act of 1973, 29 U.S.C. § 794d(a)(2).</text> </level> <level label="2"> <text>Specifications used in all grants and procurement contracts for digital tools shall give primary consideration to the pedagogical value of the digital tools.</text> </level> </level> <level label="c"> <level label="1"> <text>Invitations for bids, requests for proposals, procurement contracts, grants, or modifications to contracts or grants issued by the State or any local school system shall include notice of the equivalent access requirement whenever funds awarded may be used to develop or obtain digital tools.</text> </level> <level label="2"> <level label="i"> <text>Beginning September 1, 2023, an invitation for bids or request for proposals for a digital tool issued by the State Board or a local school system shall require a vendor to submit an accessibility conformance report that includes a Voluntary Product Accessibility Template.</text> </level> <level label="ii"> <text>The accessibility conformance report required in subparagraph (i) of this paragraph shall explain how information and communication technology products, including software, electronic content, and support documentation, conform to the most recent Section 508 standards for information technology accessibility under the federal Rehabilitation Act of 1973.</text> </level> </level> <level label="3"> <level label="i"> <text>A local school system shall establish a process to evaluate a digital tool being considered for development or purchase for conformity with the requirements of this section.</text> </level> <level label="ii"> <text>The evaluation process established under subparagraph (i) of this paragraph shall include evaluation of the digital tool for equivalent access and nonvisual access by an employee or a contractor of the local school system who:</text> <level label="1"> <text>Specializes in accessibility and Web Content Accessibility Guidelines; or</text> </level> <level label="2"> <text>Is a blindness specialist who is knowledgeable in accessibility.</text> </level> </level> </level> <level label="4"> <text>A procurement contract for a digital tool shall require a vendor to indemnify the State Board or a local school system for liability and costs arising from the failure of the digital tool to meet the requirements of this section.</text> </level> <level label="5"> <text>Except as provided in subsection (e)(2) of this section, the State Board or a local school system may not approve a procurement contract for a digital tool that fails to meet the requirements of this section.</text> </level> </level> <level label="d"> <text>The State and each local school system shall also ensure that the equivalent access standards are included in guidelines used for design specifications for and evaluation and selection of digital tools.</text> </level> <level label="e"> <level label="1"> <level label="i"> <text>Following an evaluation of digital tools, the State or local school system shall, from among digital tools that offer pedagogical value, prioritize the available product that best meets the specifications and has the greatest functionality for equivalent access for students with disabilities, including blindness.</text> </level> <level label="ii"> <text>Beginning October 1, 2024, following an evaluation of digital tools, a local school system shall select, from among the available products that offer pedagogical value, the available product that best meets the equivalent access standards and has the greatest functionality for equivalent access for students with disabilities, including blindness.</text> </level> </level> <level label="2"> <level label="i"> <text>If a local school system determines that a product that meets the equivalent access standards is not available, or if obtaining an available product would fundamentally alter the nature of the instructional activity or would result in an undue burden, the local school system shall notify the Department.</text> </level> <level label="ii"> <text>After the Department receives a notice under subparagraph (i) of this paragraph, the Department shall consult with the Department of Information Technology and the Department of Disabilities to determine how to proceed.</text> </level> <level label="iii"> <text>If, after the consultation process, the Department determines that there is an available product that meets the equivalent access standard, a local school system shall obtain that product.</text> </level> <level label="iv"> <text>If, after the consultation process, the Department determines that there is no available product that meets the equivalent access standards, a local school system may, with the Department’s approval, obtain a product that does not meet the equivalent access standards but provides the best equivalent functionality.</text> </level> </level> </level> <level label="f"> <level label="1"> <text>A digital tool developed or purchased by a county board for use by the local school system shall include specifications for access for students with disabilities, including nonvisual access, in accordance with the technical standards for electronic and information technology issued under:</text> <level label="i"> <text>Subsection (a)(2) of Section 508 of the federal Rehabilitation Act of 1973; or</text> </level> <level label="ii"> <text>Any other widely accepted and freely available technical standard.</text> </level> </level> <level label="2"> <text>A local school system shall provide a student with disabilities access to digital tools that:</text> <level label="i"> <text>Provide equivalent access to and are independently usable by a student with disabilities; and</text> </level> <level label="ii"> <text>Enable a student with disabilities to acquire the same information, participate in the same interactions, and access the same services as a student without disabilities, with substantially equivalent ease of use.</text> </level> </level> </level> <level label="g"> <level label="1"> <level label="i"> <text>If a local school system finds that a digital tool fails to meet the equivalent access standards under subsection (f) of this section, including nonvisual access, within 18 months after development or purchase of the digital tool, the local school system shall send a written notice to the vendor of the vendor’s failure to comply with the equivalent access standards required under the procurement contract.</text> </level> <level label="ii"> <text>On receipt of notice from a local school system under subparagraph (i) of this paragraph, a vendor, at the vendor’s expense, shall modify the digital tool to meet the required equivalent access standards within a time frame agreed on by the local school system and the vendor.</text> </level> </level> <level label="2"> <text>A vendor that fails to meet the equivalent access standards in accordance with paragraph (1)(ii) of this subsection:</text> <level label="i"> <text>Is subject to a civil penalty of:</text> <level label="1"> <text>For a first offense, a fine not exceeding $5,000; or</text> </level> <level label="2"> <text>For a subsequent offense, a fine not exceeding $10,000; and</text> </level> </level> <level label="ii"> <text>Shall indemnify the State Board or county board for liability resulting from the use of a digital tool that fails to meet the equivalent access standards under subsection (f) of this section, including nonvisual access.</text> </level> </level> </level> <level label="h"> <level label="1"> <text>If digital tools are provided to a student without a disability and not to a student with a disability, the State or local school system shall implement an alternative method of instruction, including use of other digital tools, if available, designed to enable a student with a disability to achieve the same instructional outcomes consistent with the student’s IEP Plan, as defined in § 8–408 of this article, or the student’s 504 Plan, as provided under the federal Rehabilitation Act of 1973.</text> </level> <level label="2"> <text>An online platform, online content, website, web service, webpage, educational resource product, or online curriculum developed or purchased by a county board that is made available to enrolled students of the local school system or online to the public shall comply with the most recent version of the World Wide Web Consortium’s Web Content Accessibility Guidelines.</text> </level> </level> <level label="i"> <level label="1"> <text>On or before October 1, 2023, and each October 1 thereafter, each local school system shall submit a report to the Department on the accessibility of the digital tools the local school system developed or purchased for use during the immediately preceding fiscal year.</text> </level> <level label="2"> <text>The Department shall compile the information received under paragraph (1) of this subsection and make the information available on the Department’s website, including the status of the accessibility of the digital tools used in each local school system.</text> </level> </level> <level label="j"> <text>The Department shall:</text> <level label="1"> <text>Monitor compliance with the requirements for accessibility of digital tools under COMAR 13A.06.05;</text> </level> <level label="2"> <text>Annually update the requirements for accessibility of digital tools under COMAR 13A.06.05; and</text> </level> <level label="3"> <text>On or before December 31 each year, report its findings to the Governor and, in accordance with § 2–1257 of the State Government Article, the General Assembly.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-9A-01" title_number="7" title_name="Public Schools" subtitle_number="9A" subtitle_name="Mdk12 Digital Library"> <text>In this subtitle, “digital content” means any online information subscription database and electronic resource applicable to the Maryland PreK–12 curriculum.</text> </section> <section article="ged" article_name="Education" number="7-9A-02" title_number="7" title_name="Public Schools" subtitle_number="9A" subtitle_name="Mdk12 Digital Library"> <text>The General Assembly finds that:</text> <level label="1"> <text>Technology applications can propel the State’s schools into immediate and dramatic reform without which the State will not meet the ambitious No Child Left Behind goals, the Department’s Strategic Plan, or the Department’s Technology Plan;</text> </level> <level label="2"> <text>Access to appropriate high quality digital content supports the preparation of the State’s students for the current and future workforce with the knowledge and skills necessary for the success of and the socioeconomic benefit to the State;</text> </level> <level label="3"> <text>Providing equitable access to digital content for the State’s students and educators helps to prepare students to pursue high–level careers in science, technology, engineering, and mathematics for the good of the State and the nation;</text> </level> <level label="4"> <text>Creative uses of technology can provide an environment where students are challenged through rigorous, relevant learning experiences that address the learning styles of each student; and</text> </level> <level label="5"> <text>There is a need to provide equitable access to high quality digital content across districts and schools through the Internet and through developing technologies.</text> </level> </section> <section article="ged" article_name="Education" number="7-9A-03" title_number="7" title_name="Public Schools" subtitle_number="9A" subtitle_name="Mdk12 Digital Library"> <text>There is a MDK12 Digital Library in the Department.</text> </section> <section article="ged" article_name="Education" number="7-9A-04" title_number="7" title_name="Public Schools" subtitle_number="9A" subtitle_name="Mdk12 Digital Library"> <text>The purposes of the MDK12 Digital Library are to:</text> <level label="1"> <text>Provide equitable access to digital content for all Maryland K–12 students and educators;</text> </level> <level label="2"> <text>Improve school library programs with advanced digital technologies;</text> </level> <level label="3"> <text>Create fiscal efficiencies in the purchase of digital content through enhanced cooperation among schools and the Department; and</text> </level> <level label="4"> <text>Support effective teaching and learning by connecting digital content with the Maryland content standards, workforce development, and science, technology, engineering, and mathematics initiatives.</text> </level> </section> <section article="ged" article_name="Education" number="7-9A-05" title_number="7" title_name="Public Schools" subtitle_number="9A" subtitle_name="Mdk12 Digital Library"> <level label="a"> <level label="1"> <text>The MDK12 Digital Library is a purchasing consortium for the acquisition of digital content.</text> </level> <level label="2"> <level label="i"> <text>The MDK12 Digital Library shall be administered by a steering committee that consists of:</text> <level label="1"> <text>One representative from each member local school system;</text> </level> <level label="2"> <text>One representative from the Department; and</text> </level> <level label="3"> <text>One individual selected by member private nonprofit schools to represent all member private nonprofit schools.</text> </level> </level> <level label="ii"> <text>Each representative from each of the member local school systems shall be a school library administrator or the designee of a school library administrator.</text> </level> <level label="iii"> <text>The steering committee shall:</text> <level label="1"> <text>Establish criteria to evaluate and select digital content;</text> </level> <level label="2"> <text>Make a good faith estimate of the digital content that they intend to purchase under each bid and provide the estimate to the Department by the date requested;</text> </level> <level label="3"> <text>Collect and analyze usage data to report on program effectiveness and determine professional development requirements;</text> </level> <level label="4"> <text>Request and award bids for the purchase and distribution of digital content to acquire better pricing through volume purchases; and</text> </level> <level label="5"> <text>Identify vendors of digital content.</text> </level> </level> </level> <level label="3"> <text>Subject to paragraph (4) of this subsection, members of the MDK12 Digital Library may include the public school systems of the State and private nonprofit schools that are approved by the Department.</text> </level> <level label="4"> <text>The MDK12 Digital Library members shall agree to:</text> <level label="i"> <text>Report digital content usage data to the steering committee;</text> </level> <level label="ii"> <text>Solely utilize the pricing agreements established by the steering committee;</text> </level> <level label="iii"> <text>Not place independent orders with identified vendors for prices less than those negotiated by the steering committee; and</text> </level> <level label="iv"> <text>Notify the steering committee and the Department if a vendor verbally or by writing offers a better price than that negotiated by the steering committee.</text> </level> </level> </level> <level label="b"> <text>The State Board and the State Superintendent shall encourage local school systems and member private nonprofit schools to:</text> <level label="1"> <text>Provide professional development for school librarians and other educators to effectively use digital content in teaching and learning;</text> </level> <level label="2"> <text>Support student use of digital content through school libraries in collaboration with classroom and resource teachers;</text> </level> <level label="3"> <text>Promote the availability of digital content to students, educators, and parents; and</text> </level> <level label="4"> <text>Instruct students and educators how to access digital content.</text> </level> </level> <level label="c"> <text>The MDK12 Digital Library may develop programs to support all residents of the State in collaboration with the State Library Resource Center under § 23–201 of this article and the Maryland Digital Library under § 11–801 of this article.</text> </level> <level label="d"> <text>The Department shall employ one half–time position to coordinate the MDK12 Digital Library.</text> </level> <level label="e"> <text>On or before October 1 of each year, the MDK12 Digital Library Steering Committee shall submit a report regarding the financial status and operations of the MDK12 Digital Library during the prior fiscal year to the Department.</text> </level> </section> <section article="ged" article_name="Education" number="7-9B-01" title_number="7" title_name="Public Schools" subtitle_number="9B"> <level label="a"> <text>In this subtitle the following words have the meanings indicated.</text> </level> <level label="b"> <text>“Center” means the National Center for School Mental Health at the University of Maryland School of Medicine.</text> </level> <level label="c"> <text>“Guide” means the youth–centric technology and social media resource guide.</text> </level> <level label="d"> <level label="1"> <text>“Youth–centric technology” means products, platforms, and software that is designed for use by children or that is frequently used by children.</text> </level> <level label="2"> <text>“Youth–centric technology” includes:</text> <level label="i"> <text>Social media platforms;</text> </level> <level label="ii"> <text>Online games;</text> </level> <level label="iii"> <text>Artificial intelligence products;</text> </level> <level label="iv"> <text>Nonalgorithm–driven virtual communication platforms;</text> </level> <level label="v"> <text>E–commerce platforms;</text> </level> <level label="vi"> <text>Smart phones;</text> </level> <level label="vii"> <text>Laptops; and</text> </level> <level label="viii"> <text>Any other product, service, or device an individual can use to communicate with other individuals through the Internet.</text> </level> </level> </level> </section> <section article="ged" article_name="Education" number="7-9B-02" title_number="7" title_name="Public Schools" subtitle_number="9B"> <level label="a"> <level label="1"> <text>Beginning in the 2027–2028 school year, the National Center for School Mental Health at the University of Maryland School of Medicine, in consultation with the Department, shall develop and publish a youth–centric technology and social media resource guide that meets the requirements under § 7–9B–03 of this subtitle.</text> </level> <level label="2"> <text>The guide shall cover commonly used youth–centric technology for:</text> <level label="i"> <text>Personal use by children; and</text> </level> <level label="ii"> <text>Delivering education to children.</text> </level> </level> <level label="3"> <text>The Center shall complete the guide before the 2027–2028 school year.</text> </level> <level label="4"> <text>The Center shall periodically update the guide.</text> </level> </level> <level label="b"> <text>The purpose of the guide is to provide:</text> <level label="1"> <text>Age–appropriate information and best practices for youth–centric technology that:</text> <level label="i"> <text>Encourages students and parents and guardians to understand how youth–centric technology and social media can be used and misused by developers and users; and</text> </level> <level label="ii"> <text>Promotes informed decision making when using youth–centric technology; and</text> </level> </level> <level label="2"> <text>Information and guidance on the safe use of youth–centric technology, including the Internet and social media by students in prekindergarten through grade 12.</text> </level> </level> <level label="c"> <level label="1"> <text>On or before September 1, 2026, the Center shall complete a needs assessment to assist in the development of the guide.</text> </level> <level label="2"> <text>The needs assessment shall include a review of:</text> <level label="i"> <text>Existing State and federal resources for contribution to the development of the guide;</text> </level> <level label="ii"> <text>Existing efforts to educate families on the impact of youth–centric technology and social media on the mental health of youth in the State; and</text> </level> <level label="iii"> <text>Gaps in the existing resources and education efforts.</text> </level> </level> </level> </section> <section article="ged" article_name="Education" number="7-9B-03" title_number="7" title_name="Public Schools" subtitle_number="9B"> <level label="a"> <level label="1"> <text>The guide developed under § 7–9B–02 of this subtitle shall include a service and product landscape review of youth–centric technology that contains:</text> <level label="i"> <text>The name of a specific product or service;</text> </level> <level label="ii"> <text>The purported function of the product or service;</text> </level> <level label="iii"> <text>Any privacy, safety, or security concerns with regard to whether and how data is captured, stored, or shared by the product or service;</text> </level> <level label="iv"> <text>Whether the product or service affects addictive qualities in a user and, if so, how;</text> </level> <level label="v"> <text>Ways in which a student in prekindergarten through grade 12 could access a specific product or service, including whether a specific product or service is available through a device provided by a public school;</text> </level> <level label="vi"> <text>Any information on the potential harmful impact on a user, including emotional, psychological, and physical impacts; and</text> </level> <level label="vii"> <text>Positive and negative impact potential on academic growth and learning.</text> </level> </level> <level label="2"> <text>If the Center finds a gap in available information relating to a specific youth–centered technology in the course of the landscape review, the Center shall make a reference to the lack of available information in the guide.</text> </level> </level> <level label="b"> <text>The guide may include other State, federal, nonprofit, or public resources.</text> </level> <level label="c"> <level label="1"> <text>The guide shall be written in plain English and clearly display contact information for the Center.</text> </level> <level label="2"> <text>On request, the Center shall provide translated copies of the guide.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-9B-04" title_number="7" title_name="Public Schools" subtitle_number="9B"> <text>Beginning with the 2027–2028 school year, on or before the first day of each school year, the guide shall be:</text> <level label="1"> <text>Posted on the websites of the Department and each county board; and</text> </level> <level label="2"> <text>Distributed to:</text> <level label="i"> <text>Each public school; and</text> </level> <level label="ii"> <text>The parent teacher organization for each public school.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-1001" title_number="7" title_name="Public Schools" subtitle_number="10" subtitle_name="Maryland Technology Academy"> <level label="a"> <text>There is a Maryland Technology Academy in the Department.</text> </level> <level label="b"> <text>The purpose of the Academy is to:</text> <level label="1"> <text>Provide intensive learning opportunities for teachers in the State each year on how to use technology to significantly impact student learning; and</text> </level> <level label="2"> <text>Promote the overall improvement of public schools in the State.</text> </level> </level> <level label="c"> <text>Under the direction and supervision of the Department, the Academy shall arrange for the conducting of 3- to 5-week summer sessions each year for elementary, middle, and high school teachers in the State.</text> </level> <level label="d"> <text>The summer sessions shall utilize an intensive curriculum in technology that is structured in such a manner to require the participating teachers to:</text> <level label="1"> <text>Examine and discuss technological research and engage in practicing the use of technology in the classroom and school setting;</text> </level> <level label="2"> <text>Participate in and critique demonstrations of the use of technology;</text> </level> <level label="3"> <text>Prepare and present a technology-based project in an area of interest; and</text> </level> <level label="4"> <text>Develop an understanding and knowledge of how to collect and analyze student data to determine effective uses of technology and how the use of technology impacts student learning.</text> </level> </level> <level label="e"> <text>The Academy shall organize the summer sessions on the basis of:</text> <level label="1"> <text>Creating participant teams of elementary, middle, and high school teachers as well as instructors from colleges of education; and</text> </level> <level label="2"> <text>Utilizing instructors from institutions of higher education as well as teacher experts, national experts, and outside consultants.</text> </level> </level> <level label="f"> <text>The Academy shall provide opportunities for teachers, after their completion of a summer session, to continue to learn about the uses and impact of technology in the classroom through the establishment of appropriate conferences, study groups, distance-learning activities, and peer coaching sessions.</text> </level> <level label="g"> <text>The Department shall establish guidelines for the application and selection of participants in the Academy and any other appropriate matter to implement the provisions of this subtitle.</text> </level> <level label="h"> <text>Funds for the Academy shall be as provided in the annual budget of the Department.</text> </level> </section> <section article="ged" article_name="Education" number="7-1002" title_number="7" title_name="Public Schools" subtitle_number="10" subtitle_name="Maryland Technology Academy"> <level label="a"> <text>The Department shall provide Maryland virtual learning opportunities that include:</text> <level label="1"> <text>Offering a distance–learning program to provide Maryland public school students with equal opportunities to develop a strong academic foundation;</text> </level> <level label="2"> <text>Offering expanded educational choices not otherwise available to students through online courses and services; and</text> </level> <level label="3"> <text>Expanding the professional development opportunities available to educational staff in Maryland public schools through online courses and services.</text> </level> </level> <level label="b"> <level label="1"> <level label="i"> <text>A county board may request that the Department develop or review and approve online courses and services under paragraph (2) of this subsection.</text> </level> <level label="ii"> <text>Within 15 days after the receipt of a request under subparagraph (i) of this paragraph, the Department shall determine whether the development or review and approval of the online courses and services shall be delegated to a county board under paragraph (2)(ii) of this subsection.</text> </level> <level label="iii"> <text>If the Department does not delegate the development or review and approval of the online courses and services to a county board, the Department shall develop or review and approve online courses and services under paragraph (2) of this subsection within 120 days after the receipt of a request made by a county board under subparagraph (i) of this paragraph.</text> </level> </level> <level label="2"> <level label="i"> <text>Subject to subparagraph (ii) of this paragraph, the Department shall:</text> <level label="1"> <level label="A"> <text>Develop online courses and services; or</text> </level> </level> <level label="B"> <text>Review and approve online courses and services;</text> </level> <level label="2"> <text>Develop standards for teachers and other school system employees for the offering of courses or services on the Internet or through other developing technologies; and</text> </level> <level label="3"> <text>Review courses and courseware to assure quality and alignment with the Maryland content standards and other appropriate standards.</text> </level> </level> <level label="ii"> <text>Subject to subparagraph (v) of this paragraph, the Department may delegate the authority to develop or review and approve online courses and services to a county board.</text> </level> <level label="iii"> <text>If the Department delegates the authority to develop or review and approve online courses and services to a county board, the county board may impose reasonable fees to be paid by the vendor to cover the cost of reviewing and approving online courses and services.</text> </level> <level label="iv"> <text>A county board shall remit 15% of the fees collected under subparagraph (iii) of this paragraph to the Department.</text> </level> <level label="v"> <level label="1"> <text>A county board shall request approval of the online course from the Department when the county board has completed the development or review and approval of online courses and services.</text> </level> <level label="2"> <text>Within 45 days after a request under subsubparagraph 1 of this subparagraph, the Department shall approve or disapprove the online course based on criteria and guidelines developed by the Department.</text> </level> </level> </level> <level label="3"> <level label="i"> <text>The development, review, and approval of an online course or service conducted under this subsection shall include an assessment regarding the accessibility of the online course or service to individuals with disabilities, including the blind.</text> </level> <level label="ii"> <text>The Department may contract with a third party to:</text> <level label="1"> <text>Develop an assessment regarding accessibility required under subparagraph (i) of this paragraph; or</text> </level> <level label="2"> <text>Conduct an assessment of course accessibility required under subparagraph (i) of this paragraph that will determine the approval or denial status of the course and provide feedback to the course provider.</text> </level> </level> </level> </level> <level label="c"> <level label="1"> <text>There is a Maryland Virtual Learning Opportunities Fund.</text> </level> <level label="2"> <text>The State Board may set reasonable fees for:</text> <level label="i"> <text>Developing or reviewing online courses and services;</text> </level> <level label="ii"> <text>Processing approvals for online courses and services;</text> </level> <level label="iii"> <text>Developing an assessment regarding the accessibility of an online course or service to individuals with disabilities, including the blind; and</text> </level> <level label="iv"> <text>Assessing an online course for its accessibility to individuals with disabilities, including the blind.</text> </level> </level> <level label="3"> <text>The fees charged shall be set so as to produce funds to support maintenance of Maryland virtual learning opportunities.</text> </level> <level label="4"> <text>The State Board shall pay all funds collected under this subtitle to the Comptroller of the State.</text> </level> <level label="5"> <text>The Comptroller shall distribute the fees to the Maryland Virtual Learning Opportunities Fund.</text> </level> <level label="6"> <text>The Fund is a continuing, nonlapsing fund not subject to § 7–302 of the State Finance and Procurement Article.</text> </level> <level label="7"> <text>Any unspent portions of the Fund may not be transferred or revert to the General Fund of the State, but shall remain in the Fund to be used for the purposes specified in this subtitle.</text> </level> <level label="8"> <text>The Legislative Auditor shall audit the accounts and transactions of the Fund as provided in § 2–1220 of the State Government Article.</text> </level> </level> <level label="d"> <text>The State Board may adopt regulations to implement the provisions of this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-10A-01" title_number="7" title_name="Public Schools" subtitle_number="10A" subtitle_name="Educational Technology Pilot Program"> <level label="a"> <text>In this subtitle the following words have the meanings indicated.</text> </level> <level label="b"> <text>“Pilot program” means the Educational Technology Pilot Program.</text> </level> <level label="c"> <text>“Program provider” means a nonprofit organization that, as determined by the State Superintendent:</text> <level label="1"> <text>Exclusively focuses on the improvement of performance management and the use of technology for other nonprofit organizations and schools;</text> </level> <level label="2"> <text>Has demonstrated experience in providing a range of assistance to nonprofit community-based organizations and schools including:</text> <level label="i"> <text>Assessing performance and the use of technology;</text> </level> <level label="ii"> <text>Developing recommendations to improve performance and the use of technology; and</text> </level> <level label="iii"> <text>Implementing those recommendations;</text> </level> </level> <level label="3"> <text>Has demonstrated the ability to identify areas for program improvement related to the use of technology in classrooms and by administrators;</text> </level> <level label="4"> <text>Has demonstrated the ability to develop an implementation plan for recommended improvements;</text> </level> <level label="5"> <text>Has demonstrated the ability to assist with and provide on-site, hands-on guidance with the implementation of the recommendations; and</text> </level> <level label="6"> <text>Has demonstrated the ability to create an on-line community that allows teachers, parents, policymakers, and other stakeholders to communicate and provide support during and following the assessment and implementation process.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-10A-02" title_number="7" title_name="Public Schools" subtitle_number="10A" subtitle_name="Educational Technology Pilot Program"> <text>There is an Educational Technology Pilot Program in the Department.</text> </section> <section article="ged" article_name="Education" number="7-10A-03" title_number="7" title_name="Public Schools" subtitle_number="10A" subtitle_name="Educational Technology Pilot Program"> <text>The purpose of the pilot program is to introduce elementary age students to computer technology and train teachers to integrate such technology into their curriculum.</text> </section> <section article="ged" article_name="Education" number="7-10A-04" title_number="7" title_name="Public Schools" subtitle_number="10A" subtitle_name="Educational Technology Pilot Program"> <text>In accordance with § 7-10A-05 of this subtitle, the State Superintendent and program providers, chosen by the State Superintendent, shall develop a plan to implement the pilot program in two elementary schools in the following school systems:</text> <level label="1"> <text>Baltimore City;</text> </level> <level label="2"> <text>Dorchester County;</text> </level> <level label="3"> <text>Prince George’s County;</text> </level> <level label="4"> <text>Somerset County; and</text> </level> <level label="5"> <text>St. Mary’s County.</text> </level> </section> <section article="ged" article_name="Education" number="7-10A-05" title_number="7" title_name="Public Schools" subtitle_number="10A" subtitle_name="Educational Technology Pilot Program"> <text>The plan to implement the pilot program shall:</text> <level label="1"> <text>Provide a useful educational medium for students in the pilot program;</text> </level> <level label="2"> <text>Be capable of being implemented at a reasonable cost;</text> </level> <level label="3"> <text>Encourage and develop students’ familiarity with computer technology and train teachers to integrate such technology into their curriculum;</text> </level> <level label="4"> <text>Add to the increased performance of the students participating in the program; and</text> </level> <level label="5"> <text>Provide performance indicators that illustrate how teachers’ familiarity with technology and teaching resources within the pilot program have increased.</text> </level> </section> <section article="ged" article_name="Education" number="7-10A-06" title_number="7" title_name="Public Schools" subtitle_number="10A" subtitle_name="Educational Technology Pilot Program"> <text>On approval of the plan to implement the pilot program into a school system, the State Superintendent shall provide a grant to the county board of the school system in which the pilot program will be implemented.</text> </section> <section article="ged" article_name="Education" number="7-10A-07" title_number="7" title_name="Public Schools" subtitle_number="10A" subtitle_name="Educational Technology Pilot Program"> <text>Funding for the State Superintendent to carry out the provisions of this subtitle shall be as provided in the State budget.</text> </section> <section article="ged" article_name="Education" number="7-10A-08" title_number="7" title_name="Public Schools" subtitle_number="10A" subtitle_name="Educational Technology Pilot Program"> <text>In the counties in which the pilot program is implemented, each county board shall issue a report on the status of, and the benefits accrued from, the pilot program, to the Governor and, in accordance with § 2-1257 of the State Government Article, to the General Assembly within 2 years from the date the State Superintendent awards a grant to the county board under this subtitle.</text> </section> <section article="ged" article_name="Education" number="7-1101" title_number="7" title_name="Public Schools" subtitle_number="11" subtitle_name="Student Behavior Intervention"> <level label="a"> <text>In this subtitle the following terms have the meanings indicated.</text> </level> <level label="b"> <text>“Behavior intervention plan” means a proactive plan designed to address problem behavior exhibited by a student in the educational setting through the use of positive behavioral interventions, strategies, and supports.</text> </level> <level label="c"> <text>“Nonpublic school” means a school that receives funds from the Department for the purpose of providing special education and related services to students with disabilities.</text> </level> <level label="d"> <level label="1"> <text>“Physical restraint” means a personal restriction that immobilizes a student or reduces the ability of a student to move their torso, arms, legs, or head freely that occurs during school hours.</text> </level> <level label="2"> <text>“Physical restraint” does not include:</text> <level label="i"> <text>Briefly holding a student in order to calm or comfort the student;</text> </level> <level label="ii"> <text>Holding a student’s hand or arm to escort the student safely from one area to another;</text> </level> <level label="iii"> <text>Moving a disruptive student who is unwilling to leave the area when other methods such as counseling have been unsuccessful; or</text> </level> <level label="iv"> <text>Breaking up a fight in the school building or on school grounds.</text> </level> </level> </level> <level label="e"> <text>“Public agency” means the Department, a local school system, the Maryland School for the Deaf, the Maryland School for the Blind, or the Juvenile Services Education Program.</text> </level> <level label="f"> <level label="1"> <text>“Seclusion” means the confinement of a student alone in a room, an enclosure, or any other space from which the student is physically prevented from leaving during school hours.</text> </level> <level label="2"> <text>“Seclusion” does not include a behavior intervention plan of separating a student by placing the student:</text> <level label="i"> <text>Into a nonlocked room from which the student is allowed to leave; or</text> </level> <level label="ii"> <text>Within a separate location in a classroom from which the student is not physically prevented from leaving.</text> </level> </level> </level> <level label="g"> <text>“Trauma–informed intervention” means an approach to behavior intervention that is informed by the recognition that the experience of trauma, including the experience of violence, abuse, neglect, disaster, terrorism, and war, may have a significant impact on an individual’s physical and emotional health and ability to function.</text> </level> </section> <section article="ged" article_name="Education" number="7-1102" title_number="7" title_name="Public Schools" subtitle_number="11" subtitle_name="Student Behavior Intervention"> <level label="a"> <text>This section does not apply to the Juvenile Services Education Program.</text> </level> <level label="b"> <text>A public agency may not use seclusion as a behavioral health intervention for a student.</text> </level> <level label="c"> <text>Neither a public agency nor a nonpublic school may use physical restraint on a student as a behavioral health intervention unless:</text> <level label="1"> <text>Physical restraint is necessary to protect the student or another individual from imminent serious physical harm; and</text> </level> <level label="2"> <text>Other, less intrusive, nonphysical interventions have failed or been demonstrated to be inappropriate for the student.</text> </level> </level> <level label="d"> <level label="1"> <text>A nonpublic school may not use seclusion as a behavioral health intervention for a student unless:</text> <level label="i"> <text>Seclusion is necessary to protect the student or another individual from imminent serious physical harm;</text> </level> <level label="ii"> <text>Other, less intrusive interventions have failed or been demonstrated to be inappropriate for the student;</text> </level> <level label="iii"> <text>A health care practitioner who qualifies under subsection (e) of this section is on site and is directly observing the student during the seclusion;</text> </level> <level label="iv"> <text>The health care practitioner concludes that seclusion is not contraindicated for the physical, psychological, or psychosocial health of the student;</text> </level> <level label="v"> <text>If the door to the room in which the student is being secluded has a locking mechanism, the locking mechanism is engaged only if held in place by an individual or, if operated electronically, automatically releases in the case of an active fire alarm; and</text> </level> <level label="vi"> <text>The period of seclusion lasts the lesser of:</text> <level label="1"> <text>30 minutes; or</text> </level> <level label="2"> <text>A point in time during which the student no longer poses a threat of imminent serious physical harm.</text> </level> </level> </level> <level label="2"> <level label="i"> <text>For a student who has an individualized education program and is placed in seclusion, the individualized education program team, in consultation with the health care practitioner who observed the seclusion, shall review the student’s physical, psychological, and psychosocial health history to determine whether seclusion is contraindicated for the student.</text> </level> <level label="ii"> <text>A determination under this paragraph shall be made:</text> <level label="1"> <text>At each annual review of the student’s individualized education program; and</text> </level> <level label="2"> <text>Within 10 days of a student’s placement being changed.</text> </level> </level> </level> <level label="3"> <level label="i"> <text>If a student’s behavior is adversely affected after being placed in seclusion, the nonpublic school shall convene a pupil personnel meeting on an expedited basis or at the earliest opportunity to discuss alternative behavioral health treatments.</text> </level> <level label="ii"> <text>If the behavior of a student with an individualized education program is adversely affected after being placed in seclusion, the student’s individualized education program team shall convene a meeting on an expedited basis or at the earliest opportunity to discuss alternative behavioral health treatments.</text> </level> </level> </level> <level label="e"> <text>Before a health care practitioner may use seclusion as a behavioral health intervention for a student in a nonpublic school, the health care practitioner shall:</text> <level label="1"> <level label="i"> <text>Be a physician, licensed to practice under Title 14 of the Health Occupations Article;</text> </level> <level label="ii"> <text>Be a psychologist, licensed to practice under Title 18 of the Health Occupations Article;</text> </level> <level label="iii"> <text>Be a clinical social worker, licensed to practice under Title 19 of the Health Occupations Article;</text> </level> <level label="iv"> <text>Be a registered nurse, licensed to practice under Title 8 of the Health Occupations Article; or</text> </level> <level label="v"> <text>Be a clinical professional counselor, licensed under Title 17 of the Health Occupations Article;</text> </level> </level> <level label="2"> <text>Have received training in all topics required under COMAR 13A.08.04.06, in effect on June 30, 2022; and</text> </level> <level label="3"> <text>Be clinically familiar with a student.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-1103" title_number="7" title_name="Public Schools" subtitle_number="11" subtitle_name="Student Behavior Intervention"> <level label="a"> <text>In this section, each incident during a behavioral health intervention in which a student is enclosed in a room, enclosure, or other space and prevented from leaving, shall be counted as a separate incident of seclusion regardless of the duration of the incident.</text> </level> <level label="b"> <level label="1"> <text>If a student enrolled in a public school is physically restrained 10 times or more in a school year, the public school shall provide notice to the Department and the local school system at the earliest opportunity, but not longer than 4 business days after the student’s 10th incident of physical restraint.</text> </level> <level label="2"> <text>If a student placed in a nonpublic school by the local school system is physically restrained or placed in seclusion 10 times or more in a school year, the nonpublic school shall provide notice to the Department and the local school system at the earliest opportunity, but not longer than 4 business days after the student’s 10th incident of physical restraint or seclusion.</text> </level> </level> <level label="c"> <text>On receipt of notice from a public school or nonpublic school under subsection (b) of this section, the local school system shall:</text> <level label="1"> <text>Review the student’s case, including the circumstances of each incident of physical restraint or seclusion;</text> </level> <level label="2"> <text>Assess the public school’s or nonpublic school’s pattern of behavioral health interventions to evaluate whether the public school or nonpublic school could use less restrictive behavioral health interventions; and</text> </level> <level label="3"> <text>Share the local school system’s recommendations with the Department and the public school or nonpublic school.</text> </level> </level> <level label="d"> <text>If a student enrolled in a public agency that is not a public school is physically restrained 10 times or more in a school year, the public agency shall provide notice to the Department at the earliest opportunity, but not longer than 4 business days after the student’s 10th incident of physical restraint.</text> </level> <level label="e"> <text>On receipt of notice from a public agency under subsection (d) of this section, the Department shall:</text> <level label="1"> <text>Review the student’s case, including the circumstances of each incident of physical restraint;</text> </level> <level label="2"> <text>Assess the public agency’s pattern of behavioral health interventions to evaluate whether the public agency could use less restrictive behavioral health interventions; and</text> </level> <level label="3"> <text>Share the Department’s recommendations with the public agency.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-1104" title_number="7" title_name="Public Schools" subtitle_number="11" subtitle_name="Student Behavior Intervention"> <level label="a"> <level label="1"> <text>On or before December 1 each year, each public agency and nonpublic school shall submit to the Department a report for the prior school year on:</text> <level label="i"> <text>The number of physical restraint incidents, disaggregated by the student’s jurisdiction, disability, race, gender, age, and type of placement;</text> </level> <level label="ii"> <text>The number of physical restraint incidents for each student who had at least one physical restraint or seclusion incident, disaggregated by jurisdiction, disability, race, gender, age, and type of placement;</text> </level> <level label="iii"> <text>For nonpublic schools, the number of seclusion incidents, disaggregated by the student’s jurisdiction, disability, race, gender, and age; and</text> </level> <level label="iv"> <text>For nonpublic schools, the number of seclusion incidents for each student who had at least one physical restraint or seclusion incident, disaggregated by jurisdiction, disability, race, gender, and age.</text> </level> </level> <level label="2"> <text>To determine the number of incidents for the report required under paragraph (1) of this subsection:</text> <level label="i"> <text>A seclusion incident shall be considered ended if at any point during the incident the student is no longer prevented from leaving or is removed from a room, an enclosure, or other space; and</text> </level> <level label="ii"> <text>If after a seclusion incident has ended in accordance with item (i) of this paragraph, the public agency or nonpublic school determines that it is necessary to place the student in seclusion again, the subsequent confinement of the student in a room, enclosure, or other space shall be considered a separate seclusion incident.</text> </level> </level> <level label="3"> <level label="i"> <text>The Department shall verify the accuracy of a report from any public agency or nonpublic school that reports no physical restraint or seclusion incidents under this subsection.</text> </level> <level label="ii"> <text>If the Department is unable to verify the accuracy of a report submitted by a public agency or nonpublic school, the Department shall make recommendations for improvements in data collection and positive behavioral interventions at the public agency or nonpublic school.</text> </level> </level> </level> <level label="b"> <text>On or before December 1 each year, each public agency and nonpublic school shall submit to the Department a report on steps taken to encourage positive behavioral interventions, including:</text> <level label="1"> <text>The professional development provided to designated school personnel related to positive behavioral interventions, strategies, and supports and trauma–informed interventions for the prior school year;</text> </level> <level label="2"> <text>For nonpublic schools, the policy changes made to further reduce the use of seclusion incidents during the prior school year; and</text> </level> <level label="3"> <text>The policy changes or new professional development opportunities designed to further increase positive behavioral interventions and reduce physical restraint or seclusion incidents in the upcoming school year.</text> </level> </level> <level label="c"> <text>Each nonpublic school shall:</text> <level label="1"> <text>Personally observe and review seclusion rooms;</text> </level> <level label="2"> <text>Review training plans for the use of seclusion; and</text> </level> <level label="3"> <text>Report to the Department regarding findings made under items (1) and (2) of this subsection.</text> </level> </level> <level label="d"> <level label="1"> <text>The Department shall:</text> <level label="i"> <text>Provide guidance to nonpublic schools regarding the requirements of the use of seclusion and rooms for seclusion;</text> </level> <level label="ii"> <text>Develop an accountability system to measure compliance by public agencies and nonpublic schools with COMAR 13A.08.04 and any other regulations adopted to implement this subtitle;</text> </level> <level label="iii"> <text>Analyze the data and information collected under this section to determine trends and patterns in behavioral interventions; and</text> </level> <level label="iv"> <text>Report to the General Assembly, in accordance with § 2–1257 of the State Government Article, regarding findings and recommendations reported to the Department under this section.</text> </level> </level> <level label="2"> <level label="i"> <text>In the report required under paragraph (1)(iv) of this subsection, the Department shall provide data for public agencies and nonpublic schools by school, subject to State and federal privacy laws.</text> </level> <level label="ii"> <text>The data provided under this paragraph shall be presented in a manner that accounts for variation in enrollment between schools.</text> </level> </level> <level label="3"> <text>Within 30 days of submitting the report required under paragraph (1)(iv) of this subsection, the Department shall publish the report on its website.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-1105" title_number="7" title_name="Public Schools" subtitle_number="11" subtitle_name="Student Behavior Intervention"> <text>Each public agency and nonpublic school shall develop policies and procedures in compliance with this subtitle and the regulations adopted by the Department.</text> </section> <section article="ged" article_name="Education" number="7-1106" title_number="7" title_name="Public Schools" subtitle_number="11" subtitle_name="Student Behavior Intervention"> <level label="a"> <text>A public agency and the local school system in which the public agency is located or a nonpublic school shall submit a systemic, evidence–based corrective action plan to the Department if the public agency or nonpublic school:</text> <level label="1"> <text>Fails to comply with any provision of this subtitle; or</text> </level> <level label="2"> <text>Reports to the Department that a student has been physically restrained or placed in seclusion 10 times or more in a school year under § 7–1103 of this subtitle.</text> </level> </level> <level label="b"> <text>The Department shall adopt regulations to implement the provisions of this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-1107" title_number="7" title_name="Public Schools" subtitle_number="11" subtitle_name="Student Behavior Intervention"> <level label="a"> <text>Subject to the requirements of this section, the State Superintendent shall, in consultation with representatives of institutions of higher education and the Professional Standards and Teacher Education Board under Title 6, Subtitle 7 of this article, adopt positive behavioral intervention training requirements for teachers, administrators, behavioral health specialists, paraprofessionals, aides, and any other employees who interact routinely with students.</text> </level> <level label="b"> <text>Before adopting the training requirements under subsection (a) of this section, the State Superintendent shall identify any gaps in behavioral interventions, strategies, and supports.</text> </level> <level label="c"> <text>The training requirements adopted under subsection (a) of this section shall include positive behavioral interventions, strategies, and supports that:</text> <level label="1"> <text>Are evidence–based;</text> </level> <level label="2"> <text>Include trauma–informed interventions and strategies for de–escalation;</text> </level> <level label="3"> <text>Remedy any gaps identified under subsection (b) of this section; and</text> </level> <level label="4"> <text>Are consistent with professionally accepted practices and standards for persons entering the field of education.</text> </level> </level> <level label="d"> <level label="1"> <text>The training requirements adopted under subsection (a) of this section shall be the basis of a program of professional development that the State Superintendent shall share with school employees from public agencies and nonpublic schools.</text> </level> <level label="2"> <text>The State Superintendent shall issue guidance on best practices in implementing positive behavior intervention plans that are the basis for the professional development program.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-11A-01" title_number="7" title_name="Public Schools" subtitle_number="11A" subtitle_name="Student Elopement from School"> <level label="a"> <text>In this subtitle the following words have the meanings indicated.</text> </level> <level label="b"> <text>“Behavior intervention plan” has the meaning stated in § 7–1101 of this title.</text> </level> <level label="c"> <text>“Elopement” means the act of a student leaving the school campus without the permission of a school staff member who has responsibility for the student.</text> </level> <level label="d"> <text>“IEP” means an individualized education program as defined under the federal Individuals with Disabilities Education Act.</text> </level> <level label="e"> <text>“Nonpublic school” has the meaning stated in § 7–1101 of this title.</text> </level> <level label="f"> <text>“School” means:</text> <level label="1"> <text>A public elementary, middle, or high school;</text> </level> <level label="2"> <text>The Maryland School for the Blind;</text> </level> <level label="3"> <text>The Maryland School for the Deaf; and</text> </level> <level label="4"> <text>A nonpublic school.</text> </level> </level> <level label="g"> <text>“School campus” means the buildings and grounds of a school, including a playground.</text> </level> <level label="h"> <level label="1"> <text>“Wandering” means the act of a student leaving a classroom or area on the school campus, but not leaving the school campus, without the permission of a school staff member who has responsibility for the student.</text> </level> <level label="2"> <text>“Wandering” does not include a student leaving a classroom or area on the school campus under a flash pass or another standing arrangement that has been approved by a school administrator.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-11A-02" title_number="7" title_name="Public Schools" subtitle_number="11A" subtitle_name="Student Elopement from School"> <level label="a"> <text>Each time a student attempts or accomplishes an elopement, the school shall notify the student’s parent or guardian of the elopement incident on the same day as the elopement incident.</text> </level> <level label="b"> <text>At least one time each year, a school or a student’s IEP team shall review and address with relevant stakeholders a student’s wandering or elopement behavior in updating the student’s IEP or behavior intervention plan.</text> </level> </section> <section article="ged" article_name="Education" number="7-11A-03" title_number="7" title_name="Public Schools" subtitle_number="11A" subtitle_name="Student Elopement from School"> <text>A school shall develop policies and procedures to implement the requirements of this subtitle.</text> </section> <section article="ged" article_name="Education" number="7-1301" title_number="7" title_name="Public Schools" subtitle_number="13" subtitle_name="Interstate Compact on Educational Opportunity for Military Children"> <level label="a"> <text>The definitions in § 1–101 of this article do not apply to the Interstate Compact set forth in § 7–1303 of this subtitle.</text> </level> <level label="b"> <text>In the Interstate Compact set forth in § 7–1303 of this subtitle, unless the context clearly requires otherwise, “article”, “section”, and “subsection” mean an article, section, and subsection, respectively, of the Interstate Compact.</text> </level> </section> <section article="ged" article_name="Education" number="7-1302" title_number="7" title_name="Public Schools" subtitle_number="13" subtitle_name="Interstate Compact on Educational Opportunity for Military Children"> <text>On behalf of this State, the Governor shall execute, with the other member states, the Interstate Compact substantially as it appears in § 7–1303 of this subtitle.</text> </section> <section article="ged" article_name="Education" number="7-1303" title_number="7" title_name="Public Schools" subtitle_number="13" subtitle_name="Interstate Compact on Educational Opportunity for Military Children"> <text>The State of Maryland and other states, hereinafter “member states”, hereby enter into an Interstate Compact, as set forth below, for the purpose of facilitating the timely enrollment and transfer of children of military families in elementary and secondary schools due to the frequent movement and deployment of their parents. This Interstate Compact shall be known and may be cited as the Interstate Compact on Educational Opportunity for Military Children.</text> <text>ARTICLE I</text> <text>PURPOSE</text> <text>It is the purpose of this Compact to remove barriers to educational success imposed on children of military families because of frequent moves and deployment of their parents by:</text> <level label="A"> <text>Facilitating the timely enrollment of children of military families and ensuring that they are not placed at a disadvantage due to difficulty in the transfer of education records from the previous school district or variations in entrance or age requirements;</text> </level> <level label="B"> <text>Facilitating the student placement process through which children of military families are not disadvantaged by variations in attendance requirements, scheduling, sequencing, grading, course content, or assessment;</text> </level> <level label="C"> <text>Facilitating the qualification and eligibility for enrollment, educational programs, and participation in extracurricular academic, athletic, and social activities;</text> </level> <level label="D"> <text>Facilitating the on–time graduation of children of military families;</text> </level> <level label="E"> <text>Providing for the promulgation and enforcement of administrative rules implementing the provisions of this Compact;</text> </level> <level label="F"> <text>Providing for the uniform collection and sharing of information between and among member states, schools, and military families under this Compact;</text> </level> <level label="G"> <text>Promoting coordination between this Compact and other compacts affecting military children; and</text> </level> <level label="H"> <text>Promoting flexibility and cooperation between the educational system, parents, and the student in order to achieve educational success for the student.</text> <text>ARTICLE II</text> <text>DEFINITIONS</text> <text>As used in this Compact, unless the context clearly requires a different construction:</text> </level> <level label="A"> <text>“Active duty” means full–time duty status in the active uniformed service of the United States, including members of the National Guard and Reserve on active duty orders pursuant to 10 U.S.C. Chapters 1209 and 1211;</text> </level> <level label="B"> <text>“Children of military families” means school–aged children, enrolled in kindergarten through 12th grade, in the household of an active duty member;</text> </level> <level label="C"> <text>“Compact commissioner” means the voting representative of each compacting state appointed pursuant to Article VIII of this Compact;</text> </level> <level label="D"> <text>“Deployment” means the period 1 month prior to the service members’ departure from their home station on military orders through 6 months after return to their home station;</text> </level> <level label="E"> <text>“Educational records” means those official records, files, and data directly related to a student and maintained by the school or local education agency, including but not limited to records encompassing all the material kept in the student’s cumulative folder such as general identifying data, records of attendance and of academic work completed, records of achievement and results of evaluative tests, health data, disciplinary status, test protocols, and individualized education programs;</text> </level> <level label="F"> <text>“Extracurricular activities” means a voluntary activity sponsored by the school or local education agency or an organization sanctioned by the local education agency. Extracurricular activities include, but are not limited to, preparation for and involvement in public performances, contests, athletic competitions, demonstrations, displays, and club activities;</text> </level> <level label="G"> <text>“Interstate Commission on Educational Opportunity for Military Children” means the commission that is created under Article IX of this Compact, which is generally referred to as the Interstate Commission;</text> </level> <level label="H"> <text>“Local education agency” means a public authority legally constituted by the state as an administrative agency to provide control of and direction for kindergarten through 12th–grade public educational institutions;</text> </level> <level label="I"> <text>“Member state” means a state that has enacted this Compact;</text> </level> <level label="J"> <text>“Military installation” means a base, camp, post, 1 station, yard, center, home port facility for any ship, or other activity under the jurisdiction of the Department of Defense, including any leased facility that is located within any of the several states, the District of Columbia, the Commonwealth of Puerto Rico, the U.S. Virgin Islands, Guam, American Samoa, the Northern Marianas Islands, and any other U.S. territory. Such term does not include any facility used primarily for civil works, rivers, harbor projects, or flood control projects;</text> </level> <level label="K"> <text>“Nonmember state” means a state that has not enacted this Compact;</text> </level> <level label="L"> <text>“Receiving state” means the state to which a child of a military family is sent, brought, or caused to be sent or brought;</text> </level> <level label="M"> <text>“Rule” means a written statement by the Interstate Commission promulgated pursuant to Article XII of this Compact that is of general applicability, implements, interprets, or prescribes a policy or provision of the Compact, or an organizational, procedural, or practice requirement of the Interstate Commission, and has the force and effect of statutory law in a member state, and includes the amendment, repeal, or suspension of an existing rule;</text> </level> <level label="N"> <text>“Sending state” means the state from which a child of a military family is sent, brought, or caused to be sent or brought;</text> </level> <level label="O"> <text>“State” means a state of the United States, the District of Columbia, the Commonwealth of Puerto Rico, the U.S. Virgin Islands, Guam, American Samoa, the Northern Marianas Islands, and any other U.S. territory;</text> </level> <level label="P"> <text>“Student” means the child of a military family for whom the local education agency receives public funding and who is formally enrolled in kindergarten through 12th grade;</text> </level> <level label="Q"> <text>“Transition” means:</text> <level label="1"> <text>The formal and physical process of transferring from school to school; or</text> </level> <level label="2"> <text>The period of time in which a student moves from one school in the sending state to another school in the receiving state;</text> </level> </level> <level label="R"> <text>“Uniformed services” means the Army, Navy, Air Force, Marine Corps, Coast Guard as well as the Commissioned Corps of the National Oceanic and Atmospheric Administration, and public health services; and</text> </level> <level label="S"> <text>“Veteran” means a person who served in the uniformed services and who was discharged or released therefrom under conditions other than dishonorable.</text> <text>ARTICLE III</text> <text>APPLICABILITY</text> </level> <level label="A"> <text>Except as otherwise provided in Section B, this Compact shall apply to the children of:</text> <level label="1"> <text>Active duty members of the uniformed services as defined in this Compact, including members of the National Guard and Reserve on active duty orders pursuant to 10 U.S.C. Chapters 1209 and 1211;</text> </level> <level label="2"> <text>Members or veterans of the uniformed services who are severely injured and medically discharged or retired for a period of 1 year after medical discharge or retirement; and</text> </level> <level label="3"> <text>Members of the uniformed services who die on active duty or as a result of injuries sustained on active duty for a period of 1 year after death.</text> </level> </level> <level label="B"> <text>The provisions of this Interstate Compact shall only apply to local education agencies as defined in this Compact.</text> </level> <level label="C"> <text>The provisions of this Compact shall not apply to the children of:</text> <level label="1"> <text>Inactive members of the National Guard and military reserves;</text> </level> <level label="2"> <text>Members of the uniformed services now retired, except as provided in Section A;</text> </level> <level label="3"> <text>Veterans of the uniformed services, except as provided in Section A; and</text> </level> <level label="4"> <text>Other U.S. Department of Defense personnel and other federal agency civilian and contract employees not defined as active duty members of the uniformed services.</text> <text>ARTICLE IV</text> <text>EDUCATIONAL RECORDS AND ENROLLMENT</text> </level> </level> <level label="A"> <text>Unofficial or “hand–carried” educational records – In the event that official educational records cannot be released to the parents for the purpose of transfer, the custodian of the records in the sending state shall prepare and furnish to the parent a complete set of unofficial educational records containing uniform information as determined by the Interstate Commission. Upon receipt of the unofficial educational records by a school in the receiving state, the school shall enroll and appropriately place the student based on the information provided in the unofficial educational records pending validation by the official educational records as quickly as possible.</text> </level> <level label="B"> <text>Official educational records/transcripts – Simultaneous with the enrollment and conditional placement of the student, the school in the receiving state shall request the student’s official educational record from the school in the sending state. Upon receipt of this request, the school in the sending state will process and furnish the official educational records to the school in the receiving state within 10 days or within such time as is reasonably determined under the rules promulgated by the Interstate Commission.</text> </level> <level label="C"> <text>Immunizations – Compacting states shall give 30 days from the date of enrollment or within such time as is reasonably determined under the rules promulgated by the Interstate Commission, for students to obtain any immunization(s) required by the receiving state. For a series of immunizations, initial vaccinations must be obtained within 30 days or within such time as is reasonably determined under the rules promulgated by the Interstate Commission.</text> </level> <level label="D"> <text>Kindergarten and first–grade entrance age – Students shall be allowed to continue their enrollment at grade level in the receiving state commensurate with their grade level (including kindergarten) from a local education agency in the sending state at the time of transition, regardless of age. A student who has satisfactorily completed the prerequisite grade level in the local education agency in the sending state shall be eligible for enrollment in the next highest grade level in the receiving state, regardless of age. A student transferring after the start of the school year in the receiving state shall enter the school in the receiving state on the student’s validated level from an accredited school in the sending state.</text> <text>ARTICLE V</text> <text>PLACEMENT AND ATTENDANCE</text> </level> <level label="A"> <text>Course placement – When the student transfers before or during the school year, the receiving state school shall initially honor placement of the student in educational courses based on the student’s enrollment in the sending state school and/or educational assessments conducted at the school in the sending state if the courses are offered. Course placement includes but is not limited to honors, international baccalaureate, advanced placement, vocational, technical and career pathways courses. Continuing the student’s academic program from the previous school and promoting placement in academically and career challenging courses should be paramount when considering placement. This does not preclude the school in the receiving state from performing subsequent evaluations to ensure appropriate placement and continued enrollment of the student in the courses.</text> </level> <level label="B"> <text>Educational program placement – The receiving state school shall initially honor placement of the student in educational programs based on current educational assessments conducted at the school in the sending state or participation/placement in like programs in the sending state. Such programs include, but are not limited to:</text> <level label="1"> <text>Gifted and talented programs; and</text> </level> <level label="2"> <text>English as a second language (ESL).</text> <text>This does not preclude the school in the receiving state from performing subsequent evaluations to ensure appropriate placement of the student.</text> </level> </level> <level label="C"> <text>Special education services –</text> <level label="1"> <text>In compliance with the federal requirements of the Individuals with Disabilities Education Act (IDEA), 20 U.S.C.A. Section 1400 et seq., the receiving state shall initially provide comparable services to a student with disabilities based on the student’s current Individualized Education Program (IEP).</text> </level> <level label="2"> <text>In compliance with the requirements of Section 504 of the Rehabilitation Act, 29 U.S.C.A. Section 794, and with Title II of the Americans with Disabilities Act, 42 U.S.C.A. Sections 12131–12165, the receiving state shall make reasonable accommodations and modifications to address the needs of incoming students with disabilities, subject to an existing 504 or Title II Plan, to provide the student with equal access to education. This does not preclude the school in the receiving state from performing subsequent evaluations to ensure appropriate placement of the student.</text> </level> </level> <level label="D"> <text>Placement flexibility – Local education agency administrative officials shall have flexibility in waiving course/program prerequisites or other preconditions for placement in courses/programs offered under the jurisdiction of the local education agency.</text> </level> <level label="E"> <text>Absence as related to deployment activities – A student whose parent or legal guardian is an active duty member of the uniformed services, as defined by the Compact, and has been called to duty for, is on leave from, or immediately returned from deployment to a combat zone or combat support posting, shall be granted additional excused absences at the discretion of the local education agency superintendent to visit with his or her parent or legal guardian relative to such leave or deployment of the parent or guardian.</text> <text>ARTICLE VI</text> <text>ELIGIBILITY</text> </level> <level label="A"> <text>Eligibility for enrollment –</text> <level label="1"> <text>Special power of attorney relative to the guardianship of a child of a military family and executed under applicable law shall be sufficient for the purposes of enrollment and all other actions requiring parental participation and consent.</text> </level> <level label="2"> <text>A local education agency shall be prohibited from charging local tuition to a transitioning military child placed in the care of a noncustodial parent or other person standing in loco parentis who lives in a jurisdiction other than that of the custodial parent.</text> </level> <level label="3"> <text>A transitioning military child placed in the care of a noncustodial parent or other person standing in loco parentis who lives in a jurisdiction other than that of the custodial parent may continue to attend the school in which the child was enrolled while residing with the custodial parent.</text> </level> </level> <level label="B"> <text>Eligibility for extracurricular participation – State and local education agencies shall facilitate the opportunity for transitioning military children’s inclusion in extracurricular activities, regardless of application deadlines, to the extent they are otherwise qualified.</text> <text>ARTICLE VII</text> <text>GRADUATION</text> <text>In order to facilitate the on–time graduation of children of military families, states and local education agencies shall incorporate the following procedures:</text> </level> <level label="A"> <text>Waiver requirements – Local education agency administrative officials shall waive specific courses required for graduation if similar course work has been satisfactorily completed in another local education agency or shall provide reasonable justification for denial. Should a waiver not be granted to a student who would qualify to graduate from the sending school, the local education agency shall provide an alternative means of acquiring required course work so that graduation may occur on time;</text> </level> <level label="B"> <text>Exit exams –</text> <level label="1"> <text>States shall accept:</text> <text>i. Exit or end–of–course exams required for graduation from the sending state;</text> <text>ii. National norm–referenced achievement tests; or</text> <text>iii. Alternative testing, in lieu of testing requirements for graduation in the receiving state; and</text> </level> <level label="2"> <text>In the event the above alternatives cannot be accommodated by the receiving state for a student transferring in his or her senior year, then the provisions of Article VII, Section C shall apply; and</text> </level> </level> <level label="C"> <text>Transfers during senior year – Should a military student transferring at the beginning or during his or her senior year be ineligible to graduate from the receiving local education agency after all alternatives have been considered, the sending and receiving local education agencies shall ensure the receipt of a diploma from the sending local education agency if the student meets the graduation requirements of the sending local education agency. In the event that one of the states in question is not a member of this Compact, the member state shall use best efforts to facilitate the on–time graduation of the student in accordance with Sections A and B of this Article.</text> <text>ARTICLE VIII</text> <text>STATE COORDINATION</text> </level> <level label="A"> <text>Each member state shall, through the creation of a state council or use of an existing body or board, provide for the coordination among its agencies of government, local education agencies, and military installations concerning the state’s participation in and compliance with this Compact and Interstate Commission activities. While each member state may determine the membership of its own state council, its membership must include at least the State Superintendent of Schools, a superintendent of a school district with a high concentration of military children, a representative from a military installation, one representative each from the legislative and executive branches of government, and representatives of other offices and stakeholder groups the state council deems appropriate. A member state that does not have a school district deemed to contain a high concentration of military children may appoint a superintendent from another school district to represent local education agencies on the state council.</text> </level> <level label="B"> <level label="1"> <text>The state council of each member state shall appoint or designate a military family education liaison to assist military families and the state in facilitating the implementation of this Compact.</text> </level> <level label="2"> <text>In Maryland, the military family education liaison shall be located in the Maryland State Department of Education.</text> </level> </level> <level label="C"> <text>The Compact commissioner responsible for the administration and management of the state’s participation in the Compact shall be appointed by the Governor in consultation with the State Superintendent of Schools.</text> </level> <level label="D"> <text>The Compact commissioner and the military family education liaison designated herein shall be ex officio members of the state council, unless either is already a full voting member of the state council.</text> <text>ARTICLE IX</text> <text>INTERSTATE COMMISSION ON EDUCATIONAL OPPORTUNITY FOR MILITARY CHILDREN</text> </level> <level label="A"> <text>The member states hereby create the “Interstate Commission on Educational Opportunity for Military Children”. The activities of the Interstate Commission are the formation of public policy and are a discretionary state function.</text> </level> <level label="B"> <text>The Interstate Commission shall:</text> <level label="1"> <text>Be a body corporate and joint agency of the member states and shall have all the responsibilities, powers, and duties set forth herein, and such additional powers as may be conferred upon it by a subsequent concurrent action of the respective legislatures of the member states in accordance with the terms of this Compact; and</text> </level> <level label="2"> <text>Consist of one Interstate Commission voting representative from each member state who shall be that state’s Compact commissioner.</text> </level> </level> <level label="C"> <level label="1"> <text>Each member state represented at a meeting of the Interstate Commission is entitled to one vote.</text> </level> <level label="2"> <text>A majority of the total member states shall constitute a quorum for the transaction of business unless a larger quorum is required by the bylaws of the Interstate Commission.</text> </level> <level label="3"> <text>A representative shall not delegate a vote to another member state. In the event the Compact commissioner is unable to attend a meeting of the Interstate Commission, the Governor or state council may delegate voting authority to another person from their state for a specified meeting.</text> </level> <level label="4"> <text>The bylaws may provide for meetings of the Interstate Commission to be conducted by telecommunication or electronic communication.</text> </level> </level> <level label="D"> <text>The Interstate Commission shall:</text> <level label="1"> <text>Consist of ex officio, nonvoting representatives who are members of interested organizations. Such ex officio members, as defined in the bylaws, may include but not be limited to, members of the representative organizations of military family advocates, local education agency officials, parent and teacher groups, the U.S. Department of Defense, the Education Commission of the States, the Interstate Agreement on the Qualification of Educational Personnel, and other interstate compacts affecting the education of children of military members;</text> </level> <level label="2"> <text>Meet at least once each calendar year. The chairperson may call additional meetings and, upon the request of a simple majority of the member states, shall call additional meetings;</text> </level> <level label="3"> <text>Establish an executive committee, whose members shall include the officers of the Interstate Commission and such other members of the Interstate Commission as determined by the bylaws. Members of the executive committee shall serve a 1–year term. Members of the executive committee shall be entitled to one vote each. The executive committee shall have the power to act on behalf of the Interstate Commission, with the exception of rulemaking, during periods when the Interstate Commission is not in session. The executive committee shall oversee the day–to–day activities of the administration of the Compact including enforcement and compliance with the provisions of the Compact, its bylaws and rules, and other such duties as deemed necessary. The U.S. Department of Defense shall serve as an ex officio, nonvoting member of the executive committee;</text> </level> <level label="4"> <text>Establish bylaws and rules that provide for conditions and procedures under which the Interstate Commission shall make its information and official records available to the public for inspection or copying. The Interstate Commission may exempt from disclosure information or official records to the extent they would adversely affect personal privacy rights or proprietary interests;</text> </level> <level label="5"> <text>Give public notice of all meetings and all meetings shall be open to the public, except as set forth in the rules or as otherwise provided in the Compact. The Interstate Commission and its committees may close a meeting, or portion thereof, where it determines by two–thirds vote that an open meeting would be likely to:</text> <text>i. Relate solely to the Interstate Commission’s internal personnel practices and procedures;</text> <text>ii. Disclose matters specifically exempted from disclosure by federal and state statute;</text> <text>iii. Disclose trade secrets or commercial or financial information which is privileged or confidential;</text> <text>iv. Involve accusing a person of a crime or formally censuring a person;</text> <text>v. Disclose information of a personal nature where disclosure would constitute a clearly unwarranted invasion of personal privacy;</text> <text>vi. Disclose investigative records compiled for law enforcement purposes; or</text> <text>vii. Specifically relate to the Interstate Commission’s participation in a civil action or other legal proceeding;</text> </level> <level label="6"> <text>Cause its legal counsel or designee to certify that a meeting may be closed and shall reference each relevant exemptible provision for any meeting, or portion of a meeting, that is closed pursuant to this provision. The Interstate Commission shall keep minutes that shall fully and clearly describe all matters discussed in a meeting and shall provide a full and accurate summary of actions taken, and the reasons therefor, including a description of the views expressed and the record of a roll call vote. All documents considered in connection with an action shall be identified in such minutes. All minutes and documents of a closed meeting shall remain under seal, subject to release by a majority vote of the Interstate Commission;</text> </level> <level label="7"> <text>Collect standardized data when possible concerning the educational transition of the children of military families under this Compact as directed through its rules that shall specify the data to be collected, the means of collection, and data exchange and reporting requirements. Such methods of data collection, exchange, and reporting shall, in so far as is reasonably possible, conform to current technology and coordinate its information functions with the appropriate custodian of records as identified in the bylaws and rules; and</text> </level> <level label="8"> <text>Create a process that permits military officials, education officials, and parents to inform the Interstate Commission if and when there are alleged violations of the Compact or its rules or when issues subject to the jurisdiction of the Compact or its rules are not addressed by the state or local education agency. This section shall not be construed to create a private right of action against the Interstate Commission or any member state.</text> <text>ARTICLE X</text> <text>POWERS AND DUTIES OF THE INTERSTATE COMMISSION</text> <text>The Interstate Commission shall have the following powers:</text> </level> </level> <level label="A"> <text>To provide for dispute resolution among member states;</text> </level> <level label="B"> <text>To promulgate rules and take all necessary actions to effect the goals, purposes, and obligations as enumerated in this Compact. The rules shall have the force and effect of statutory law and shall be binding in the Compact states to the extent and in the manner provided in this Compact;</text> </level> <level label="C"> <text>To issue, upon request of a member state, advisory opinions concerning the meaning or interpretation of the Interstate Compact, its bylaws, rules, and actions;</text> </level> <level label="D"> <text>To enforce compliance with the Compact provisions, the rules promulgated by the Interstate Commission, and the bylaws, using all necessary and proper means, including but not limited to the use of judicial process;</text> </level> <level label="E"> <text>To establish and maintain offices that shall be located within one or more of the member states;</text> </level> <level label="F"> <text>To purchase and maintain insurance and bonds;</text> </level> <level label="G"> <text>To borrow, accept, hire, or contract for services of personnel;</text> </level> <level label="H"> <text>To establish and appoint committees, including but not limited to an executive committee as required by Article IX, Section D, that shall have the power to act on behalf of the Interstate Commission in carrying out its powers and duties hereunder;</text> </level> <level label="I"> <text>To elect or appoint such officers, attorneys, employees, agents, or consultants, and to fix their compensation, define their duties, determine their qualifications, and to establish the Interstate Commission’s personnel policies and programs relating to conflicts of interest, rates of compensation, and qualifications of personnel;</text> </level> <level label="J"> <text>To accept any and all donations and grants of money, equipment, supplies, materials, and services, and to receive, utilize, and dispose of them;</text> </level> <level label="K"> <text>To lease, purchase, accept contributions or donations of, or otherwise to own, hold, improve, or use any property, real, personal, or mixed;</text> </level> <level label="L"> <text>To sell, convey, mortgage, pledge, lease, exchange, abandon, or otherwise dispose of any property, real, personal, or mixed;</text> </level> <level label="M"> <text>To establish a budget and make expenditures;</text> </level> <level label="N"> <text>To adopt a seal and bylaws governing the management and operation of the Interstate Commission;</text> </level> <level label="O"> <text>To report annually to the legislatures, governors, judiciary, and state councils of the member states concerning the activities of the Interstate Commission during the preceding year. Such reports shall also include any recommendations that may have been adopted by the Interstate Commission;</text> </level> <level label="P"> <text>To coordinate education, training, and public awareness regarding the Compact, its implementation, and operation for officials and parents involved in such activity;</text> </level> <level label="Q"> <text>To establish uniform standards for the reporting, collecting, and exchanging of data;</text> </level> <level label="R"> <text>To maintain corporate books and records in accordance with the bylaws;</text> </level> <level label="S"> <text>To perform such functions as may be necessary or appropriate to achieve the purposes of this Compact; and</text> </level> <level label="T"> <text>To provide for the uniform collection and sharing of information between and among member states, schools, and military families under this Compact.</text> <text>ARTICLE XI</text> <text>ORGANIZATION AND OPERATION OF THE INTERSTATE COMMISSION</text> </level> <level label="A"> <text>The Interstate Commission shall, by a majority of the members present and voting, within 12 months after the first Interstate Commission meeting, adopt bylaws to govern its conduct as may be necessary or appropriate to carry out the purposes of the Compact, including but not limited to:</text> <level label="1"> <text>Establishing the fiscal year of the Interstate Commission;</text> </level> <level label="2"> <text>Establishing an executive committee and such other committees as may be necessary;</text> </level> <level label="3"> <text>Providing for the establishment of committees and for governing any general or specific delegation of authority or function of the Interstate Commission;</text> </level> <level label="4"> <text>Providing reasonable procedures for calling and conducting meetings of the Interstate Commission and ensuring reasonable notice of each such meeting;</text> </level> <level label="5"> <text>Establishing the titles and responsibilities of the officers and staff of the Interstate Commission;</text> </level> <level label="6"> <text>Providing a mechanism for concluding the operations of the Interstate Commission and the return of surplus funds that may exist upon the termination of the Compact after the payment and reserving of all of its debts and obligations; and</text> </level> <level label="7"> <text>Providing “start–up” rules for initial administration of the Compact.</text> </level> </level> <level label="B"> <text>The Interstate Commission shall, by a majority of the members, elect annually from among its members a chairperson, a vice–chairperson, and a treasurer, each of whom shall have such authority and duties as may be specified in the bylaws. The chairperson or, in the chairperson’s absence or disability, the vice–chairperson, shall preside at all meetings of the Interstate Commission. The officers so elected shall serve without compensation or remuneration from the Interstate Commission, provided that, subject to the availability of budgeted funds, the officers shall be reimbursed for ordinary and necessary costs and expenses incurred by them in the performance of their responsibilities as officers of the Interstate Commission.</text> </level> <level label="C"> <text>Executive Committee, Officers, and Personnel –</text> <level label="1"> <text>The executive committee shall have such authority and duties as may be set forth in the bylaws, including but not limited to:</text> <text>i. Managing the affairs of the Interstate Commission in a manner consistent with the bylaws and purposes of the Interstate Commission;</text> <text>ii. Overseeing an organizational structure within, and appropriate procedures for the Interstate Commission to provide for the creation of rules, operating procedures, and administrative and technical support functions; and</text> <text>iii. Planning, implementing, and coordinating communications and activities with other state, federal, and local government organizations in order to advance the goals of the Interstate Commission.</text> </level> <level label="2"> <text>The executive committee may, subject to the approval of the Interstate Commission, appoint or retain an executive director for such period, upon such terms and conditions and for such compensation, as the Interstate Commission may deem appropriate. The executive director shall serve as secretary to the Interstate Commission, but shall not be a member of the Interstate Commission. The executive director shall hire and supervise such other persons as may be authorized by the Interstate Commission.</text> </level> </level> <level label="D"> <text>The Interstate Commission’s executive director and its employees shall be immune from suit and liability, either personally or in their official capacity, for a claim for damage to or loss of property or personal injury or other civil liability caused or arising out of or relating to an actual or alleged act, error, or omission that occurred, or that such person had a reasonable basis for believing occurred, within the scope of Interstate Commission employment, duties, or responsibilities, provided that such person shall not be protected from suit or liability for damage, loss, injury, or liability caused by the intentional or willful and wanton misconduct of such person.</text> <level label="1"> <text>The liability of the Interstate Commission’s executive director and employees or Interstate Commission representatives, acting within the scope of such person’s employment or duties for acts, errors, or omissions occurring within such person’s state may not exceed the limits of liability set forth under the constitution and laws of that state for state officials, employees, and agents. The Interstate Commission is considered to be an instrumentality of the states for the purposes of any such action. Nothing in this subsection shall be construed to protect such person from suit or liability for damage, loss, injury, or liability caused by the intentional or willful and wanton misconduct of such person.</text> </level> <level label="2"> <text>The Interstate Commission shall defend the executive director and its employees and, subject to the approval of the Attorney General or other appropriate legal counsel of the member state represented by an Interstate Commission representative, shall defend such Interstate Commission representative in any civil action seeking to impose liability arising out of an actual or alleged act, error, or omission that occurred within the scope of Interstate Commission employment, duties, or responsibilities, or that the defendant had a reasonable basis for believing occurred within the scope of Interstate Commission employment, duties, or responsibilities, provided that the actual or alleged act, error, or omission did not result from intentional or willful and wanton misconduct on the part of such person.</text> </level> <level label="3"> <text>To the extent not covered by the state involved, member state, or the Interstate Commission, the representatives or employees of the Interstate Commission shall be held harmless in the amount of a settlement or judgment, including attorney’s fees and costs, obtained against such persons arising out of an actual or alleged act, error, or omission that occurred within the scope of Interstate Commission employment, duties, or responsibilities, or that such persons had a reasonable basis for believing occurred within the scope of Interstate Commission employment, duties, or responsibilities, provided that the actual or alleged act, error, or omission did not result from intentional or willful and wanton misconduct on the part of such persons.</text> <text>ARTICLE XII</text> <text>RULEMAKING FUNCTIONS OF THE INTERSTATE COMMISSION</text> </level> </level> <level label="A"> <text>Rulemaking Authority. The Interstate Commission shall promulgate reasonable rules in order to effectively and efficiently achieve the purposes of this Compact. Notwithstanding the foregoing, in the event the Interstate Commission exercises its rulemaking authority in a manner that is beyond the scope of the purposes of this Act, or the powers granted hereunder, then such an action by the Interstate Commission shall be invalid and have no force and effect.</text> </level> <level label="B"> <text>Rulemaking Procedure. Rules shall be made pursuant to a rulemaking process that substantially conforms to the “Model State Administrative Procedure Act” of 1981, Uniform Laws Annotated, Vol. 15, p.1 (2000), as amended, as may be appropriate to the operations of the Interstate Commission.</text> </level> <level label="C"> <text>Judicial Review. Not later than 30 days after a rule is promulgated, any person may file a petition for judicial review of the rule, provided that the filing of such a petition shall not stay or otherwise prevent the rule from becoming effective unless the court finds that the petitioner has a substantial likelihood of success. The court shall give deference to the actions of the Interstate Commission consistent with applicable law and shall not find the rule to be unlawful if the rule represents a reasonable exercise of the Interstate Commission’s authority.</text> </level> <level label="D"> <text>Rejection of Rules. If a majority of the legislatures of the compacting states rejects a rule by enactment of a statute or resolution in the same manner used to adopt the Compact, then such rule shall have no further force and effect in any compacting state.</text> <text>ARTICLE XIII</text> <text>OVERSIGHT, ENFORCEMENT, AND DISPUTE RESOLUTION</text> </level> <level label="A"> <text>Oversight.</text> <level label="1"> <text>The executive, legislative, and judicial branches of state government in each member state shall enforce this Compact and shall take all actions necessary and appropriate to effectuate the Compact’s purposes and intent. The provisions of this Compact and the rules promulgated hereunder shall have standing as statutory law.</text> </level> <level label="2"> <text>All courts shall take judicial notice of the Compact and the rules in any judicial or administrative proceeding in a member state pertaining to the subject matter of this Compact that may affect the powers, responsibilities, or actions of the Interstate Commission.</text> </level> <level label="3"> <text>The Interstate Commission shall be entitled to receive all service of process in any such proceeding and shall have standing to intervene in the proceeding for all purposes. Failure to provide service of process to the Interstate Commission shall render a judgment or order void as to the Interstate Commission, this Compact, or its promulgated rules.</text> </level> </level> <level label="B"> <text>Default, Technical Assistance, Suspension and Termination. If the Interstate Commission determines that a member state has defaulted in the performance of its obligations or responsibilities under this Compact or its bylaws or promulgated rules, the Interstate Commission shall:</text> <level label="1"> <text>Provide written notice to the defaulting state and other member states of the nature of the default, the means of curing the default, and any action taken by the Interstate Commission. The Interstate Commission shall specify the conditions by which the defaulting state must cure its default; and</text> </level> <level label="2"> <text>Provide remedial training and specific technical assistance regarding the default.</text> </level> </level> <level label="C"> <text>If the defaulting state fails to cure the default, the defaulting state shall be terminated from the Compact upon an affirmative vote of a majority of the member states and all rights, privileges, and benefits conferred by this Compact shall be terminated from the effective date of termination. A cure of the default does not relieve the offending state of obligations or liabilities incurred during the period of the default.</text> </level> <level label="D"> <text>Suspension or termination of membership in the Compact shall be imposed only after all other means of securing compliance have been exhausted. Notice of intent to suspend or terminate shall be given by the Interstate Commission to the Governor, the majority and minority leaders of the defaulting state’s legislature, and each of the member states.</text> </level> <level label="E"> <text>The state that has been suspended or terminated is responsible for all assessments, obligations, and liabilities incurred through the effective date of suspension or termination including obligations, the performance of which extends beyond the effective date of suspension or termination.</text> </level> <level label="F"> <text>The Interstate Commission shall not bear any costs relating to any state that has been found to be in default or that has been suspended or terminated from the Compact, unless otherwise mutually agreed upon in writing between the Interstate Commission and the defaulting state.</text> </level> <level label="G"> <text>The defaulting state may appeal the action of the Interstate Commission by petitioning the U.S. District Court for the District of Columbia or the federal district where the Interstate Commission has its principal offices. The prevailing party shall be awarded all costs of such litigation including reasonable attorney’s fees.</text> </level> <level label="H"> <text>Dispute Resolution.</text> <level label="1"> <text>The Interstate Commission shall attempt, upon the request of a member state, to resolve disputes that are subject to the Compact and that may arise among member states and between member and nonmember states.</text> </level> <level label="2"> <text>The Interstate Commission shall promulgate a rule providing for both mediation and binding dispute resolution for disputes as appropriate.</text> </level> </level> <level label="I"> <text>Enforcement.</text> <level label="1"> <text>The Interstate Commission, in the reasonable exercise of its discretion, shall enforce the provisions and rules of this Compact.</text> </level> <level label="2"> <text>The Interstate Commission may, by majority vote of the members, initiate legal action in the United States District Court for the District of Columbia or, at the discretion of the Interstate Commission, in the federal district where the Interstate Commission has its principal offices, to enforce compliance with the provisions of the Compact and its promulgated rules and bylaws, against a member state in default. The relief sought may include both injunctive relief and damages. In the event judicial enforcement is necessary the prevailing party shall be awarded all costs of such litigation including reasonable attorney’s fees.</text> </level> <level label="3"> <text>The remedies herein shall not be the exclusive remedies of the Interstate Commission. The Interstate Commission may avail itself of any other remedies available under state law or the regulation of a profession.</text> <text>ARTICLE XIV</text> <text>FINANCING OF THE INTERSTATE COMMISSION</text> </level> </level> <level label="A"> <text>The Interstate Commission shall pay, or provide for the payment of the reasonable expenses of its establishment, organization, and ongoing activities.</text> </level> <level label="B"> <text>The Interstate Commission may levy and collect an annual assessment from each member state to cover the cost of the operations and activities of the Interstate Commission and its staff that must be in a total amount sufficient to cover the Interstate Commission’s annual budget as approved each year. The aggregate annual assessment amount shall be allocated based upon a formula to be determined by the Interstate Commission, which shall promulgate a rule binding upon all member states.</text> </level> <level label="C"> <text>The Interstate Commission shall not incur obligations of any kind prior to securing the funds adequate to meet the same, nor shall the Interstate Commission pledge the credit of any of the member states, except by and with the authority of the member state.</text> </level> <level label="D"> <text>The Interstate Commission shall keep accurate accounts of all receipts and disbursements. The receipts and disbursements of the Interstate Commission shall be subject to the audit and accounting procedures established under its bylaws. However, all receipts and disbursements of funds handled by the Interstate Commission shall be audited yearly by a certified or licensed public accountant and the report of the audit shall be included in and become part of the annual report of the Interstate Commission.</text> <text>ARTICLE XV</text> <text>MEMBER STATES, EFFECTIVE DATE AND AMENDMENT</text> </level> <level label="A"> <text>Any state is eligible to become a member state.</text> </level> <level label="B"> <text>The Compact shall become effective and binding upon legislative enactment of the Compact into law by no less than ten of the states. The effective date shall be no earlier than December 1, 2007. Thereafter it shall become effective and binding as to any other member state upon enactment of the Compact into law by that state. The governors of nonmember states or their designees shall be invited to participate in the activities of the Interstate Commission on a nonvoting basis prior to adoption of the Compact by all states.</text> </level> <level label="C"> <text>The Interstate Commission may propose amendments to the Compact for enactment by the member states. No amendment shall become effective and binding upon the Interstate Commission and the member states unless and until it is enacted into law by unanimous consent of the member states.</text> <text>ARTICLE XVI</text> <text>WITHDRAWAL AND DISSOLUTION</text> </level> <level label="A"> <text>Withdrawal.</text> <level label="1"> <text>Once effective, the Compact shall continue in force and remain binding upon each and every member state, provided that a member state may withdraw from the Compact by specifically repealing the statute which enacted the Compact into law.</text> </level> <level label="2"> <text>Withdrawal from this Compact shall be by the enactment of a statute repealing the same, but shall not take effect until 1 year after the effective date of such statute and until written notice of the withdrawal has been given by the withdrawing state to the Governor of each other member jurisdiction.</text> </level> <level label="3"> <text>The withdrawing state shall immediately notify the chairperson of the Interstate Commission in writing upon the introduction of legislation repealing this Compact in the withdrawing state. The Interstate Commission shall notify the other member states of the withdrawing state’s intent to withdraw within 60 days of its receipt thereof.</text> </level> <level label="4"> <text>The withdrawing state is responsible for all assessments, obligations, and liabilities incurred through the effective date of withdrawal, including obligations the performance of which extend beyond the effective date of withdrawal.</text> </level> <level label="5"> <text>Reinstatement following withdrawal of a member state shall occur upon the withdrawing state reenacting the Compact or upon such later date as determined by the Interstate Commission.</text> </level> </level> <level label="B"> <text>Dissolution of Compact.</text> <level label="1"> <text>This Compact shall dissolve effective upon the date of the withdrawal or default of the member state which reduces the membership in the Compact to one member state.</text> </level> <level label="2"> <text>Upon the dissolution of this Compact, the Compact becomes null and void and shall be of no further force and effect, and the business and affairs of the Interstate Commission shall be concluded and surplus funds shall be distributed in accordance with the bylaws.</text> <text>ARTICLE XVII</text> <text>SEVERABILITY AND CONSTRUCTION</text> </level> </level> <level label="A"> <text>The provisions of this Compact shall be severable and, if any phrase, clause, sentence, or provision is deemed unenforceable, the remaining provisions of the Compact shall be enforceable.</text> </level> <level label="B"> <text>The provisions of this Compact shall be liberally construed to effectuate its purposes.</text> </level> <level label="C"> <text>Nothing in this Compact shall be construed to prohibit the applicability of other Interstate Compacts to which the states are members.</text> <text>ARTICLE XVIII</text> <text>BINDING EFFECT OF COMPACT AND OTHER LAWS</text> </level> <level label="A"> <text>Other Laws.</text> <level label="1"> <text>Nothing herein prevents the enforcement of any other law of a member state that is not inconsistent with this Compact.</text> </level> <level label="2"> <text>All member states’ laws conflicting with this Compact are superseded to the extent of the conflict.</text> </level> </level> <level label="B"> <text>Binding Effect of the Compact.</text> <level label="1"> <text>All lawful actions of the Interstate Commission, including all rules and bylaws promulgated by the Interstate Commission, are binding upon the member states.</text> </level> <level label="2"> <text>All agreements between the Interstate Commission and the member states are binding in accordance with their terms.</text> </level> <level label="3"> <text>In the event any provision of this Compact exceeds the constitutional limits imposed on the legislature of any member state, such provision shall be ineffective to the extent of the conflict with the constitutional provision in question in that member state.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-1401" title_number="7" title_name="Public Schools" subtitle_number="14" subtitle_name="Virtual Schools"> <level label="a"> <text>In this subtitle the following words have the meanings indicated.</text> </level> <level label="b"> <text>“Quality online education standards” means the National Standards for Quality Online Programs: Second Edition (2019).</text> </level> <level label="c"> <text>“Sponsor” means a county board, having a fiduciary responsibility for the operation of the virtual school.</text> </level> <level label="d"> <text>“Virtual school” means a public school:</text> <level label="1"> <text>Established by a county board or multiple county boards under a written agreement under § 4–109 of this article;</text> </level> <level label="2"> <text>That uses one or more technologies to deliver instruction to its students entirely or primarily online; and</text> </level> <level label="3"> <text>In which the students and instructors participate remotely from separate locations.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-1401.1" title_number="7" title_name="Public Schools" subtitle_number="14" subtitle_name="Virtual Schools"> <level label="a"> <text>This subtitle does not apply to:</text> <level label="1"> <text>A virtual learning opportunity offered by the Department or a county board under § 7–1002 of this title;</text> </level> <level label="2"> <text>An upper–level high school program that:</text> <level label="i"> <text>Has online components; and</text> </level> <level label="ii"> <text>Designs a student’s academic program to maximize the flexibility of the student’s schedule to accommodate the student’s work schedule; or</text> </level> </level> <level label="3"> <text>A public school operating under a virtual education plan during a prolonged state of emergency under Subtitle 14A of this title.</text> </level> </level> <level label="b"> <level label="1"> <text>Subject to paragraph (2) of this subsection, in this subtitle any references to a county board include multiple county boards operating a virtual school under a written agreement.</text> </level> <level label="2"> <level label="i"> <text>If multiple county boards establish a virtual school under a written agreement, the county boards shall designate a lead county from among the participating counties.</text> </level> <level label="ii"> <text>Unless inconsistent with the provisions of this subtitle or the written agreement specifies otherwise, the policies on personnel, instruction, scheduling, and student support in the lead county shall govern the virtual school.</text> </level> </level> </level> </section> <section article="ged" article_name="Education" number="7-1402" title_number="7" title_name="Public Schools" subtitle_number="14" subtitle_name="Virtual Schools"> <level label="a"> <level label="1"> <text>Except as provided in paragraph (2) of this subsection and subject to the approval of the Department, a county board may establish one virtual school for the elementary, middle, and high school grade bands.</text> </level> <level label="2"> <text>The Department may provide preliminary authorization to a county board to establish one additional virtual school on a showing of just cause, as determined by the Department.</text> </level> <level label="3"> <text>The Department may revoke approval of a virtual school if during the previous school year the virtual school fails to meet the standards established by the Department in regulation.</text> </level> <level label="4"> <level label="i"> <text>A county board may appeal a denial or revocation of approval for the establishment of a virtual school to the State Board for adjudication during a public hearing.</text> </level> <level label="ii"> <text>The State Board shall develop an appeals process to carry out the provisions of this paragraph.</text> </level> </level> </level> <level label="b"> <text>A virtual school may not include classes for prekindergarten or kindergarten students.</text> </level> <level label="c"> <text>A virtual school is subject to all applicable federal and State laws and regulations governing the operation of a public school.</text> </level> <level label="d"> <text>Each approved virtual school shall have a unique school code assigned by the Department.</text> </level> <level label="e"> <level label="1"> <text>A county board may not contract with a for–profit entity, but may contract with a nonprofit entity, to operate or administer a virtual school for the county board.</text> </level> <level label="2"> <text>The provisions of paragraph (1) of this subsection may not be construed to prohibit a county board from contracting with a for–profit entity for goods and services for a virtual school.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-1403" title_number="7" title_name="Public Schools" subtitle_number="14" subtitle_name="Virtual Schools"> <level label="a"> <text>A student who is eligible for enrollment in a public school in the State is eligible to enroll in a virtual school.</text> </level> <level label="b"> <text>In addition to the criteria established by the Department or a county board, an application for enrollment in a virtual school shall require an applicant to describe why instruction in a virtual learning environment will lead to successful academic outcomes for the applicant.</text> </level> <level label="c"> <level label="1"> <level label="i"> <text>Subject to subparagraph (ii) of this paragraph, not more than 10% of the students who would otherwise attend a single public school in the county in any school year may enroll in a virtual school established by a county board.</text> </level> <level label="ii"> <text>A sudden decrease in enrollment in a single public school that results in 10% or more of the students who would otherwise attend that public school attending a virtual school established by a county board is not a violation of this paragraph.</text> </level> </level> <level label="2"> <text>The Department may authorize a county board to exceed the cap under paragraph (1) of this subsection on a showing of just cause.</text> </level> </level> <level label="d"> <level label="1"> <text>Except as provided in paragraph (2) of this subsection, if a county board receives more applications than there are available spaces in a virtual school, the county board shall admit all students on a lottery basis.</text> </level> <level label="2"> <text>A county board shall give greater weight to a student’s lottery status as a part of a lottery held under paragraph (1) of this subsection based on demographic diversity under subsection (e) of this section and any other criteria established by the county board.</text> </level> </level> <level label="e"> <text>To the extent practicable, the student body of a virtual school shall reflect the socioeconomic, racial, ethnic, cultural, and gender diversity of the students enrolled in the public school system in the county.</text> </level> <level label="f"> <level label="1"> <text>The county board shall develop an outreach campaign to provide information to the public on the availability of the virtual school option.</text> </level> <level label="2"> <text>The outreach campaign shall be designed to encourage applications from students who meet the intent of subsection (e) of this section, including the production of materials and communications in languages spoken by more than the percentage of the student population in the local school system determined appropriate by the county board.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-1404" title_number="7" title_name="Public Schools" subtitle_number="14" subtitle_name="Virtual Schools"> <level label="a"> <text>A virtual school shall provide each enrolled student:</text> <level label="1"> <text>Access to a sequential curriculum approved by the State Board that meets or exceeds the standards adopted by the county board in the county of the virtual school’s principal place of business or the county designated under a written agreement between multiple county boards;</text> </level> <level label="2"> <text>The same length of time for learning opportunities per academic year that is required for public school students, unless the virtual school can show that a student has demonstrated mastery or completion of the subject area;</text> </level> <level label="3"> <text>Regular assessment in the core areas of instruction as required by regulations adopted by the State Board under § 7–1409 of this subtitle; and</text> </level> <level label="4"> <text>Access to the following services:</text> <level label="i"> <text>To the extent practicable, extracurricular activities at the public school the student would otherwise be required to attend in person;</text> </level> <level label="ii"> <text>Notwithstanding any other law or regulation and subject to a participation agreement between the public school and the parent or guardian of the student, to the extent practicable, participation in organized athletics and on athletic teams at the public school the student would otherwise be required to attend in person;</text> </level> <level label="iii"> <text>Wraparound services;</text> </level> <level label="iv"> <text>Food and nutrition services; and</text> </level> <level label="v"> <text>Health care services equivalent to services available to students who receive in–person instruction in the public schools in the county.</text> </level> </level> </level> <level label="b"> <text>A curriculum adopted under subsection (a) of this section shall have:</text> <level label="1"> <text>An interactive program with significant online components; and</text> </level> <level label="2"> <text>An interactive social and emotional wellness component designed for a virtual school environment.</text> </level> </level> <level label="c"> <text>Beginning in the 2022–2023 school year, a virtual school shall follow the quality online education standards.</text> </level> <level label="d"> <text>After collaboration with local school systems, the Department shall establish in regulation the following standards for all virtual schools:</text> <level label="1"> <text>Student attendance requirements and reporting;</text> </level> <level label="2"> <text>Student engagement and conduct;</text> </level> <level label="3"> <text>Program quality metrics;</text> </level> <level label="4"> <text>Tracking and use of student data; and</text> </level> <level label="5"> <text>Data reporting requirements.</text> </level> </level> <level label="e"> <text>A county board shall adopt policies for the mandatory return to in–person instruction for students enrolled in a virtual school, including students who are failing academically after receiving the appropriate supports.</text> </level> </section> <section article="ged" article_name="Education" number="7-1405" title_number="7" title_name="Public Schools" subtitle_number="14" subtitle_name="Virtual Schools"> <level label="a"> <text>A virtual school shall provide to the parent or guardian of each enrolled student:</text> <level label="1"> <text>Instructional materials, including software;</text> </level> <level label="2"> <text>Information on the closest public facility that offers access to a computer and Internet connection; and</text> </level> <level label="3"> <text>Informational materials on:</text> <level label="i"> <text>School policies;</text> </level> <level label="ii"> <text>Student attendance, conduct, and engagement requirements;</text> </level> <level label="iii"> <text>Access to extracurricular activities and wraparound services;</text> </level> <level label="iv"> <text>Access to food and nutrition services and health care services;</text> </level> <level label="v"> <text>Technology requirements and support services;</text> </level> <level label="vi"> <text>Cybersecurity policy and best practices;</text> </level> <level label="vii"> <text>Teacher contact information and office hours; and</text> </level> <level label="viii"> <text>Any other relevant information as determined by the virtual school.</text> </level> </level> </level> <level label="b"> <level label="1"> <text>A virtual school is strongly encouraged to hold in–person orientation sessions with the students, parents or guardians, and school personnel to provide the information required under subsection (a) of this section.</text> </level> <level label="2"> <text>A virtual school shall hold an online orientation to provide the information required under subsection (a) of this section if the virtual school is unable to hold in–person orientation sessions.</text> </level> </level> <level label="c"> <text>A virtual school:</text> <level label="1"> <text>May not provide funds for the purchase of instructional programs or materials to a student or to a student’s parent or guardian; and</text> </level> <level label="2"> <text>Shall provide the appropriate digital device to a student to participate in the virtual school, if required.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-1406" title_number="7" title_name="Public Schools" subtitle_number="14" subtitle_name="Virtual Schools"> <level label="a"> <level label="1"> <text>A teacher assigned to a virtual school shall have a teacher’s certificate issued by the State Superintendent under Title 6 of this article or any other relevant professional certification authorized under COMAR 13A.12.01.</text> </level> <level label="2"> <text>Teachers or education support personnel assigned to work in a virtual school shall:</text> <level label="i"> <text>Be an employee of the county, or a collaborating county, that established the virtual school;</text> </level> <level label="ii"> <text>Subject to subsection (b) of this section, be subject to the collective bargaining agreement of that jurisdiction; and</text> </level> <level label="iii"> <text>Have access to professional development.</text> </level> </level> </level> <level label="b"> <text>A collective bargaining agreement may include provisions specific to employees who work in a virtual school in consideration of the conditions and requirements relevant to that work environment.</text> </level> <level label="c"> <text>An employee assigned to a virtual school may not be required to provide virtual and in–person instruction or support to students simultaneously.</text> </level> <level label="d"> <level label="1"> <text>Subject to paragraph (2) of this subsection, the county board shall determine the appropriate student–teacher ratio for the size of a class in a virtual school based on multiple factors, including grade level, subject matter, and teacher workload.</text> </level> <level label="2"> <text>The student–teacher ratio of a class in a virtual school shall be consistent with the median in–person class size by course and grade level.</text> </level> </level> <level label="e"> <text>A virtual school shall provide to a teacher and any other employee assigned to teach or provide direct instruction in a virtual school:</text> <level label="1"> <text>The technology and equipment required to perform the functions of the job; and</text> </level> <level label="2"> <text>If necessary, a physical space to conduct teaching or provide direct instruction in the virtual school.</text> </level> </level> <level label="f"> <text>A virtual school shall have a planned staffing model, including provisions for staff recruitment, training, evaluation, and professional development.</text> </level> </section> <section article="ged" article_name="Education" number="7-1407" title_number="7" title_name="Public Schools" subtitle_number="14" subtitle_name="Virtual Schools"> <text>A virtual school shall maintain an administrative office in the State that shall be considered its principal place of business.</text> </section> <section article="ged" article_name="Education" number="7-1408" title_number="7" title_name="Public Schools" subtitle_number="14" subtitle_name="Virtual Schools"> <text>A virtual school shall be evaluated each year by the county board based on the following criteria:</text> <level label="1"> <text>The extent to which the school demonstrates increases in student achievement according to county and State academic standards; and</text> </level> <level label="2"> <text>The accountability and viability of the virtual school, as demonstrated by its academic, fiscal, and operational performance.</text> </level> </section> <section article="ged" article_name="Education" number="7-1409" title_number="7" title_name="Public Schools" subtitle_number="14" subtitle_name="Virtual Schools"> <level label="a"> <level label="1"> <level label="i"> <text>The State Superintendent may assign the duties related to the oversight of virtual schools to the appropriate office or division within the Department.</text> </level> <level label="ii"> <text>These duties shall include:</text> <level label="1"> <text>The development, compilation, and updating of best practices for teaching and learning in a virtual environment, provision of services, and the operation and administration of a virtual school; and</text> </level> <level label="2"> <text>Liaising with county boards that operate virtual schools or other stakeholders.</text> </level> </level> </level> <level label="2"> <text>The office or division assigned the duties under paragraph (1) of this subsection may create an advisory committee to provide advice on topics regarding virtual schools and virtual learning.</text> </level> </level> <level label="b"> <text>The State Board shall adopt regulations to carry out the provisions of this subtitle, including establishing minimum criteria for the establishment and approval of a virtual school.</text> </level> </section> <section article="ged" article_name="Education" number="7-14A-01" title_number="7" title_name="Public Schools" subtitle_number="14A" subtitle_name="Operation of Public Schools During a Prolonged State of Emergency -- Virtual Education Plans"> <level label="a"> <text>In this subtitle the following words have the meanings indicated.</text> </level> <level label="b"> <text>“Learning loss” means a general or specific loss of knowledge or skills due to an extended gap or discontinuity in a student’s regular education program.</text> </level> <level label="c"> <text>“Prolonged state of emergency” means a state of emergency declared by the State Superintendent under § 7–14A–02 of this subtitle that prevents regular, in–person attendance at a public school for at least 14 consecutive school days.</text> </level> <level label="d"> <text>“Student eligible for aid” means a child who:</text> <level label="1"> <text>Meets the certification of income eligibility under any of the following:</text> <level label="i"> <text>Supplemental Nutrition Assistance Program;</text> </level> <level label="ii"> <text>Temporary Assistance for Needy Families;</text> </level> <level label="iii"> <text>Head Start;</text> </level> <level label="iv"> <text>Even Start;</text> </level> <level label="v"> <text>Medicaid and the Maryland Children’s Health Program, up to 189% of the federal poverty level; or</text> </level> <level label="vi"> <text>Free or reduced price meals for schools not participating in the U.S. Department of Agriculture community eligibility provision;</text> </level> </level> <level label="2"> <text>Is in foster care;</text> </level> <level label="3"> <text>Is a migrant student;</text> </level> <level label="4"> <text>Is a homeless student; or</text> </level> <level label="5"> <text>Qualifies under an alternative form developed by the Department for the compensatory education formula under § 5–222 of this article.</text> </level> </level> <level label="e"> <text>“Virtual education” means academic instruction:</text> <level label="1"> <text>In which one or more technologies are used to deliver a significant portion of the teaching to students entirely or primarily online; and</text> </level> <level label="2"> <text>In which students and instructors participate remotely from separate locations.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-14A-02" title_number="7" title_name="Public Schools" subtitle_number="14A" subtitle_name="Operation of Public Schools During a Prolonged State of Emergency -- Virtual Education Plans"> <level label="a"> <text>On written request of a county superintendent or a determination by the State Superintendent that immediate action is necessary, the State Superintendent may declare a prolonged state of emergency that prevents regular, in–person attendance at a public school for at least 14 consecutive school days due to:</text> <level label="1"> <text>A natural disaster;</text> </level> <level label="2"> <text>A civil disaster;</text> </level> <level label="3"> <text>A public health emergency; or</text> </level> <level label="4"> <text>A specific security threat identified by federal, State, or local law enforcement.</text> </level> </level> <level label="b"> <text>In making a declaration of a prolonged state of emergency under this section, the State Superintendent shall:</text> <level label="1"> <text>Consult the Governor, and if appropriate:</text> <level label="i"> <text>The Maryland Department of Emergency Management;</text> </level> <level label="ii"> <text>The Department of State Police; or</text> </level> <level label="iii"> <text>The Maryland Department of Health;</text> </level> </level> <level label="2"> <text>Issue the declaration in writing;</text> </level> <level label="3"> <text>Indicate in the declaration:</text> <level label="i"> <text>The nature of the emergency; and</text> </level> <level label="ii"> <text>The specific local school systems or individual schools threatened or affected, unless the emergency is statewide in nature; and</text> </level> </level> <level label="4"> <text>Disseminate the declaration promptly by means calculated to publicize the contents of the declaration.</text> </level> </level> <level label="c"> <text>If an emergency threatens or affects a particular school within a local school system, the State Superintendent may declare a prolonged state of emergency for that school.</text> </level> <level label="d"> <level label="1"> <text>A prolonged state of emergency declared in accordance with this section may be terminated by:</text> <level label="i"> <text>A joint resolution by the General Assembly;</text> </level> <level label="ii"> <text>An affirmative vote by the State Board; or</text> </level> <level label="iii"> <text>A decision by the State Superintendent.</text> </level> </level> <level label="2"> <text>If a prolonged state of emergency is terminated by any method listed under paragraph (1) of this subsection, the State Superintendent shall issue a declaration disseminated promptly by means calculated to publicize the termination of the prolonged state of emergency.</text> </level> </level> <level label="e"> <text>Nothing in this subtitle may be construed to limit or interfere with the responsibilities of the Secretary of Health under Title 18 of the Health – General Article in the event of a public health emergency.</text> </level> </section> <section article="ged" article_name="Education" number="7-14A-03" title_number="7" title_name="Public Schools" subtitle_number="14A" subtitle_name="Operation of Public Schools During a Prolonged State of Emergency -- Virtual Education Plans"> <level label="a"> <text>If there is a prolonged state of emergency affecting the local school system, a county board may transition one or more public schools in the county to virtual education under an approved virtual education plan, subject to the limitations of this section.</text> </level> <level label="b"> <level label="1"> <level label="i"> <text>On or before June 1, 2024, a county board shall, in consultation with county administrators and school staff, adopt a virtual education plan for use during a prolonged state of emergency affecting the local school system.</text> </level> <level label="ii"> <text>A county board shall use the county board’s continuity of learning plan in effect during the 2020–2021 school year to form a virtual education plan.</text> </level> </level> <level label="2"> <text>A virtual education plan shall include the following components:</text> <level label="i"> <text>A staffing and personnel assignment plan;</text> </level> <level label="ii"> <text>A student instruction plan;</text> </level> <level label="iii"> <text>A student assessment and learning support plan;</text> </level> <level label="iv"> <text>A social and emotional learning plan;</text> </level> <level label="v"> <text>A community communications plan;</text> </level> <level label="vi"> <text>A technology plan;</text> </level> <level label="vii"> <text>A nutritional and health services plan; and</text> </level> <level label="viii"> <text>A plan for return to in–person instruction.</text> </level> </level> </level> <level label="c"> <text>A county board shall update the virtual education plan every 2 years.</text> </level> <level label="d"> <level label="1"> <text>If a prolonged state of emergency affecting the local school system requires the cessation of in–school attendance at a public school and the county board determines virtual education is required, a county board immediately shall implement the virtual education plan and transition the public school to virtual education.</text> </level> <level label="2"> <level label="i"> <text>A county board may adjust the virtual education plan to fit the specific needs of the schools affected and the specific circumstances of the emergency.</text> </level> <level label="ii"> <text>A county board shall submit an adjusted plan to the State Board as soon as practicable.</text> </level> </level> </level> <level label="e"> <level label="1"> <text>Within 10 calendar days of receipt of a virtual education plan, the State Board shall:</text> <level label="i"> <text>Accept the plan; or</text> </level> <level label="ii"> <text>Return the plan to the county board for specific modification.</text> </level> </level> <level label="2"> <text>If an adjusted virtual education plan is returned, the county board shall modify and resubmit the plan within 5 calendar days after the date the plan is returned.</text> </level> </level> <level label="f"> <text>The county board shall publish the most recent version of the virtual education plan on the county board’s website.</text> </level> </section> <section article="ged" article_name="Education" number="7-14A-04" title_number="7" title_name="Public Schools" subtitle_number="14A" subtitle_name="Operation of Public Schools During a Prolonged State of Emergency -- Virtual Education Plans"> <level label="a"> <level label="1"> <text>The school personnel at each school shall develop a school behavioral health plan to assist students who are struggling when the school is operating under a virtual education plan that includes:</text> <level label="i"> <text>Proper assignments for all behavioral and mental health staff;</text> </level> <level label="ii"> <text>Methods for all students to access behavioral and mental health supports, including through telehealth if necessary;</text> </level> <level label="iii"> <text>Procedures for referral of students who are struggling to access proper behavioral and mental health supports; and</text> </level> <level label="iv"> <text>Increased attention and care for students struggling with the emotional, behavioral, or psychological stressors of virtual education.</text> </level> </level> <level label="2"> <text>In establishing a behavioral health plan under this subsection, a school may use a multitiered system of supports model.</text> </level> </level> <level label="b"> <level label="1"> <level label="i"> <text>While a school is operating under a virtual education plan, the principal shall require a staff member to conduct regular wellness check–ins with students at least once per week.</text> </level> <level label="ii"> <text>The principal may assign a community school coordinator, staff member, or team of staff to conduct the wellness check–ins required under this subsection.</text> </level> </level> <level label="2"> <level label="i"> <text>If a regular wellness check–in reveals that a student is struggling with the educational, emotional, behavioral, or psychological stressors of virtual education, the principal shall require a staff member, in accordance with subparagraph (ii) of this paragraph, to:</text> <level label="1"> <text>Check in with the student multiple times per week; and</text> </level> <level label="2"> <text>Develop an individual behavioral health plan consistent with the school behavioral health plan established under subsection (a) of this section.</text> </level> </level> <level label="ii"> <text>The principal shall arrange for a school psychologist, pupil personnel worker, school social worker, school counselor, or behavioral health specialist to perform the tasks required under subparagraph (i) of this paragraph.</text> </level> </level> </level> </section> <section article="ged" article_name="Education" number="7-14A-05" title_number="7" title_name="Public Schools" subtitle_number="14A" subtitle_name="Operation of Public Schools During a Prolonged State of Emergency -- Virtual Education Plans"> <level label="a"> <level label="1"> <text>The school personnel at each school shall develop a school behavioral health plan to assist students who are struggling when the school is operating under a virtual education plan that includes:</text> <level label="i"> <text>Proper assignments for all behavioral and mental health staff;</text> </level> <level label="ii"> <text>Methods for all students to access behavioral and mental health supports, including through telehealth if necessary;</text> </level> <level label="iii"> <text>Procedures for referral of students who are struggling to access proper behavioral and mental health supports; and</text> </level> <level label="iv"> <text>Increased attention and care for students struggling with the emotional, behavioral, or psychological stressors of virtual education.</text> </level> </level> <level label="2"> <text>In establishing a behavioral health plan under this subsection, a school may use a multitiered system of supports model.</text> </level> </level> <level label="b"> <level label="1"> <level label="i"> <text>While a school is operating under a virtual education plan, the principal shall require a staff member to conduct regular wellness check–ins with students at least once per week.</text> </level> <level label="ii"> <text>The principal may assign a community school coordinator, staff member, or team of staff to conduct the wellness check–ins required under this subsection.</text> </level> </level> <level label="2"> <level label="i"> <text>If a regular wellness check–in reveals that a student is struggling with the educational, emotional, behavioral, or psychological stressors of virtual education, the principal shall require a staff member, in accordance with subparagraph (ii) of this paragraph, to:</text> <level label="1"> <text>Check in with the student multiple times per week; and</text> </level> <level label="2"> <text>Develop an individual behavioral health plan consistent with the school behavioral health plan established under subsection (a) of this section.</text> </level> </level> <level label="ii"> <text>The principal shall arrange for a school psychologist, pupil personnel worker, school social worker, school counselor, or behavioral health specialist to perform the tasks required under subparagraph (i) of this paragraph.</text> </level> </level> </level> </section> <section article="ged" article_name="Education" number="7-14A-06" title_number="7" title_name="Public Schools" subtitle_number="14A" subtitle_name="Operation of Public Schools During a Prolonged State of Emergency -- Virtual Education Plans"> <level label="a"> <level label="1"> <text>A public school shall establish a system of learning supports while operating under a virtual education plan by:</text> <level label="i"> <level label="1"> <text>Establishing a virtual tutoring system; or</text> </level> <level label="2"> <text>Providing instructional time for virtual learning that is in addition to the daily and hourly attendance requirements under § 7–103 of this title; and</text> </level> </level> <level label="ii"> <text>Developing a plan to focus on students with the greatest need and the most learning loss, including:</text> <level label="1"> <text>Students with disabilities; and</text> </level> <level label="2"> <text>Students in historically underserved groups, including:</text> </level> <level label="A"> <text>English language learners; and</text> </level> <level label="B"> <text>Students eligible for aid.</text> </level> </level> </level> <level label="2"> <text>In satisfying its duties under this subsection, a public school may not require staff members whose terms of employment are subject to a collective bargaining agreement to work in excess of negotiated terms on work hours.</text> </level> </level> <level label="b"> <level label="1"> <text>In compliance with public health guidance, a county board that has public schools operating under a virtual education plan shall establish learning centers in suitable unoccupied buildings, including State buildings that are not in use.</text> </level> <level label="2"> <text>If funding is available during the prolonged school closure, a county board shall establish additional learning centers prioritizing:</text> <level label="i"> <text>Community schools eligible for concentration of poverty grants under § 5–223 of this article; and</text> </level> <level label="ii"> <level label="1"> <text>Areas with high levels of absenteeism during the prolonged school closure; or</text> </level> <level label="2"> <text>If the data under item 1 of this item is unavailable, areas with high levels of absenteeism during the previous school year.</text> </level> </level> </level> </level> </section> <section article="ged" article_name="Education" number="7-14A-07" title_number="7" title_name="Public Schools" subtitle_number="14A" subtitle_name="Operation of Public Schools During a Prolonged State of Emergency -- Virtual Education Plans"> <level label="a"> <text>On or before August 15, 2023, and each August 15 thereafter, only when applicable, each county board shall collect the following data from each school that engaged in virtual education in accordance with the county board’s virtual education plan during the previous school year:</text> <level label="1"> <text>The learning models employed, including:</text> <level label="i"> <text>Virtual education;</text> </level> <level label="ii"> <text>In–person instruction; and</text> </level> <level label="iii"> <text>Hybrid instruction;</text> </level> </level> <level label="2"> <text>The proportion of school hours spent in each learning model;</text> </level> <level label="3"> <text>Student attendance;</text> </level> <level label="4"> <text>Student engagement; and</text> </level> <level label="5"> <text>Teacher attendance.</text> </level> </level> <level label="b"> <text>Each applicable year, each county board shall publish on its website the data required under subsection (a) of this section disaggregated by race, ethnicity, gender, disability status, English proficiency status, and income.</text> </level> </section> <section article="ged" article_name="Education" number="7-14A-08" title_number="7" title_name="Public Schools" subtitle_number="14A" subtitle_name="Operation of Public Schools During a Prolonged State of Emergency -- Virtual Education Plans"> <level label="a"> <text>The Department shall establish standards for training teachers on the preparation of plans for the provision of virtual education when a public school is operating under a virtual education plan.</text> </level> <level label="b"> <text>A county board shall provide periodic professional development and supports for teachers.</text> </level> <level label="c"> <text>The Department shall provide funding for the professional development and supports required under subsection (b) of this section.</text> </level> <level label="d"> <text>During periods of a prolonged state of emergency during which a school has elected to transition to virtual education, the Department shall provide mental health supports for school personnel.</text> </level> </section> <section article="ged" article_name="Education" number="7-14A-09" title_number="7" title_name="Public Schools" subtitle_number="14A" subtitle_name="Operation of Public Schools During a Prolonged State of Emergency -- Virtual Education Plans"> <level label="a"> <text>The Department shall expand computer and Internet security infrastructure for virtual education, including staff to maintain security.</text> </level> <level label="b"> <text>Each local school system shall dedicate at least one staff member to oversee computer and Internet security infrastructure for virtual education.</text> </level> </section> <section article="ged" article_name="Education" number="7-14A-10" title_number="7" title_name="Public Schools" subtitle_number="14A" subtitle_name="Operation of Public Schools During a Prolonged State of Emergency -- Virtual Education Plans"> <text>The State Board shall adopt regulations to carry out the provisions of this subtitle, including establishing minimum criteria for the adoption and implementation of virtual education plans by a county board during a prolonged state of emergency affecting the local school system.</text> </section> <section article="ged" article_name="Education" number="7-1501" title_number="7" title_name="Public Schools" subtitle_number="15" subtitle_name="Maryland Safe to Learn Act"> <level label="a"> <text>In this subtitle the following words have the meanings indicated.</text> </level> <level label="b"> <text>“Advisory Board” means the School Safety Subcabinet Advisory Board.</text> </level> <level label="c"> <level label="1"> <text>“Behaviors of concern” means behaviors or threats that indicate a student may pose a risk of self–harm or harm to others.</text> </level> <level label="2"> <text>“Behaviors of concern” includes:</text> <level label="i"> <text>Expressions of hopelessness;</text> </level> <level label="ii"> <text>Known drug use;</text> </level> <level label="iii"> <text>Suicidal gestures or statements; and</text> </level> <level label="iv"> <text>Known gang activity.</text> </level> </level> </level> <level label="d"> <text>“Center” means the Maryland Center for School Safety.</text> </level> <level label="e"> <text>“Drill” means a formalized exercise by which school system personnel, staff, or students rehearse a school emergency plan.</text> </level> <level label="f"> <text>“Fund” means the Safe Schools Fund.</text> </level> <level label="g"> <text>“Local law enforcement agency” means:</text> <level label="1"> <text>A police department of a county or municipal corporation in the State; or</text> </level> <level label="2"> <text>A sheriff’s office that provides a law enforcement function in a county or municipal corporation in the State.</text> </level> </level> <level label="h"> <text>“Safety evaluation” means a written assessment of the safety conditions in each public school, including ingress, egress, and access to areas of refuge for all students.</text> </level> <level label="i"> <text>“School emergency plan” means a plan for each local school system and each public school within the school system that addresses mitigation of, preparedness for, response to, and recovery from emergencies, including:</text> <level label="1"> <text>Violent or traumatic events on school grounds during regular school hours or during school–sponsored activities; and</text> </level> <level label="2"> <text>Events in the community that affect school operations.</text> </level> </level> <level label="j"> <text>“School resource officer” means:</text> <level label="1"> <text>A law enforcement officer as defined under § 1–101(c) of the Public Safety Article who has been assigned to a school in accordance with a memorandum of understanding between the chief of a law enforcement agency as defined under § 3–201(d) of the Public Safety Article and the local education agency; or</text> </level> <level label="2"> <text>A Baltimore City school police officer, as defined in § 4–318 of this article.</text> </level> </level> <level label="k"> <text>“School security employee” means an individual, as defined in regulations adopted by the Subcabinet, who:</text> <level label="1"> <text>Is not a school resource officer; and</text> </level> <level label="2"> <text>Is employed by a local school system to provide safety and security–related services at a public school.</text> </level> </level> <level label="l"> <text>“Subcabinet” means the School Safety Subcabinet.</text> </level> <level label="m"> <text>“Wraparound services” means services provided to students, and their families as appropriate, including:</text> <level label="1"> <text>Mentoring;</text> </level> <level label="2"> <text>Tutoring;</text> </level> <level label="3"> <text>Child care services;</text> </level> <level label="4"> <text>Housing referrals;</text> </level> <level label="5"> <text>Transportation;</text> </level> <level label="6"> <text>Crisis intervention;</text> </level> <level label="7"> <text>Substance abuse prevention and treatment;</text> </level> <level label="8"> <text>Legal aid;</text> </level> <level label="9"> <text>Academic counseling; and</text> </level> <level label="10"> <text>Career counseling.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-1502" title_number="7" title_name="Public Schools" subtitle_number="15" subtitle_name="Maryland Safe to Learn Act"> <level label="a"> <text>There is a Maryland Center for School Safety.</text> </level> <level label="b"> <text>The Center is an independent unit within the Department.</text> </level> <level label="c"> <text>The Center shall be based at the Maryland Coordination and Analysis Center.</text> </level> <level label="d"> <text>The head of the Center is the executive director, who shall be appointed by the Subcabinet.</text> </level> <level label="e"> <text>The Center may employ the additional staff necessary to carry out the Center’s functions as provided in the State budget.</text> </level> <level label="f"> <text>The Center shall establish a satellite office at Bowie State University.</text> </level> <level label="g"> <text>The Center shall perform the following functions and duties:</text> <level label="1"> <text>Provide technical assistance and consultation to local school systems, State and local government, and community organizations on best practices for safe schools and violence prevention;</text> </level> <level label="2"> <text>Develop a website containing a searchable database of definitive research, books, videos, white papers, speakers, websites, and other school safety resources;</text> </level> <level label="3"> <text>Develop criteria that may be applied consistently and uniformly in local school systems for coding unsafe incidents and serious or violent offenses;</text> </level> <level label="4"> <text>Research and recommend the use of common assessment tools to be used to identify specific problems and needs of schools and neighborhoods to facilitate intervention before assessed findings become problematic;</text> </level> <level label="5"> <text>Assist local school systems to conduct a thorough assessment of their school safety data, school building layouts, and use of human resources for monitoring purposes to determine the need for:</text> <level label="i"> <text>Surveillance and other security technology; and</text> </level> <level label="ii"> <text>Innovations to maximize the use of human resources to monitor activity and influence positive relationship building;</text> </level> </level> <level label="6"> <text>Maintain and maximize relationships with emergency responders, law enforcement personnel, parents, and other emergency preparedness stakeholders to ensure seamless execution in an emergency event, including:</text> <level label="i"> <text>Consolidate resources among stakeholders to maximize support and secure necessary skills to ensure emergency plan implementation;</text> </level> <level label="ii"> <text>Conduct collaborative training and preparation exercises; and</text> </level> <level label="iii"> <text>Identify improvements and ensure nonduplication of effort in emergency response procedures;</text> </level> </level> <level label="7"> <text>Provide safety information on traveling to and from school to parents and students twice a year that includes data related to bus and pedestrian safety, strategies for ensuring personal safety, efforts of the local school system or school to improve safety, and information on the available options for reporting incidents or concerns;</text> </level> <level label="8"> <text>Utilize and update an existing clearinghouse of law enforcement resources that are available to support school safety to ensure that it includes information regarding the purpose and process for accessing available funding;</text> </level> <level label="9"> <text>Assist local school systems to improve and monitor traffic control measures in the immediate vicinity of schools to reduce the potential for pedestrian and vehicle accidents;</text> </level> <level label="10"> <text>Assist the Department to evaluate and update current data systems to ensure they are best suited for providing useful information on school safety issues;</text> </level> <level label="11"> <text>Assist local school systems to monitor local school system and individual school behavior data to ensure fairness in the application of consequences for student misbehavior;</text> </level> <level label="12"> <text>Assist the Department and local school systems:</text> <level label="i"> <text>To prepare an annual report that combines multiple school safety data systems into one format for public review; and</text> </level> <level label="ii"> <text>To incorporate new data points into existing data collection systems;</text> </level> </level> <level label="13"> <text>Assist in the development of safety and security criteria for the design and operation of school facilities;</text> </level> <level label="14"> <text>Assist local school systems to identify resources and implement training for students and parents about relationship violence, identifying the signs of unhealthy relationships, and preventing relationship violence;</text> </level> <level label="15"> <text>Provide technical assistance to local school systems in the review of safety and security audits and the implementation of improvements in school facilities;</text> </level> <level label="16"> <text>Analyze data on school resource officers and develop guidelines and training for local school systems as required under § 7–1508 of this subtitle;</text> </level> <level label="17"> <text>Certify school safety coordinators as required under § 7–1508 of this subtitle;</text> </level> <level label="18"> <text>Submit to the General Assembly and the Governor a summary of reports on school resource officer and local law enforcement agency coverage in public schools as required under § 7–1508 of this subtitle;</text> </level> <level label="19"> <text>Consult with local school systems on safety evaluations developed under § 7–1510 of this subtitle;</text> </level> <level label="20"> <text>Review and comment on school emergency plans developed under § 7–1510 of this subtitle;</text> </level> <level label="21"> <text>Report to the General Assembly and the Governor on life–threatening incidents as required under § 7–1510 of this subtitle;</text> </level> <level label="22"> <text>Collaborate with an institution of higher education or a designated federal or national research entity to study the effectiveness and psychological impact of active shooter safety drills or trainings by researching and analyzing the data collected from local school systems in accordance with § 7–1509(f) of this subtitle;</text> </level> <level label="23"> <text>On or before October 1, 2024, identify best practices for active shooter safety drills or trainings, and periodically update those identifications using the data collected from local school systems in accordance with § 7–1509(f) of this subtitle;</text> </level> <level label="24"> <text>Administer the Secure Schools Emergency Response Grant Program under § 7–1513 of this subtitle; and</text> </level> <level label="25"> <text>Develop and administer the anonymous reporting system in accordance with § 7–1514 of this subtitle.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-1503" title_number="7" title_name="Public Schools" subtitle_number="15" subtitle_name="Maryland Safe to Learn Act"> <level label="a"> <text>There is a School Safety Subcabinet.</text> </level> <level label="b"> <text>The Subcabinet is the governing board of the Center.</text> </level> <level label="c"> <text>The Subcabinet consists of the following members:</text> <level label="1"> <text>The State Superintendent, or the State Superintendent’s designee;</text> </level> <level label="2"> <text>The Secretary of State Police, or the Secretary’s designee;</text> </level> <level label="3"> <text>The Attorney General, or the Attorney General’s designee;</text> </level> <level label="4"> <text>The Secretary of Disabilities, or the Secretary’s designee;</text> </level> <level label="5"> <text>The Secretary of Health, or the Secretary’s designee; and</text> </level> <level label="6"> <text>The Executive Director of the Interagency Commission on School Construction, or the Executive Director’s designee.</text> </level> </level> <level label="d"> <text>The State Superintendent, or the State Superintendent’s designee, shall chair the Subcabinet.</text> </level> <level label="e"> <text>The Executive Director of the Center shall provide staff for the Subcabinet.</text> </level> <level label="f"> <text>The Subcabinet shall meet regularly at such times and places as it determines.</text> </level> <level label="g"> <text>The Subcabinet shall:</text> <level label="1"> <text>Collaborate with local school systems in the State, law enforcement agencies, State and local government agencies, community organizations, parents, and other stakeholders to provide a comprehensive, coordinated approach to school safety;</text> </level> <level label="2"> <text>In partnership with the Advisory Board and other stakeholders:</text> <level label="i"> <text>Disseminate information on best practices, programs, and resources;</text> </level> <level label="ii"> <text>Provide technical assistance and training to local jurisdictions and local school systems;</text> </level> <level label="iii"> <text>Collaborate on collection, analysis, and integration of statewide data; and</text> </level> <level label="iv"> <text>Promote interagency efforts that support safe schools for all students, school staff, parents, and community members;</text> </level> </level> <level label="3"> <text>Establish a Safe School Information and Best Practices Clearinghouse of up–to–date, research–based, and data–driven information on effective strategies for creating and maintaining safe schools;</text> </level> <level label="4"> <text>Identify safe school professional staff development best practices;</text> </level> <level label="5"> <text>Initiate collaborative partnerships and facilitate coordination among local school systems, law enforcement agencies, State and local government, and community organizations to leverage existing resources to deliver school safety services uniformly to local school systems;</text> </level> <level label="6"> <text>Foster coordination among all entities responsible for ensuring the safety and security of school facilities in the State;</text> </level> <level label="7"> <text>Distribute grants from the Fund in accordance with § 7–1512 of this subtitle;</text> </level> <level label="8"> <text>Collaborate with the Department on the model policy for an assessment team under § 7–1507 of this subtitle;</text> </level> <level label="9"> <text>Adopt regulations to define a school security employee for the purpose of the training and report required for school security employees under § 7–1508 of this subtitle;</text> </level> <level label="10"> <text>Provide general oversight and direction to the Center;</text> </level> <level label="11"> <text>Approve the annual budget for the Center;</text> </level> <level label="12"> <text>Adopt any regulations necessary to carry out the Subcabinet’s duties under this subtitle; and</text> </level> <level label="13"> <text>Perform other duties assigned by the Governor.</text> </level> </level> <level label="h"> <level label="1"> <text>The Subcabinet shall report to the Governor and, in accordance with § 2–1257 of the State Government Article, the General Assembly on or before December 15 each year.</text> </level> <level label="2"> <text>The report shall include:</text> <level label="i"> <text>A list of all the activities of the Center, including aggregate data on the information collected from each local school system under § 7–1510 of this subtitle;</text> </level> <level label="ii"> <text>An update on the current status and effectiveness of the Center;</text> </level> <level label="iii"> <text>Data collected on school resource officers under § 7–1508 of this subtitle; and</text> </level> <level label="iv"> <text>Recommendations made by the Subcabinet for improving school and student safety.</text> </level> </level> </level> </section> <section article="ged" article_name="Education" number="7-1504" title_number="7" title_name="Public Schools" subtitle_number="15" subtitle_name="Maryland Safe to Learn Act"> <level label="a"> <text>There is a School Safety Subcabinet Advisory Board.</text> </level> <level label="b"> <text>The Advisory Board shall include the following members:</text> <level label="1"> <text>One member of the Senate of Maryland, appointed by the President of the Senate;</text> </level> <level label="2"> <text>One member of the House of Delegates, appointed by the Speaker of the House;</text> </level> <level label="3"> <text>A representative of local superintendents of schools, appointed by the Public School Superintendents’ Association of Maryland;</text> </level> <level label="4"> <text>A representative of the Maryland Association of Boards of Education, appointed by the Association;</text> </level> <level label="5"> <text>A school psychologist or licensed or clinical social worker, appointed by the State Superintendent;</text> </level> <level label="6"> <text>A special education administrator, appointed by the State Superintendent;</text> </level> <level label="7"> <text>A classroom teacher, appointed jointly by the Maryland State Education Association and the Baltimore Teachers Union;</text> </level> <level label="8"> <text>A school principal, appointed by the State Superintendent;</text> </level> <level label="9"> <text>One representative of the Department of Human Services, appointed by the Secretary of Human Services;</text> </level> <level label="10"> <text>One representative of the Department of Juvenile Services, appointed by the Secretary of Juvenile Services;</text> </level> <level label="11"> <text>A school resource officer, appointed by the Maryland Association of School Resource Officers;</text> </level> <level label="12"> <text>A sheriff, appointed by the Maryland Sheriffs’ Association;</text> </level> <level label="13"> <text>A chief of police, appointed by the Maryland Chiefs of Police Association, Inc.;</text> </level> <level label="14"> <text>An emergency medical, fire, or rescue services professional, appointed by the Maryland Institute for Emergency Medical Services Systems;</text> </level> <level label="15"> <text>The Director of the Maryland Coordination and Analysis Center, or the Director’s designee;</text> </level> <level label="16"> <text>One representative of the Maryland Assembly on School–Based Health Care, appointed by the Assembly;</text> </level> <level label="17"> <text>One representative of the Maryland Association of Student Councils, appointed by the Association;</text> </level> <level label="18"> <text>One representative of the Center for School Mental Health at the University of Maryland, Baltimore Campus, appointed by the Center for School Mental Health;</text> </level> <level label="19"> <text>One representative of Disability Rights Maryland, appointed by Disability Rights Maryland; and</text> </level> <level label="20"> <text>The following five members of the public, appointed by the Governor:</text> <level label="i"> <text>A parent of a public school student in the State;</text> </level> <level label="ii"> <text>A parent of a child with disabilities who attends a school in the State;</text> </level> <level label="iii"> <text>A representative of a nonpublic school in the State;</text> </level> <level label="iv"> <text>A representative of school bus drivers; and</text> </level> <level label="v"> <text>A representative of a nonpublic special education school.</text> </level> </level> </level> <level label="c"> <text>The Governor shall appoint a chair of the Advisory Board from among its members.</text> </level> <level label="d"> <text>A member appointed by the Governor:</text> <level label="1"> <text>Serves at the pleasure of the Governor;</text> </level> <level label="2"> <text>Serves for a term of 3 years and until a successor is appointed and qualifies; and</text> </level> <level label="3"> <text>May be reappointed but may not serve more than two consecutive terms.</text> </level> </level> <level label="e"> <text>A member of the Advisory Board:</text> <level label="1"> <text>May not receive compensation as a member of the Advisory Board; but</text> </level> <level label="2"> <text>Is entitled to reimbursement for expenses under the Standard State Travel Regulations, as provided in the State budget.</text> </level> </level> <level label="f"> <text>The Advisory Board shall meet regularly at such times and places as it determines.</text> </level> <level label="g"> <text>The Advisory Board shall provide the Subcabinet with advice and assist the Subcabinet in completing its duties.</text> </level> </section> <section article="ged" article_name="Education" number="7-1505" title_number="7" title_name="Public Schools" subtitle_number="15" subtitle_name="Maryland Safe to Learn Act"> <level label="a"> <text>In this section, “child care center” has the meaning stated in § 9.5–401 of this article.</text> </level> <level label="b"> <text>The Center may make grants to schools and child care centers determined to be at risk of hate crimes or attacks as described under § 10–305 of the Criminal Law Article for security–related technology and security–related facility upgrades.</text> </level> <level label="c"> <text>Any school or child care center determined to be at risk of hate crimes or attacks as described under § 10–305 of the Criminal Law Article by the Center may apply to the Center for a State grant to be applied toward the cost of a security–related project.</text> </level> <level label="d"> <text>The allocation and use of State funds under this section are subject to the following:</text> <level label="1"> <text>State funds may be used only for funding additional security training needs, security personnel, security cameras, security–related technology, door–hardening, improved lighting, or other security–related facility upgrades; and</text> </level> <level label="2"> <text>The amount of the State grant for any project shall be determined after consideration of all eligible applicants, the total of the unallocated State funds available at the time the application is received, and the priorities of area need as may be established by the Center.</text> </level> </level> <level label="e"> <text>Funding for the State grants under this section shall be as provided by the Governor in the annual State budget.</text> </level> <level label="f"> <text>The Subcabinet may adopt regulations for receiving and considering applications and for disbursing funds to applicants.</text> </level> </section> <section article="ged" article_name="Education" number="7-1506" title_number="7" title_name="Public Schools" subtitle_number="15" subtitle_name="Maryland Safe to Learn Act"> <level label="a"> <text>Beginning in fiscal year 2020 and each fiscal year thereafter, the Governor shall provide not less than $2,000,000, not including any appropriation provided for the Fund, in the annual State budget to carry out the ongoing operation of the Center.</text> </level> <level label="b"> <text>The operation of the Center shall be supported by:</text> <level label="1"> <text>Funds as provided by the Governor in the annual State budget;</text> </level> <level label="2"> <text>Grants or other assistance from local education agencies;</text> </level> <level label="3"> <text>Federal grants; and</text> </level> <level label="4"> <text>Any other grants or contributions from public or private entities received by the Center.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-1507" title_number="7" title_name="Public Schools" subtitle_number="15" subtitle_name="Maryland Safe to Learn Act"> <level label="a"> <text>On or before September 1, 2018, the Subcabinet shall develop a model policy for the establishment of an assessment team or teams in each local school system.</text> </level> <level label="b"> <text>The model policy developed under subsection (a) of this section shall include:</text> <level label="1"> <text>Mechanisms for identifying individuals whose behavior may pose a threat to the safety of an individual attending or working in a public school;</text> </level> <level label="2"> <text>Mechanisms for the assessment of student behavior and interventions if student behavior poses a threat to the safety of an individual attending or working in a public school;</text> </level> <level label="3"> <text>Mechanisms for the assessment of the behavior of an individual who is not a student at a public school but who may pose a threat to the safety of an individual attending or working in the public school;</text> </level> <level label="4"> <text>Best practices for promoting communication and appropriate responses within a school community, including measures for:</text> <level label="i"> <text>Training faculty, administrators, and staff to identify, properly respond to, and report threats or behaviors of concern that may pose a threat to the safety of an individual attending or working in a public school;</text> </level> <level label="ii"> <text>Teaching students to identify, and encouraging students to report, behaviors of concern exhibited by their peers or others that may pose a threat to the safety of an individual attending or working in a public school, including sharing thoughts about or plans for engaging in violence at the school; and</text> </level> <level label="iii"> <text>Increasing outreach to and the awareness of parents and guardians concerning the emotional and social health and well–being of students;</text> </level> </level> <level label="5"> <text>Procedures for members of the school community or others to report behaviors of concern that may pose a threat to the safety of an individual attending or working in a public school;</text> </level> <level label="6"> <text>Policies regarding anonymous reporting by members of the school community or others of behaviors of concern that may pose a threat to the safety of an individual attending or working in a public school;</text> </level> <level label="7"> <text>Guidance for establishing an appropriate number of assessment teams within a local school system that:</text> <level label="i"> <text>Shall coordinate among school officials and law enforcement, mental health, and other appropriate entities to monitor and respond to information about behavior, statements, or plans that may pose a threat of violence at a school; and</text> </level> <level label="ii"> <text>Shall include individuals with expertise in student counseling, education instruction, school administration, and law enforcement; and</text> </level> </level> <level label="8"> <text>Policies for training assessment teams, including training on implicit bias and disability and diversity awareness with specific attention to racial and ethnic disparities.</text> </level> </level> <level label="c"> <text>On or before September 1, 2019, each local school system shall adopt a policy for the establishment of assessment teams that is consistent with the model policy developed by the Subcabinet and includes:</text> <level label="1"> <text>A process for regular assessment and intervention, including diversion and de–escalation, if an individual exhibits behavior that may pose a threat to the safety of another individual attending or working in a public school;</text> </level> <level label="2"> <text>Standards for timely response and procedures for coordination among the members of an assessment team, including referral to appropriate local law enforcement officials, the local school system, and the county superintendent of information indicating that an individual may pose a threat of violence to the school; and</text> </level> <level label="3"> <text>Standards and procedures for referral of an individual for evaluation, services, or treatment when appropriate.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-1508" title_number="7" title_name="Public Schools" subtitle_number="15" subtitle_name="Maryland Safe to Learn Act"> <level label="a"> <level label="1"> <text>Each local school system shall designate a school safety coordinator.</text> </level> <level label="2"> <text>A designated school safety coordinator shall:</text> <level label="i"> <text>Be certified by the Center; and</text> </level> <level label="ii"> <text>Serve as a liaison between the local school system, the local law enforcement agency, and the Center.</text> </level> </level> </level> <level label="b"> <level label="1"> <level label="i"> <text>On or before September 1, 2018, the Center, in consultation with local school systems, shall:</text> <level label="1"> <text>Develop a specialized curriculum for use in training of school resource officers and school security employees; and</text> </level> <level label="2"> <text>Submit the curriculum to the Maryland Police Training and Standards Commission for approval.</text> </level> </level> <level label="ii"> <text>The specialized curriculum developed under this subsection shall include training in:</text> <level label="1"> <text>De–escalation;</text> </level> <level label="2"> <text>Disability awareness;</text> </level> <level label="3"> <text>Maintaining a positive school climate;</text> </level> <level label="4"> <text>Constructive interactions with students; and</text> </level> <level label="5"> <text>Implicit bias and disability and diversity awareness with specific attention to racial and ethnic disparities.</text> </level> </level> <level label="iii"> <level label="1"> <text>The specialized curriculum developed under this subsection may not go into effect until it is approved by the Maryland Police Training and Standards Commission.</text> </level> <level label="2"> <text>If the Maryland Police Training and Standards Commission does not initially approve the specialized curriculum, the Center shall amend the curriculum until it meets with the Commission’s approval.</text> </level> </level> </level> <level label="2"> <text>On or before March 1, 2019, the Center shall develop and submit to the Maryland Police Training and Standards Commission for approval a model training program that meets the requirements of the curriculum approved under paragraph (1) of this subsection.</text> </level> <level label="3"> <text>Each local law enforcement agency shall:</text> <level label="i"> <text>Enroll individuals assigned to be school resource officers in the model training program developed by the Center under paragraph (2) of this subsection; or</text> </level> <level label="ii"> <level label="1"> <text>Submit to the Maryland Police Training and Standards Commission for approval a training program that is consistent with the curriculum developed under paragraph (1) of this subsection; and</text> </level> <level label="2"> <text>Enroll individuals assigned to be school resource officers in the training program developed under item 1 of this item.</text> </level> </level> </level> <level label="4"> <text>Beginning September 1, 2019, to be assigned as a school resource officer an individual shall:</text> <level label="i"> <text>Complete:</text> <level label="1"> <text>The model training program developed by the Center under paragraph (2) of this subsection through instruction provided by the Center in collaboration with the Maryland Police Training and Standards Commission; or</text> </level> <level label="2"> <text>A local law enforcement agency’s training program developed under paragraph (3)(ii) of this subsection; and</text> </level> </level> <level label="ii"> <text>Be certified by the Maryland Police Training and Standards Commission.</text> </level> </level> <level label="5"> <text>Beginning September 1, 2019, to be employed as a school security employee at a public school, an individual shall complete:</text> <level label="i"> <text>The model training program developed by the Center under paragraph (2) of this subsection through instruction provided by the Center in collaboration with the Maryland Police Training and Standards Commission; or</text> </level> <level label="ii"> <text>A local law enforcement agency’s training program developed under paragraph (3)(ii) of this subsection.</text> </level> </level> </level> <level label="c"> <text>The Center shall collect data regarding the school resource officers in each local school system, including:</text> <level label="1"> <text>The number of full–time and part–time school resource officers assigned to each elementary school, middle school, and high school; and</text> </level> <level label="2"> <text>Any other local school system employees or local law enforcement officers who are fulfilling the role of a school resource officer.</text> </level> </level> <level label="d"> <level label="1"> <text>On or before December 15, 2018, the Center, in collaboration with local law enforcement agencies and local school systems, shall analyze the initial data collected under subsection (c) of this section and develop guidelines to assist local school systems in:</text> <level label="i"> <text>Identifying the appropriate number and assignment of school resource officers, including supplemental coverage by local law enforcement agencies; and</text> </level> <level label="ii"> <text>Collaborating and communicating with local law enforcement agencies.</text> </level> </level> <level label="2"> <text>On or before July 1, 2019, each local school system, in consultation with local law enforcement agencies, shall:</text> <level label="i"> <text>Develop a plan to implement the guidelines developed by the Center; and</text> </level> <level label="ii"> <text>Submit the plan to the Center for review and comment.</text> </level> </level> </level> <level label="e"> <level label="1"> <text>Before the 2018–2019 school year begins, each local school system shall file a report with the Center identifying:</text> <level label="i"> <text>The public high schools in the local school system’s jurisdiction that have a school resource officer assigned to the school; and</text> </level> <level label="ii"> <text>If a public high school in the local school system’s jurisdiction is not assigned a school resource officer, the adequate local law enforcement coverage that will be provided to the public high school.</text> </level> </level> <level label="2"> <text>Beginning with the 2019–2020 school year, and each school year thereafter, before the school year begins, each local school system shall, in accordance with the plan developed under subsection (d)(2) of this section, file a report identifying:</text> <level label="i"> <text>The public schools in the local school system’s jurisdiction that have a school resource officer assigned to the school; and</text> </level> <level label="ii"> <text>If a public school in the local school system’s jurisdiction is not assigned a school resource officer, the adequate local law enforcement coverage that will be provided to the public school.</text> </level> </level> <level label="3"> <text>On or before October 1, 2018, and each October 1 thereafter, the Center shall submit a summary of the reports required under this subsection to the Governor and, in accordance with § 2–1257 of the State Government Article, the General Assembly.</text> </level> </level> <level label="f"> <text>Each local school system shall post on the school system’s website information on the role and authority of school resource officers assigned to public schools within the school system.</text> </level> <level label="g"> <level label="1"> <text>For fiscal year 2020 and each fiscal year thereafter, the Governor shall include in the annual budget bill an appropriation of $10,000,000 for the purpose of providing grants to local school systems and local law enforcement agencies to assist in meeting the requirements of subsection (e) of this section.</text> </level> <level label="2"> <text>Grants provided under this subsection shall be made to each local school system based on the number of schools in each school system in proportion to the total number of public schools in the State in the prior year.</text> </level> </level> <level label="h"> <text>A local school system may use funds provided under subsection (g) of this section for school security employees.</text> </level> <level label="i"> <level label="1"> <text>The Center shall collect data on incidents of use of force between:</text> <level label="i"> <text>Any school resource officer and a student while a school resource officer is carrying out the officer’s duties; and</text> </level> <level label="ii"> <text>Any school security employee and a student while the school security employee is carrying out the employee’s duties.</text> </level> </level> <level label="2"> <text>On or before December 1, 2020, and each December 1 thereafter, the Center shall submit a report on the data collected under paragraph (1) of this subsection for each jurisdiction, in accordance with federal and State law, to the Governor and, in accordance with § 2–1257 of the State Government Article, the General Assembly.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-1508.1" title_number="7" title_name="Public Schools" subtitle_number="15" subtitle_name="Maryland Safe to Learn Act"> <level label="a"> <text>In this section, “public school personnel” means:</text> <level label="1"> <text>A school resource officer;</text> </level> <level label="2"> <text>A school security employee;</text> </level> <level label="3"> <text>A principal or an assistant principal;</text> </level> <level label="4"> <text>A teacher;</text> </level> <level label="5"> <text>A school counselor;</text> </level> <level label="6"> <text>An individual employed by a public school for at least 7 days each school year; or</text> </level> <level label="7"> <text>A law enforcement officer who:</text> <level label="i"> <text>Is not directly assigned to or employed by a public school;</text> </level> <level label="ii"> <text>Has not completed the Center’s School Resource Officer and School Security Employee Training Academy; and</text> </level> <level label="iii"> <text>Provides adequate law enforcement coverage to public schools in accordance with an agreement between the local law enforcement agency and the local school system.</text> </level> </level> </level> <level label="b"> <text>Public school personnel may not:</text> <level label="1"> <text>Be used for purposes of or otherwise engage in immigration enforcement, as defined in § 6–111 of the State Government Article, at the public school; or</text> </level> <level label="2"> <text>Except as provided in subsection (c) of this section, produce or share information or a document pertaining to student educational records or employee personnel records or any other information about or from a student, a public school employee, or a student’s or a public school employee’s family or household for purposes of immigration enforcement, as defined in § 6–111 of the State Government Article.</text> </level> </level> <level label="c"> <text>Public school personnel shall immediately contact the county superintendent or the county superintendent’s designee and legal counsel for the local school system if presented with:</text> <level label="1"> <text>A judicial warrant;</text> </level> <level label="2"> <text>A judicial subpoena; or</text> </level> <level label="3"> <text>A legal order for the production of information or a document regarding the individuals described under subsection (b)(2) of this section.</text> </level> </level> <level label="d"> <text>This section shall be construed consistently with any applicable federal and State privacy laws.</text> </level> </section> <section article="ged" article_name="Education" number="7-1509" title_number="7" title_name="Public Schools" subtitle_number="15" subtitle_name="Maryland Safe to Learn Act"> <level label="a"> <level label="1"> <text>Subject to paragraph (2) of this subsection, the Department, in consultation with the Subcabinet, may adopt regulations to incorporate in the annual schedule of drills for each local school system developmentally and age–appropriate components of:</text> <level label="i"> <text>The Active Shooter Preparedness Program developed by the Department of Homeland Security or guidelines; or</text> </level> <level label="ii"> <text>The active shooter guidelines adopted by the Maryland Active Assailant Work Group established under Executive Order 01.01.2018.08.</text> </level> </level> <level label="2"> <text>Items incorporated into the annual schedule of drills in accordance with paragraph (1) of this subsection may take the form of a training rather than a drill.</text> </level> </level> <level label="b"> <text>Drills or trainings incorporated into the annual schedule of drills under subsection (a) of this section shall be developmentally and age–appropriate, and may include procedures for students or school personnel in:</text> <level label="1"> <text>Securing classrooms;</text> </level> <level label="2"> <text>Barricading classrooms and school entries;</text> </level> <level label="3"> <text>Taking refuge in the classroom; and</text> </level> <level label="4"> <text>When appropriate, escape from the classroom or school.</text> </level> </level> <level label="c"> <text>Before the 2025–2026 school year, and before each school year thereafter, the Department shall review the best practices for active shooter safety drills or trainings identified by the Center in accordance with § 7–1502(g) of this subtitle and update any drills and trainings that have been incorporated into the annual schedule of drills under subsection (a) of this section to reflect those best practices.</text> </level> <level label="d"> <level label="1"> <text>Except for a voluntary drill or training occurring after school hours, active shooter safety drills or trainings may not include:</text> <level label="i"> <text>Loud sounds intended to imitate gunfire or explosions;</text> </level> <level label="ii"> <text>Live exercises with individuals role–playing as an active shooter or a victim; or</text> </level> <level label="iii"> <text>Similar activities that may cause the drill or training to be traumatic for students or school personnel.</text> </level> </level> <level label="2"> <text>If a concern is raised that a component of a drill or training best practice identified under subsection (c) of this section is contrary to the intent of the trauma–sensitive requirements under paragraph (1) of this subsection, the Center, after consultation with the Department, shall make the final determination as to whether the component complies with the requirements under paragraph (1) of this subsection.</text> </level> </level> <level label="e"> <text>The Department shall notify the Governor and, in accordance with § 2–1257 of the State Government Article, the Legislative Policy Committee of proposed changes to regulations that alter the annual schedule of drills as provided under this section.</text> </level> <level label="f"> <text>Each local school system shall:</text> <level label="1"> <text>Collaborate with the local law enforcement agency to establish policies for responding to an emergency at each public school in the county;</text> </level> <level label="2"> <text>Provide parents with the annual schedule of active shooter safety drills or trainings at the beginning of the school year, which includes:</text> <level label="i"> <text>The month in which the drills or trainings will occur;</text> </level> <level label="ii"> <text>The type of drill or training that will occur; and</text> </level> <level label="iii"> <text>How students will be notified of the drill or training;</text> </level> </level> <level label="3"> <text>Announce drills or trainings in advance to students and school personnel;</text> </level> <level label="4"> <text>Notify parents after a drill or training has taken place;</text> </level> <level label="5"> <text>Provide a mental health follow–up for students and school personnel after a drill or training;</text> </level> <level label="6"> <level label="i"> <text>Identify students or school personnel who may require additional support during and after a drill or training, including an individual:</text> <level label="1"> <text>With a disability; or</text> </level> <level label="2"> <text>Who has experienced trauma; and</text> </level> </level> <level label="ii"> <text>Provide additional resources and coping strategies for individuals who require additional support during and after a drill or training; and</text> </level> </level> <level label="7"> <level label="i"> <text>Collect data on the effectiveness and psychological impact of the drills or trainings, including requesting feedback from school personnel, parents, and students, in a manner and format approved by the Center to allow for the required analysis under § 7–1502(g)(22) of this subtitle; and</text> </level> <level label="ii"> <text>Report the data and findings to the Center.</text> </level> </level> </level> <level label="g"> <level label="1"> <level label="i"> <text>On or before July 1, 2025, the Center shall develop model content that informs parents of the State’s firearm storage laws.</text> </level> <level label="ii"> <text>Each year, the Center shall evaluate the model content and update it as needed.</text> </level> </level> <level label="2"> <text>The Center shall consult with the Department of State Police in developing the model content.</text> </level> <level label="3"> <text>At the beginning of each school year, each local school system shall distribute the model content to the parents.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-1510" title_number="7" title_name="Public Schools" subtitle_number="15" subtitle_name="Maryland Safe to Learn Act"> <level label="a"> <text>On or before June 15, 2019, and regularly thereafter, each local school system shall conduct a safety evaluation of each public school under the local school system’s jurisdiction to:</text> <level label="1"> <text>Identify and, if necessary, develop solutions for physical safety concerns, including issues with building security and associated issues of accessibility for individuals with disabilities; and</text> </level> <level label="2"> <text>Identify and evaluate any patterns of safety concerns on school property or at school–sponsored events.</text> </level> </level> <level label="b"> <text>In performing the safety evaluations, each designated safety coordinator shall:</text> <level label="1"> <text>Consult with the Center for guidance;</text> </level> <level label="2"> <text>Coordinate with the Interagency Commission on School Construction’s facility assessment process, established under § 5–310 of this article, in identifying issues with public school facilities that could impact school safety; and</text> </level> <level label="3"> <text>Submit a summary of the completed safety evaluations to the Center.</text> </level> </level> <level label="c"> <text>On or before December 1, 2019, the Department, in consultation with the Center and local school systems, shall update the Emergency Planning Guidelines for Local School Systems and Schools to accommodate the findings made in the initial safety evaluations under subsection (a) of this section.</text> </level> <level label="d"> <text>On or before August 1, 2020, and regularly thereafter, each local school system shall update the school emergency plan for each public school in the school system’s jurisdiction to:</text> <level label="1"> <text>Include detailed plans for the manner in which each public school will address:</text> <level label="i"> <text>Behavioral threats;</text> </level> <level label="ii"> <text>Emergency events; and</text> </level> <level label="iii"> <text>Accommodations for students with disabilities in emergency events;</text> </level> </level> <level label="2"> <text>Conform with the Emergency Planning Guidelines updated under subsection (c) of this section; and</text> </level> <level label="3"> <text>Incorporate any changes required under subsection (f) of this section.</text> </level> </level> <level label="e"> <text>Each local school system shall submit the plans updated under subsection (d) of this section to the Center for review and comment.</text> </level> <level label="f"> <level label="1"> <text>On or before August 1, 2020, and each August 1 thereafter, each local school system shall submit a report to the Center that includes, for the immediately preceding school year:</text> <level label="i"> <text>Aggregate data about threats made against any school or school system facility;</text> </level> <level label="ii"> <text>Information about any school lockdowns, evacuations, or other emergency responses that occurred;</text> </level> <level label="iii"> <text>Instances in which a public school facility became inaccessible for a student with a disability in a manner that could impede evacuation or an emergency response;</text> </level> <level label="iv"> <text>Incidents in which a public school’s emergency plan failed in part or in whole to function as anticipated in an emergency or an emergency drill; and</text> </level> <level label="v"> <text>School hours spent in an emergency or an emergency drill.</text> </level> </level> <level label="2"> <text>Each local school system shall, in consultation with the Center, update each emergency plan to correct weaknesses identified under paragraph (1) of this subsection.</text> </level> </level> <level label="g"> <level label="1"> <text>Each local school system shall promptly inform the Center of any critical, life–threatening incidents that occur on school grounds.</text> </level> <level label="2"> <level label="i"> <text>After informing the Center under this subsection, a local school system shall host an after–action review and evaluation of lessons learned from the event.</text> </level> <level label="ii"> <text>The local school system shall invite the Center, local law enforcement agencies, and emergency responders to participate in the after–action review and evaluation required under this paragraph.</text> </level> <level label="iii"> <text>A local school system shall file a report on the after–action review and evaluation with the Center.</text> </level> </level> <level label="3"> <level label="i"> <text>The Center shall report to the Governor and, in accordance with § 2–1257 of the State Government Article, the General Assembly within 45 days after a local school system has filed a report on the after–action review and evaluation under paragraph (2)(iii) of this subsection.</text> </level> <level label="ii"> <text>The Center shall include in the report filed under this paragraph:</text> <level label="1"> <text>Lessons learned from the life–threatening incident; and</text> </level> <level label="2"> <text>Any recommendations for improving school safety.</text> </level> </level> </level> </level> </section> <section article="ged" article_name="Education" number="7-1510.1" title_number="7" title_name="Public Schools" subtitle_number="15" subtitle_name="Maryland Safe to Learn Act"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Program” means the School Mapping Data Program.</text> </level> <level label="3"> <text>“School mapping data” means data in an electronic or digital format to assist first responders in responding to emergencies at a school.</text> </level> </level> <level label="b"> <text>There is a School Mapping Data Program in the Center.</text> </level> <level label="c"> <text>The purpose of the Program is to provide funds to local school systems to produce school mapping data for each public school in the county, including public charter schools.</text> </level> <level label="d"> <level label="1"> <text>Each local school system, in consultation with the local law enforcement agency, may apply to the Subcabinet for funds to produce school mapping data.</text> </level> <level label="2"> <text>School mapping data produced with funding from the Program shall comply with the facility mapping standards developed by the Interagency Commission on School Construction under § 5–310.1 of this article.</text> </level> <level label="3"> <text>The Center shall work in consultation with the Interagency Commission on School Construction to ensure that school mapping data produced with funding from the Program meets the facility mapping standards developed under § 5–310.1 of this article.</text> </level> <level label="4"> <text>At a minimum, school mapping data produced with funding from the Program shall:</text> <level label="i"> <text>Be compatible with software platforms used by the school and local, State, and federal public safety agencies that provide emergency services to the school without requiring the purchase of additional software or charging a fee to view or access the data;</text> </level> <level label="ii"> <text>Be in a printable format and, if requested, be in a digital file format that can be integrated into interactive mobile platforms;</text> </level> <level label="iii"> <text>Be verified for accuracy by a walk–through of the school buildings and grounds;</text> </level> <level label="iv"> <text>Be oriented true north;</text> </level> <level label="v"> <text>Be overlaid on current aerial imagery;</text> </level> <level label="vi"> <text>Contain site–specific labeling that matches the structure of school buildings, including:</text> <level label="1"> <text>Room labels;</text> </level> <level label="2"> <text>Hallway names;</text> </level> <level label="3"> <text>External door or stairwell numbers; and</text> </level> <level label="4"> <text>Locations of:</text> </level> <level label="A"> <text>Hazards;</text> </level> <level label="B"> <text>Critical utility locations;</text> </level> <level label="C"> <text>Key boxes; and</text> </level> <level label="D"> <text>Automated external defibrillators and trauma kits;</text> </level> </level> <level label="vii"> <text>Contain site–specific labeling that matches the school grounds, including:</text> <level label="1"> <text>Parking areas;</text> </level> <level label="2"> <text>Athletic fields;</text> </level> <level label="3"> <text>Surrounding roads; and</text> </level> <level label="4"> <text>Neighboring properties; and</text> </level> </level> <level label="viii"> <text>Be overlaid with gridded x and y coordinates.</text> </level> </level> </level> </section> <section article="ged" article_name="Education" number="7-1511" title_number="7" title_name="Public Schools" subtitle_number="15" subtitle_name="Maryland Safe to Learn Act"> <level label="a"> <text>Each behavioral health services coordinator under § 7–447 of this title shall develop plans for delivering behavioral health and wraparound services to students who exhibit behaviors of concern.</text> </level> <level label="b"> <level label="1"> <text>The Subcabinet may provide grants from the Fund to local school systems to develop plans for delivering behavioral health and wraparound services to students who exhibit behaviors of concern.</text> </level> <level label="2"> <text>In applying for a grant under this subsection, a local school system shall provide evidence of how external funding will be maximized to provide students with behavioral health and wraparound services, including through the submission of claims to health insurance plans, if applicable, for any covered health services.</text> </level> </level> <level label="c"> <text>The Subcabinet shall adopt regulations to carry out this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-1512" title_number="7" title_name="Public Schools" subtitle_number="15" subtitle_name="Maryland Safe to Learn Act"> <level label="a"> <text>There is a Safe Schools Fund.</text> </level> <level label="b"> <text>The purpose of the Fund is to provide grants to local school systems to enhance school safety.</text> </level> <level label="c"> <text>The Subcabinet shall administer the Fund.</text> </level> <level label="d"> <level label="1"> <text>The Fund is a special, nonlapsing fund that is not subject to § 7–302 of the State Finance and Procurement Article.</text> </level> <level label="2"> <text>The Treasurer shall hold the Fund separately and the Comptroller shall account for the Fund in conjunction with the Executive Director of the Center.</text> </level> </level> <level label="e"> <text>The Fund consists of:</text> <level label="1"> <text>Money credited to the Fund under § 17–106(e) of the Transportation Article;</text> </level> <level label="2"> <text>Money appropriated in the State budget to the Fund;</text> </level> <level label="3"> <text>Money from any other source accepted for the benefit of the Fund; and</text> </level> <level label="4"> <text>Any interest earnings of the Fund.</text> </level> </level> <level label="f"> <text>Except as provided in subsection (g) of this section, the Fund may be used only to provide grants to local school systems to enhance school safety, including:</text> <level label="1"> <text>Conducting training for students and school personnel on de–escalation of situations and identifying and reporting behaviors of concern;</text> </level> <level label="2"> <text>Conducting training of assessment teams;</text> </level> <level label="3"> <text>Conducting school safety evaluations;</text> </level> <level label="4"> <text>Establishing formal and anonymous mechanisms for reporting safety concerns;</text> </level> <level label="5"> <text>Reimbursing local law enforcement agencies for school resource officer training provided by the Center;</text> </level> <level label="6"> <text>Enrolling school security employees in training provided by the Center;</text> </level> <level label="7"> <text>Developing plans to deliver school–based behavioral health and other wraparound services to students who exhibit behaviors of concern, including establishing systems to maximize external funding for services;</text> </level> <level label="8"> <text>Outreach to the broader school community to improve school safety, including to heighten awareness of existing mental health services and other services;</text> </level> <level label="9"> <text>Providing information to students and parents on traveling safely to and from school, including data related to bus and pedestrian safety, strategies for ensuring personal safety, efforts of the local school system to improve safety, and information on available options for reporting incidents and concerns; and</text> </level> <level label="10"> <text>Assisting local school systems to improve and monitor traffic control measures in the immediate vicinity of schools to reduce the potential for pedestrian and vehicle accidents.</text> </level> </level> <level label="g"> <text>The Subcabinet may use the Fund to provide funding to local school systems in accordance with § 7–1510.1 of this subtitle.</text> </level> <level label="h"> <level label="1"> <text>The Subcabinet may make grants to local school systems and local law enforcement agencies from the Fund.</text> </level> <level label="2"> <text>The Subcabinet shall establish procedures for local school systems and local law enforcement agencies to apply for grants from the Fund.</text> </level> </level> <level label="i"> <level label="1"> <text>The State Treasurer shall invest the money of the Fund in the same manner as other State money may be invested.</text> </level> <level label="2"> <text>Any interest earnings of the Fund shall be credited to the Fund.</text> </level> </level> <level label="j"> <text>Expenditures from the Fund may only be made:</text> <level label="1"> <text>In accordance with the State budget; or</text> </level> <level label="2"> <text>By the budget amendment procedure as provided in § 7–209 of the State Finance and Procurement Article, if at least 45 days have passed since the budget amendment and supporting information were submitted to the budget committees for their review and comment.</text> </level> </level> <level label="k"> <text>Money expended from the Fund by local school systems to enhance school safety is supplemental to and is not intended to take the place of funding that otherwise would be appropriated to local school systems.</text> </level> </section> <section article="ged" article_name="Education" number="7-1513" title_number="7" title_name="Public Schools" subtitle_number="15" subtitle_name="Maryland Safe to Learn Act"> <level label="a"> <level label="1"> <text>In this section the following words have the meanings indicated.</text> </level> <level label="2"> <text>“Emergency event” means an emergency situation that requires an immediate response by first responders.</text> </level> <level label="3"> <text>“First responder” has the meaning stated in § 1–301 of the Public Safety Article.</text> </level> <level label="4"> <text>“Program” means the Secure Schools Emergency Response Grant Program.</text> </level> <level label="5"> <text>“Public safety agency” has the meaning stated in § 1–301 of the Public Safety Article.</text> </level> <level label="6"> <text>“Public safety answering point” has the meaning stated in § 1–301 of the Public Safety Article.</text> </level> </level> <level label="b"> <level label="1"> <text>There is a Secure Schools Emergency Response Grant Program administered by the Center.</text> </level> <level label="2"> <text>The purpose of the Program is to provide grants to local school systems to improve emergency notification systems and communication between public elementary and secondary school personnel, a public safety answering point, and a public safety agency during emergency events.</text> </level> <level label="3"> <text>A local school system awarded a grant by the Center under the Program shall use the funds to:</text> <level label="i"> <text>Improve emergency notification systems; or</text> </level> <level label="ii"> <text>Enhance communications within the school and with public safety agencies.</text> </level> </level> <level label="4"> <text>Each county board, in consultation with local law enforcement and a local public safety answering point, may apply to the Center for a grant under the Program.</text> </level> </level> <level label="c"> <text>An emergency notification system and the communications under subsection (b)(3) of this section may include the following:</text> <level label="1"> <text>A cellular phone application–based emergency event system that:</text> <level label="i"> <text>Can be integrated with a local public safety answering point; and</text> </level> <level label="ii"> <text>Is able to:</text> <level label="1"> <text>Place a standard telephone call to 9–1–1;</text> </level> <level label="2"> <text>Text communications between authorized users and a public safety answering point and public safety agency;</text> </level> <level label="3"> <text>Provide text messages, e–mails, and push notifications to authorized users, including school personnel, first responders, and other public safety agency personnel; and</text> </level> <level label="4"> <text>Automatically transmit school floor plans, school emergency plans, and relevant contact information to first responders or public safety agency personnel responding to a panic button event at a school without further action needed by the user reporting the emergency;</text> </level> </level> </level> <level label="2"> <text>The capability to generate an automated emergency alert notification to all public and nonpublic schools located in reasonable proximity to an emergency situation that is determined to be an imminent threat to school campuses or school personnel by the public safety answering point receiving the report; and</text> </level> <level label="3"> <text>Intercoms, school public address systems, bidirectional antennas or boosters, and other technology that will improve emergency notification and communication, as identified by the Center.</text> </level> </level> <level label="d"> <text>On or before September 1, 2026, the Center shall ensure that the Program is operating and available to each county board.</text> </level> <level label="e"> <text>The Governor may include in the annual budget bill an appropriation for the Program.</text> </level> </section> <section article="ged" article_name="Education" number="7-1514" title_number="7" title_name="Public Schools" subtitle_number="15" subtitle_name="Maryland Safe to Learn Act"> <level label="a"> <level label="1"> <text>The Center shall develop and administer an anonymous reporting system.</text> </level> <level label="2"> <text>The anonymous reporting system shall:</text> <level label="i"> <text>Coordinate the receipt of information relating to a school or student safety concern in a manner that maintains the anonymity of the individual reporting the information; and</text> </level> <level label="ii"> <text>Provide a mechanism for any reported information to be forwarded to school officials or other appropriate response personnel.</text> </level> </level> <level label="3"> <text>The Center shall:</text> <level label="i"> <text>Develop operational guidelines and procedures for the anonymous reporting system; and</text> </level> <level label="ii"> <text>Provide training sessions for school personnel on navigating the anonymous reporting system.</text> </level> </level> </level> <level label="b"> <level label="1"> <text>Except as provided in paragraph (2) of this subsection, beginning July 1, 2027, each local school system shall participate in the anonymous reporting system developed under this section.</text> </level> <level label="2"> <level label="i"> <text>A local school system may choose not to participate in the anonymous reporting system only if the local school system, on or before July 1, 2027, operates and makes available to the public a reporting system that is substantially similar to the anonymous reporting system developed under this section.</text> </level> <level label="ii"> <text>A local school system that chooses not to participate in the anonymous reporting system shall provide written notice to the Center on or before December 1, 2026.</text> </level> </level> </level> </section> <section article="ged" article_name="Education" number="7-1701" title_number="7" title_name="Public Schools" subtitle_number="17" subtitle_name="Public School Opportunities Enhancement Program"> <level label="a"> <text>In this subtitle the following words have the meanings indicated.</text> </level> <level label="b"> <text>“Community school” means an existing public school in the State that utilizes a community school strategy that is recognized by the Maryland Out of School Time Network.</text> </level> <level label="c"> <text>“Extended day and summer enhancement program” means an educational and recreational enrichment program for children between the ages of 4 and 19 that takes place:</text> <level label="1"> <text>Before and after the school day;</text> </level> <level label="2"> <text>On weekends and holidays; and</text> </level> <level label="3"> <text>During vacations and summer breaks.</text> </level> </level> <level label="d"> <text>“Grantee” means a local school system, a community school, or a nonprofit organization that receives a Public School Opportunities Enhancement Grant from the Department.</text> </level> <level label="e"> <text>“Nonprofit organization” means an organization that is exempt from taxation under § 501(c)(3) of the Internal Revenue Code.</text> </level> <level label="f"> <text>“Program” means the Public School Opportunities Enhancement Program.</text> </level> <level label="g"> <text>“Technical assistance” means assistance provided by the Department to:</text> <level label="1"> <text>Identify and implement effective practices for extended day and summer enhancement programs;</text> </level> <level label="2"> <text>Ensure that extended day and summer enhancement programs comply with the Maryland Out–of–School Time Programs’ Quality Standards Framework; and</text> </level> <level label="3"> <text>Ensure that extended day and summer enhancement programs have an educational component that is age appropriate and aligned with the Maryland College and Career Ready standards.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-1702" title_number="7" title_name="Public Schools" subtitle_number="17" subtitle_name="Public School Opportunities Enhancement Program"> <level label="a"> <text>There is a Public School Opportunities Enhancement Program.</text> </level> <level label="b"> <level label="1"> <text>The Department shall administer the Program.</text> </level> <level label="2"> <text>The Department shall consult with the Department of Natural Resources when reviewing the recreational components of an extended day and summer enhancement program.</text> </level> </level> <level label="c"> <level label="1"> <level label="i"> <text>On or before December 1, 2016, the Department, in consultation with the Department of Natural Resources, shall develop a comprehensive plan for extended day and summer enhancement programs.</text> </level> <level label="ii"> <text>The comprehensive plan required by subparagraph (i) of this paragraph shall address:</text> <level label="1"> <text>Leveraging public and private funding sources as well as federal funding sources to support extended day and summer enhancement programs;</text> </level> <level label="2"> <text>The special needs of children with disabilities;</text> </level> <level label="3"> <text>Using school buildings, public libraries, and local public transportation resources for extended day and summer enhancement programs;</text> </level> <level label="4"> <text>Providing technical assistance to nonprofit organizations;</text> </level> <level label="5"> <text>Expanding the number of high quality extended day and summer enhancement programs in the State; and</text> </level> <level label="6"> <text>Integrating the plans developed by local jurisdictions to expand the number of high quality extended day and summer enhancement programs.</text> </level> </level> </level> <level label="2"> <text>On or before December 1, 2017, and each year thereafter, the Department, in consultation with the Department of Natural Resources, shall review and update the comprehensive plan required in paragraph (1)(i) of this subsection.</text> </level> </level> <level label="d"> <level label="1"> <text>The Department shall use the Maryland Out–of–School Time Programs’ Quality Standards Framework to monitor and assess the quality of the extended day and summer enhancement programs provided by nonprofit organizations that receive funding in accordance with this subtitle.</text> </level> <level label="2"> <text>The Maryland Out–of–School Time Programs’ Quality Standards Framework does not supersede applicable child care center licensing regulations.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-1703" title_number="7" title_name="Public Schools" subtitle_number="17" subtitle_name="Public School Opportunities Enhancement Program"> <level label="a"> <text>There is a Public School Opportunities Enhancement Grant in the Program.</text> </level> <level label="b"> <level label="1"> <text>The Department shall develop and administer the grant program to assist:</text> <level label="i"> <text>Local school systems, community schools, and nonprofit organizations in the State in expanding or creating extended day and summer enhancement programs; and</text> </level> <level label="ii"> <text>Nonprofit organizations in the State and community schools in expanding or supporting existing educational programming during the school day.</text> </level> </level> <level label="2"> <level label="i"> <text>The Department shall establish policies and procedures for the administration of the grant program, including:</text> <level label="1"> <text>The grant application process; and</text> </level> <level label="2"> <text>Criteria for awarding grants under this subtitle.</text> </level> </level> <level label="ii"> <text>When awarding grants to nonprofit organizations, the Department shall give priority to:</text> <level label="1"> <text>Maryland–based nonprofit organizations; and</text> </level> <level label="2"> <text>Nonprofit organizations operating in Maryland on or before July 1, 2016.</text> </level> </level> </level> </level> <level label="c"> <level label="1"> <text>A local school system, community school, or a nonprofit organization may apply to the Department for a grant to:</text> <level label="i"> <text>Expand or create an extended day and summer enhancement program;</text> </level> <level label="ii"> <text>Expand or create a summer enhancement program; or</text> </level> <level label="iii"> <text>Establish new educational or recreational partnerships with:</text> <level label="1"> <text>Local parks and recreation departments;</text> </level> <level label="2"> <text>Recreation councils;</text> </level> <level label="3"> <text>Local public schools;</text> </level> <level label="4"> <text>Public libraries;</text> </level> <level label="5"> <text>Institutions of higher education;</text> </level> <level label="6"> <text>Private sector businesses; and</text> </level> <level label="7"> <text>Other nonprofit organizations and foundations.</text> </level> </level> </level> <level label="2"> <text>A nonprofit organization may apply to the Department for a grant to support existing educational programming during the school day, including the recruitment, training, and ongoing professional development of new teachers.</text> </level> <level label="3"> <text>A public school is encouraged to partner with nonprofit organizations to provide extended day and summer enhancement programs for their students.</text> </level> </level> <level label="d"> <level label="1"> <text>To qualify for a grant awarded in accordance with this subtitle, a grantee shall provide the services listed in subsection (c) of this section in a county in which at least 50% of public school students as a percentage of full–time equivalent students as defined in § 5–202 of this article qualify for a free lunch under the National School Lunch Program.</text> </level> <level label="2"> <text>The total amount of grants awarded shall be allocated to grantees proportionally based on the number of public schools in each county that meet the eligibility requirement in paragraph (1) of this subsection.</text> </level> </level> <level label="e"> <level label="1"> <text>The Department shall select applications that:</text> <level label="i"> <text>Best incorporate features that will have a positive measurable impact on the conditions of well–being for children and youth as identified by the Maryland Out–of–School Time Programs’ Quality Standards Framework;</text> </level> <level label="ii"> <text>For extended day programs, best integrate an educational component that will assist students in meeting academic requirements on grade level;</text> </level> <level label="iii"> <text>For summer enhancement programs:</text> <level label="1"> <text>Provide learning and enrichment activities that will assist students in achieving at or above grade level in the next school year; and</text> </level> <level label="2"> <text>Expose students to future learning and life opportunities; and</text> </level> </level> <level label="iv"> <text>For educational programming during the school day, enhance:</text> <level label="1"> <text>The educational purpose of the school; or</text> </level> <level label="2"> <text>Students’ access to physical, social, and emotional support.</text> </level> </level> </level> <level label="2"> <text>The Department shall give priority to applications that illustrate the ability to leverage private and existing funding sources.</text> </level> </level> <level label="f"> <level label="1"> <text>A grantee that receives a grant under subsection (c)(1) of this section shall ensure that an extended school day or summer enhancement program includes an educational component.</text> </level> <level label="2"> <text>A grantee that receives a grant under this subtitle shall provide educational programs that are aligned with the Maryland College and Career–Ready Standards.</text> </level> </level> <level label="g"> <text>A local school system that receives a grant under this subtitle shall provide matching funds that are at least equal to the amount of the grant awarded.</text> </level> <level label="h"> <text>If a grantee partners with an entity listed in subsection (c)(1)(iii) of this section, the Department shall ensure that the grantee administers any grants awarded in accordance with this subtitle.</text> </level> </section> <section article="ged" article_name="Education" number="7-1704" title_number="7" title_name="Public Schools" subtitle_number="17" subtitle_name="Public School Opportunities Enhancement Program"> <level label="a"> <text>For fiscal year 2018, the Governor shall include in the annual budget bill an appropriation of $2,500,000 to the Program.</text> </level> <level label="b"> <level label="1"> <text>For fiscal year 2019 and each fiscal year thereafter, the Governor shall include in the annual budget bill an appropriation of $3,000,000 to the Program.</text> </level> <level label="2"> <text>A grantee that remains eligible for the Program shall receive a grant in the next fiscal year in an amount equal to the grant amount in the current fiscal year.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-1705" title_number="7" title_name="Public Schools" subtitle_number="17" subtitle_name="Public School Opportunities Enhancement Program"> <text>On or before December 31 of each year, the Department shall report to the General Assembly, in accordance with § 2–1257 of the State Government Article, on the implementation of the Program, including an evaluation of the effectiveness of the programs and services funded in accordance with this subtitle.</text> </section> <section article="ged" article_name="Education" number="7-1706" title_number="7" title_name="Public Schools" subtitle_number="17" subtitle_name="Public School Opportunities Enhancement Program"> <text>The Department shall adopt regulations to carry out the provisions of this subtitle.</text> </section> <section article="ged" article_name="Education" number="7-1801" title_number="7" title_name="Public Schools" subtitle_number="18" subtitle_name="Pathways in Technology Early College High (P-Tech) Schools"> <level label="a"> <text>In this subtitle the following words have the meanings indicated.</text> </level> <level label="b"> <text>“College partner” means an institution of higher education that:</text> <level label="1"> <text>Has received a certificate of approval from the Commission under Title 11, Subtitle 2 of this article;</text> </level> <level label="2"> <text>Has entered into a memorandum of understanding with a P–TECH school;</text> </level> <level label="3"> <text>Helps to develop and coordinate the pathway sequence; and</text> </level> <level label="4"> <text>Provides student support services to P–TECH students.</text> </level> </level> <level label="c"> <text>“Commission” means the Maryland Higher Education Commission.</text> </level> <level label="d"> <text>“County board” includes a consortium of county boards that have an agreement to operate a P–TECH school that serves the students in the local school systems that are part of the consortium.</text> </level> <level label="e"> <text>“Industry partner” means an employer that:</text> <level label="1"> <text>Has entered into a memorandum of understanding with a P–TECH school;</text> </level> <level label="2"> <text>Helps develop and coordinate the pathway sequence; and</text> </level> <level label="3"> <text>Provides mentoring and internship opportunities for P–TECH students.</text> </level> </level> <level label="f"> <text>“P–TECH school” means a Pathways in Technology Early College High school that:</text> <level label="1"> <text>Is a public secondary school selected by the Department;</text> </level> <level label="2"> <text>Partners with a college partner;</text> </level> <level label="3"> <text>Partners with an industry partner; and</text> </level> <level label="4"> <text>Has executed a memorandum of understanding in accordance with § 7–1802(b)(2) of this subtitle.</text> </level> </level> <level label="g"> <text>“P–TECH school costs” means the following costs of operating a P–TECH school and offering and administering a pathway sequence:</text> <level label="1"> <text>Additional staff for the P–TECH school to implement the pathway sequence;</text> </level> <level label="2"> <text>Instructional support services including professional development for staff for the pathway sequence, pathway sequence materials, additional teacher planning, and additional coordination;</text> </level> <level label="3"> <text>Extended day programs;</text> </level> <level label="4"> <text>Student support services including counseling, tutoring, student career exploration, and student events relating to a pathway sequence;</text> </level> <level label="5"> <text>Student textbooks, materials, or technology that a student is required to use as part of the pathway sequence; and</text> </level> <level label="6"> <text>Transportation services.</text> </level> </level> <level label="h"> <text>“P–TECH student” means a student enrolled in a P–TECH school.</text> </level> <level label="i"> <text>“Pathway sequence” means a curriculum or course of study at a P–TECH school that leads to a high school diploma and an associate’s degree that may be completed within a 6–year time period.</text> </level> <level label="j"> <text>“Program” means the Pathways in Technology Early College High School Program.</text> </level> </section> <section article="ged" article_name="Education" number="7-1802" title_number="7" title_name="Public Schools" subtitle_number="18" subtitle_name="Pathways in Technology Early College High (P-Tech) Schools"> <level label="a"> <level label="1"> <text>There is a Pathways in Technology Early College High School Program in the State.</text> </level> <level label="2"> <text>The Department, in consultation with the Commission, shall administer and develop the Program to assist county boards in establishing P–TECH schools.</text> </level> </level> <level label="b"> <level label="1"> <text>A P–TECH school:</text> <level label="i"> <text>Shall:</text> <level label="1"> <text>Reserve at least 50% of its available space for students who meet the free and reduced price meal income criteria; and</text> </level> <level label="2"> <text>Be established through a memorandum of understanding executed between one or more industry partners, one or more college partners, and a county board; and</text> </level> </level> <level label="ii"> <text>May be established as a school within a school.</text> </level> </level> <level label="2"> <text>The memorandum of understanding executed in accordance with paragraph (1)(i)2 of this subsection shall include provisions ensuring that:</text> <level label="i"> <text>Each P–TECH student receives:</text> <level label="1"> <text>Substantive mentoring by an industry partner;</text> </level> <level label="2"> <text>At least one paid summer internship of at least 6 weeks’ duration with an industry partner; and</text> </level> <level label="3"> <text>A high school diploma from the county board in the county where the P–TECH school is located immediately following completion of all high school graduation requirements, regardless of whether the P–TECH student has completed a pathway sequence; and</text> </level> </level> <level label="ii"> <text>P–TECH students are first in line for consideration for a job at the industry partner after graduation.</text> </level> </level> </level> <level label="c"> <text>A student who is enrolled in a P–TECH school may not be considered a dually enrolled student under Title 18, Subtitle 14A of this article.</text> </level> </section> <section article="ged" article_name="Education" number="7-1803" title_number="7" title_name="Public Schools" subtitle_number="18" subtitle_name="Pathways in Technology Early College High (P-Tech) Schools"> <level label="a"> <level label="1"> <text>There is a P–TECH Planning Grant Program in the State.</text> </level> <level label="2"> <text>The purpose of the P–TECH Planning Grant Program is to provide grants to county boards to plan and develop P–TECH schools in the State.</text> </level> </level> <level label="b"> <text>Except as provided in subsection (d) of this section, beginning in fiscal year 2018, no more than one P–TECH Planning Grant may be awarded in a local school system.</text> </level> <level label="c"> <text>Funds for the P–TECH Planning Grant Program shall be as provided in the State budget.</text> </level> <level label="d"> <text>Beginning in fiscal year 2020, no more than three new P–TECH Planning Grants may be awarded to establish a new P–TECH school until the 2016–2017 cohort of P–TECH students completes the 6–year pathway sequence.</text> </level> </section> <section article="ged" article_name="Education" number="7-1804" title_number="7" title_name="Public Schools" subtitle_number="18" subtitle_name="Pathways in Technology Early College High (P-Tech) Schools"> <level label="a"> <text>A P–TECH student may not be required to pay any cost that is related to enrollment and participation in the Program, including tuition and mandatory fees.</text> </level> <level label="b"> <text>P–TECH students shall be included in the full–time equivalent enrollment under § 5–201 of this article as follows:</text> <level label="1"> <text>Multiply the number of students who are enrolled in the fifth year of the Program by 0.50; and</text> </level> <level label="2"> <text>Multiply the number of students who are enrolled in the sixth year of the Program by 0.25.</text> </level> </level> <level label="c"> <text>Student credit hours earned at a community college by a P–TECH student shall be included in the full–time equivalent student calculation established in §§ 16–305 and 16–502 of this article.</text> </level> <level label="d"> <level label="1"> <level label="i"> <text>A P–TECH supplemental college grant is an amount equal to the tuition and mandatory fees that would normally be charged for the classes in which the P–TECH student is enrolled.</text> </level> <level label="ii"> <text>The State share of a P–TECH supplemental college grant shall be calculated and distributed by the State to college partners and equals:</text> <level label="1"> <text>50% for counties that received a grant under § 16–501 of the Local Government Article in the prior fiscal year; or</text> </level> <level label="2"> <text>25% for counties that did not receive a grant under § 16–501 of the Local Government Article in the prior fiscal year.</text> </level> </level> <level label="iii"> <text>The local share of a P–TECH supplemental college grant shall be calculated and distributed by a county board to college partners and equals the amount not paid by the State under this paragraph.</text> </level> </level> <level label="2"> <level label="i"> <text>The State share of a P–TECH supplemental school grant is not less than $750 per P–TECH student per school year and shall be used for P–TECH school costs.</text> </level> <level label="ii"> <text>The State share of a P–TECH supplemental school grant shall be calculated and distributed by the Department to county boards.</text> </level> <level label="iii"> <text>A county board that receives a P–TECH supplemental school grant shall match 100% of the State share.</text> </level> </level> </level> </section> <section article="ged" article_name="Education" number="7-1805" title_number="7" title_name="Public Schools" subtitle_number="18" subtitle_name="Pathways in Technology Early College High (P-Tech) Schools"> <text>The Department shall adopt regulations to carry out the provisions of this subtitle.</text> </section> <section article="ged" article_name="Education" number="7-1806" title_number="7" title_name="Public Schools" subtitle_number="18" subtitle_name="Pathways in Technology Early College High (P-Tech) Schools"> <level label="a"> <text>On or before December 1 each year, the Department, in consultation with the Commission, shall report to the Governor and, in accordance with § 2–1257 of the State Government Article, the General Assembly on the implementation of the Program in the State, including:</text> <level label="1"> <text>The number of students enrolled in each P–TECH school;</text> </level> <level label="2"> <text>The industry partners associated with each P–TECH school;</text> </level> <level label="3"> <text>The pathway sequence created for each P–TECH school;</text> </level> <level label="4"> <text>How P–TECH students performed on federal and State assessments;</text> </level> <level label="5"> <text>The number of P–TECH students graduating from each P–TECH school and receiving a high school diploma and an associate’s degree;</text> </level> <level label="6"> <text>The year in which each P–TECH student graduated and received the degree;</text> </level> <level label="7"> <text>The number of P–TECH students in each P–TECH school who receive paid internships with each industry partner;</text> </level> <level label="8"> <text>The number of P–TECH students in each P–TECH school on track for on–time completion of the pathway sequence;</text> </level> <level label="9"> <text>The rate of attrition, if any, from each P–TECH school by grade and by cohort;</text> </level> <level label="10"> <text>The number of students at each P–TECH school who have an IEP plan, have a 504 plan, or are English Language Learners;</text> </level> <level label="11"> <text>The percentage of P–TECH students who meet the free and reduced meal plan income criteria in each P–TECH school;</text> </level> <level label="12"> <text>The number of P–TECH students in each P–TECH school who, by the fourth year of the pathway sequence, complete the requirements for a high school diploma;</text> </level> <level label="13"> <text>The number of P–TECH students in each P–TECH school who are employed after completion of the pathway sequence with each industry partner or who matriculate to a public or private senior higher education institution after finishing the pathway sequence;</text> </level> <level label="14"> <text>The base and supplemental costs of operating a P–TECH school;</text> </level> <level label="15"> <text>The total amount of funds distributed to each P–TECH school in accordance with this subtitle;</text> </level> <level label="16"> <text>An accounting of each P–TECH school’s expenditures; and</text> </level> <level label="17"> <text>Whether all funds distributed under this subtitle were spent.</text> </level> </level> <level label="b"> <text>On or before December 1, 2023, the Department, in consultation with the Commission, shall submit to the Governor and, in accordance with § 2–1257 of the State Government Article, the General Assembly:</text> <level label="1"> <text>An analysis of the annual data reported under subsection (a) of this section; and</text> </level> <level label="2"> <text>An evaluation of whether the P–TECH Program is successful in preparing students for the workforce or for further postsecondary education.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-1901" title_number="7" title_name="Public Schools" subtitle_number="19" subtitle_name="Lynx High School"> <level label="a"> <text>In this subtitle the following words have the meanings indicated.</text> </level> <level label="b"> <text>“County Superintendent” means the Frederick County Superintendent of Schools.</text> </level> <level label="c"> <text>“LYNX High School” means a Linking Youth to New Experiences High School.</text> </level> </section> <section article="ged" article_name="Education" number="7-1902" title_number="7" title_name="Public Schools" subtitle_number="19" subtitle_name="Lynx High School"> <level label="a"> <level label="1"> <text>There is a LYNX High School at Frederick High School in Frederick County.</text> </level> <level label="2"> <text>The LYNX High School is a public school under the authority and supervision of the Frederick County Board of Education and the Frederick County Superintendent of Schools.</text> </level> </level> <level label="b"> <text>The purposes of the LYNX High School are to:</text> <level label="1"> <text>Provide individualized, self–directed learning opportunities for every student in accordance with a personal plan for success that is developed by each student with the assistance of education and business advocates and parents or guardians and is approved by the County Superintendent;</text> </level> <level label="2"> <text>In accordance with a student’s personal plan for success, allow the student to select academic course work, the method of instruction, and the pace of learning that works best for the individual student; and</text> </level> <level label="3"> <text>Allow the student to participate in and move between project–based learning experiences at the high school and college levels and work, internship, or apprenticeship experiences focused on college and career readiness competencies as an integral part of the student’s curriculum.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-1903" title_number="7" title_name="Public Schools" subtitle_number="19" subtitle_name="Lynx High School"> <level label="a"> <level label="1"> <text>On or before September 30, 2016, the County Superintendent shall develop, in consultation and collaboration with teachers, administrators, and noncertificated personnel in the school and the exclusive representatives for teachers, principals, and noncertificated personnel, and submit to the county board for approval a plan that describes in detail the program description, proposed curriculum, evaluation procedures, performance standards, and standards for graduation for students to be enrolled in the LYNX High School.</text> </level> <level label="2"> <text>The plan under paragraph (1) of this subsection shall describe:</text> <level label="i"> <text>How course credits will be assigned to classroom academic course work and other learning opportunities;</text> </level> <level label="ii"> <text>How students may earn credits other than through classroom academic course work;</text> </level> <level label="iii"> <text>How the curriculum will hold each student accountable for meeting the requirements of the Maryland College and Career–Ready Standards;</text> </level> <level label="iv"> <text>How students will be assessed on the Maryland College and Career–Ready Standards;</text> </level> <level label="v"> <text>The hours and days of operation of the LYNX High School;</text> </level> <level label="vi"> <text>The use of online courses and other learning opportunities and a proposed method of approving online courses that meets the requirements and pace of the curriculum; and</text> </level> <level label="vii"> <text>Any other relevant information as determined by the County Superintendent.</text> </level> </level> <level label="3"> <text>On or before December 1, 2016, the county board shall approve the plan submitted under paragraph (1) of this subsection.</text> </level> <level label="4"> <text>After the county board has approved the plan submitted under paragraph (1) of this subsection, the County Superintendent shall submit the plan to the State Board for review.</text> </level> </level> <level label="b"> <text>On receipt of the plan submitted under subsection (a) of this section, the county board shall consult with the County Superintendent to ensure that the plan is:</text> <level label="1"> <text>In the best interests of the students of the LYNX High School; and</text> </level> <level label="2"> <text>As it relates to working conditions, compliant with collective bargaining agreements and any requirements of Subtitles 4 and 5 of Title 6 of this article.</text> </level> </level> <level label="c"> <level label="1"> <text>Except as provided in paragraphs (2) and (3) of this subsection, within 45 days after the day of receipt of the plan submitted under subsection (a)(4) of this section and in accordance with the authority of the State Board under § 2–205 of this article to grant waivers from regulations adopted by the State Board, the State Board shall grant the LYNX High School a waiver from any regulation that conflicts with the plan approved by the county board.</text> </level> <level label="2"> <text>A waiver required under paragraph (1) of this subsection may not be granted related to:</text> <level label="i"> <text>Personnel requirements in COMAR 13A.12.01 or 13A.12.02;</text> </level> <level label="ii"> <text>Mandatory school days and school year requirements in COMAR 13A.03.02.12; or</text> </level> <level label="iii"> <text>Assessment requirements in COMAR 13A.03.02.06.</text> </level> </level> <level label="3"> <text>A waiver granted under paragraph (1) of this subsection that relates to working conditions shall be subject to Subtitles 4 and 5 of Title 6 of this article.</text> </level> </level> <level label="d"> <text>After granting a waiver from its regulations under subsection (c) of this section, the State Board and the County Superintendent shall meet with representatives of the Maryland Department of Labor regarding the development and implementation of apprenticeship experiences for students to be enrolled in the LYNX High School.</text> </level> </section> <section article="ged" article_name="Education" number="7-1904" title_number="7" title_name="Public Schools" subtitle_number="19" subtitle_name="Lynx High School"> <text>The LYNX High School may apply for and accept donations, grants, or other financial assistance from a government entity or any nonprofit or other private organization.</text> </section> <section article="ged" article_name="Education" number="7-1905" title_number="7" title_name="Public Schools" subtitle_number="19" subtitle_name="Lynx High School"> <level label="a"> <text>The County Superintendent shall conduct an evaluation of the LYNX High School each year.</text> </level> <level label="b"> <text>On or before September 30 in every odd–numbered year, the County Superintendent shall submit to the State Board an evaluation report for the prior fiscal year that includes:</text> <level label="1"> <text>The academic and career progress of each student enrolled in the LYNX High School;</text> </level> <level label="2"> <text>The level of satisfaction of the students, teachers, parents or guardians, and advocates with the LYNX High School; and</text> </level> <level label="3"> <text>The LYNX High School’s fiscal year financial report.</text> </level> </level> <level label="c"> <text>The LYNX High School may continue to operate until the County Superintendent sends to the State Board a written notice that the LYNX High School has been discontinued.</text> </level> </section> <section article="ged" article_name="Education" number="7-2101" title_number="7" title_name="Public Schools" subtitle_number="21" subtitle_name="Student Data Governance"> <level label="a"> <text>In this subtitle the following words have the meanings indicated.</text> </level> <level label="b"> <text>“Personally identifiable information” means information that, alone or in combination, makes it possible to identify an individual student with reasonable certainty.</text> </level> <level label="c"> <text>“Student data” means any personally identifiable information relating to an identified or identifiable student in the State.</text> </level> </section> <section article="ged" article_name="Education" number="7-2102" title_number="7" title_name="Public Schools" subtitle_number="21" subtitle_name="Student Data Governance"> <text>The Department, in consultation with the Department of Information Technology and county boards, shall develop and update best practices for county boards to: </text> <level label="1"> <text>Manage and maintain data privacy and security practices in the processing of student data and personally identifiable information across the county board’s information technology and records management systems;</text> </level> <level label="2"> <text>Develop and implement:</text> <level label="i"> <text>A data privacy and security incident response plan;</text> </level> <level label="ii"> <text>A breach notification plan; and</text> </level> <level label="iii"> <text>Procedures and requirements for allowing access to student data and personally identifiable information for a legitimate research purpose; and</text> </level> </level> <level label="3"> <text>Publish information annually on:</text> <level label="i"> <text>Types of student data and personally identifiable information processed by the county board, the protocols for processing student data, and the rationales for selecting processing protocols;</text> </level> <level label="ii"> <text>Contracted services that involve sharing student data between a county board and a school service contract provider; and</text> </level> <level label="iii"> <text>Procedures and rationales for vetting and selecting Internet sites, services, and applications.</text> </level> </level> </section> <section article="ged" article_name="Education" number="7-2103" title_number="7" title_name="Public Schools" subtitle_number="21" subtitle_name="Student Data Governance"> <level label="a"> <text>The Department, in consultation with the Department of Information Technology and county boards, shall develop and update best practices for professional development on data governance policies and procedures.</text> </level> <level label="b"> <text>A county board may implement the best practices for professional development on data governance policies and procedures developed under subsection (a) of this section.</text> </level> </section> <section article="ged" article_name="Education" number="7-2104" title_number="7" title_name="Public Schools" subtitle_number="21" subtitle_name="Student Data Governance"> <level label="a"> <text>The Department shall develop strategies to coordinate and assist local data governance staff in the counties to implement best practices developed under § 7–2102 of this subtitle.</text> </level> <level label="b"> <text>A county board may designate an employee to manage and maintain a data governance program in the county that meets the requirements of § 7–2102 of this subtitle.</text> </level> </section> <section article="ged" article_name="Education" number="7-2105" title_number="7" title_name="Public Schools" subtitle_number="21" subtitle_name="Student Data Governance"> <text>The Department shall adopt regulations to implement the requirements of this subtitle. </text> </section> <section article="ged" article_name="Education" number="7-2201" title_number="7" title_name="Public Schools" subtitle_number="22"> <text>In this subtitle, “artificial intelligence” has the meaning stated in § 3.5–801 of the State Finance and Procurement Article.</text> </section> <section article="ged" article_name="Education" number="7-2202" title_number="7" title_name="Public Schools" subtitle_number="22"> <level label="a"> <level label="1"> <text>The Department shall provide guidance on artificial intelligence to local school systems, educators, parents, and students through an online platform that:</text> <level label="i"> <text>Promotes the safe, responsible, equitable, and ethical use of artificial intelligence;</text> </level> <level label="ii"> <text>Promotes artificial intelligence literacy through computer science education;</text> </level> <level label="iii"> <text>Emphasizes students and teachers at the center of educational technology;</text> </level> <level label="iv"> <text>Prioritizes the educational needs of students using evidence–based approaches and methodologies; and</text> </level> <level label="v"> <text>Addresses how State and federal privacy and accessibility standards apply to the use of artificial intelligence instruction in schools.</text> </level> </level> <level label="2"> <text>The Department, in consultation with other interested stakeholders, shall publish separately on its website guidance for each of the following groups:</text> <level label="i"> <text>Students;</text> </level> <level label="ii"> <text>Educators;</text> </level> <level label="iii"> <text>Administrators; and</text> </level> <level label="iv"> <text>Parents and guardians.</text> </level> </level> <level label="3"> <text>Each year, the Department shall review the guidance and update the guidance as necessary.</text> </level> </level> <level label="b"> <text>The Department shall develop strategies to assist county boards and county superintendents to implement the guidelines and best practices developed by the Department under this section.</text> </level> <level label="c"> <text>On or before 120 days from the date that the Department releases the guidance required under subsection (a)(1) of this section, each local school system shall have an artificial intelligence policy aligned with the guidance.</text> </level> <level label="d"> <level label="1"> <text>Each local school system shall designate a coordinator between the local school system and the State on the productive and ethical use of systems of artificial intelligence in the local school system.</text> </level> <level label="2"> <text>A coordinator designated under paragraph (1) of this subsection shall be an individual who is employed at the central office administration level as noninstructional staff.</text> </level> </level> <level label="e"> <level label="1"> <text>The Department shall develop and publish a rubric and other evaluative tools, as necessary, to assist local school systems in the evaluation of artificial intelligence tools selected for use by the local school system.</text> </level> <level label="2"> <text>The rubric shall be designed to support local school systems in determining whether artificial intelligence tools are consistent with State guidelines.</text> </level> <level label="3"> <text>Each local school system shall use the rubric and other evaluative tools developed by the Department in the review and selection of artificial intelligence tools for use within the local school system.</text> </level> <level label="4"> <text>The Department periodically may review and update the rubric as necessary to reflect changes in technology, law, or State policy.</text> </level> <level label="5"> <text>On request, Morgan State University, or another 4–year institution of higher education in the State, may support local school systems in assessing the tools against the rubric.</text> </level> </level> <level label="f"> <text>Local school systems shall procure artificial intelligence tools consistent with the provisions of Title 3.5, Subtitle 8 of the State Finance and Procurement Article.</text> </level> </section> <section article="ged" article_name="Education" number="7-2203" title_number="7" title_name="Public Schools" subtitle_number="22"> <level label="a"> <text>On or before June 1, 2027, the Department, in consultation with the Governor’s Workforce Development Board, shall ensure that artificial intelligence literacy is a component of workforce preparation standards and computer science standards for kindergarten through grade 12.</text> </level> <level label="b"> <text>The Department shall provide professional development in artificial intelligence to educators and school leaders that:</text> <level label="1"> <text>Is sufficient in duration and quality to prepare the educators and school leaders:</text> <level label="i"> <text>For the professional use of artificial intelligence;</text> </level> <level label="ii"> <text>To apply artificial intelligence to instruction; and</text> </level> <level label="iii"> <text>To understand ethical considerations of artificial intelligence;</text> </level> </level> <level label="2"> <text>Provides substantive coverage of:</text> <level label="i"> <text>The purpose of artificial intelligence in education;</text> </level> <level label="ii"> <text>Basic artificial intelligence vocabulary and concepts;</text> </level> <level label="iii"> <text>How artificial intelligence works;</text> </level> <level label="iv"> <text>Effective classroom use cases, including to streamline administrative tasks, to support specially designed instruction, and to provide timely feedback; and</text> </level> <level label="v"> <text>Effective use, privacy, security, academic integrity, and means of avoiding overdependence; and</text> </level> </level> <level label="3"> <text>Is offered:</text> <level label="i"> <text>During the employee’s regular workday as part of time designated for professional development; or</text> </level> <level label="ii"> <text>As a course that is eligible for credit toward licensure renewal.</text> </level> </level> </level> </section> <section article="ged" article_name="Education" number="7-2204" effective_note="EFFECTIVE UNTIL MAY 31, 2028 PER CHAPTER 634 OF 2026" title_number="7" title_name="Public Schools" subtitle_number="22"> <level label="a"> <text>In this section, “Collaborative” means the Maryland AI Education Collaborative on Artificial Intelligence in K–12 Education.</text> </level> <level label="b"> <text>There is a Maryland AI Education Collaborative on Artificial Intelligence in K–12 Education.</text> </level> <level label="c"> <text>The Collaborative consists of the following members:</text> <level label="1"> <text>The State Superintendent, or the State Superintendent’s designee;</text> </level> <level label="2"> <text>The Executive Director of the Maryland Association of Boards of Education, or the Executive Director’s designee;</text> </level> <level label="3"> <text>The President of the Maryland State Education Association, or the President’s designee;</text> </level> <level label="4"> <text>The President of the Maryland Association of School Personnel Administrators, or the President’s designee;</text> </level> <level label="5"> <text>The President of the Baltimore Teachers Union, or the President’s designee;</text> </level> <level label="6"> <text>The Executive Director of the Public School Superintendents’ Association of Maryland, or the Executive Director’s designee;</text> </level> <level label="7"> <text>Five coordinators designated by the county boards under § 7–2202(d) of this subtitle;</text> </level> <level label="8"> <text>Three representatives from nonprofit organizations that represent parents;</text> </level> <level label="9"> <text>Three representatives from student organizations;</text> </level> <level label="10"> <text>One representative from a statewide organization that represents students with disabilities;</text> </level> <level label="11"> <text>One representative from a statewide organization that represents multilingual families and students;</text> </level> <level label="12"> <text>Three representatives from labor unions that represent teachers, administrators, and school support staff;</text> </level> <level label="13"> <text>The President of the Maryland Chapter of the Computer Science Teachers Association, or the President’s designee;</text> </level> <level label="14"> <text>The Executive Director of the Maryland Center for Computing Education, or the Executive Director’s designee;</text> </level> <level label="15"> <text>The Chair of the Governor’s Workforce Development Board, or the Chair’s designee; and</text> </level> <level label="16"> <text>One representative from Morgan State University.</text> </level> </level> <level label="d"> <text>It is the intent of the General Assembly that the educators consulted by the Collaborative shall represent diverse subject areas and licensure areas, including general and special educators.</text> </level> <level label="e"> <text>The State Superintendent shall designate the chair of the Collaborative and may establish subcommittees of the Collaborative.</text> </level> <level label="f"> <text>The Department:</text> <level label="1"> <text>Shall provide staff for the Collaborative; and</text> </level> <level label="2"> <text>May partner or contract with an organization to support the Collaborative.</text> </level> </level> <level label="g"> <text>A member of the Collaborative:</text> <level label="1"> <text>May not receive compensation as a member of the Collaborative; but</text> </level> <level label="2"> <text>Is entitled to reimbursement for expenses under the Standard State Travel Regulations, as provided in the State budget.</text> </level> </level> <level label="h"> <text>The Collaborative shall:</text> <level label="1"> <text>Study the uses of artificial intelligence in each local school system, including a review of innovation by industry and philanthropic support of schools in the use of artificial intelligence; and</text> </level> <level label="2"> <text>Make findings and recommendations regarding:</text> <level label="i"> <text>The development or update of the guidance and best practices for county boards under § 7–2202 of this subtitle;</text> </level> <level label="ii"> <text>The implementation of best practices for relevant professional development; and</text> </level> <level label="iii"> <text>The adoption of policies and procedures regarding the development, procurement, implementation, utilization, and ongoing assessment of systems that employ artificial intelligence by a county board.</text> </level> </level> </level> <level label="i"> <text>On or before January 1, 2027, based on best practices from across the country, the Collaborative shall recommend a process for the State Board to update on a regular basis relevant State content standards to address the role of artificial intelligence.</text> </level> <level label="j"> <text>On or before December 1, 2027, and each December 1 thereafter, the Collaborative shall report its findings and recommendations to the State Board and the Accountability and Implementation Board and, in accordance with § 2–1257 of the State Government Article, the General Assembly on:</text> <level label="1"> <text>Professional development offered by local school systems and participants in each professional development activity disaggregated by role;</text> </level> <level label="2"> <text>Statewide adoption of artificial intelligence guidance;</text> </level> <level label="3"> <text>The use of artificial intelligence in instruction;</text> </level> <level label="4"> <text>The instruction on artificial intelligence in each local school system; and</text> </level> <level label="5"> <text>The use of artificial intelligence in administrative tasks.</text> </level> </level> </section>