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. 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. On request and in accordance with a county board’s policies concerning residency, a county superintendent: 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 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. 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: The child is a child who is: In the custody of, committed to, or otherwise placed by a local department of social services or the Department of Juvenile Services; and 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; The child is not in any of the following placements: A detention facility; A forestry camp; A training school; A State–owned and State–operated facility that accommodates more than 25 children; or Any other facility operated primarily for the detention of children who are determined to be delinquent; 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 The local department of social services or the Department of Juvenile Services pays for the cost of transporting the child to and from school. 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. 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. 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. 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. In this subsection the following words have the meanings indicated. “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. “Relative” means an adult related to the child by blood or marriage within the fifth degree of consanguinity. “Serious family hardship” means: Death of a parent or legal guardian of the child; Serious illness of a parent or legal guardian of the child; Drug addiction of a parent or legal guardian of the child; Incarceration of a parent or legal guardian of the child; Abandonment by a parent or legal guardian of the child; or Assignment of a parent or legal guardian of a child to active uniformed services duty. A county superintendent shall allow a child who is a resident of this State to attend a public school in: 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 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. 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. 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. The affidavit shall include: The name and date of birth of the child; The name and address of the child’s parent or legal guardian; The name and address of the relative providing informal kinship care; The date the relative assumed informal kinship care; The nature of the serious family hardship and why it resulted in informal kinship care; The kinship relation to the child of the relative providing informal kinship care; The name and address of the school the child previously attended; 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; 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 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. The affidavit shall be in the following form: I, the undersigned, am over eighteen (18) years of age and competent to testify to the facts and matters set forth herein. ____________________ (name of child), whose date of birth is _____________, is living with me because of the following serious family hardship: (check each that is applicable) _____    death of father/mother/legal guardian _____    serious illness of father/mother/legal guardian _____    drug addiction of father/mother/legal guardian _____    incarceration of father/mother/legal guardian _____    abandonment by father/mother/legal guardian _____    assignment of a parent or legal guardian of a child to active uniformed services duty The name and last known address of the child’s parent(s) or legal guardian is: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ My kinship relation to the child is _______________________ My address is: ______________________________________________________________________________ Street                                        Apt. No. ______________________________________________________________________________ City                    State                    Zip Code I assumed informal kinship care of this child for 24 hours a day and 7 days a week on __________________(day/month/year). The name and address of the last school that the child attended is: ______________________________________________________________________________ ______________________________________________________________________________ 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. 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. ___________________________________ Signature of affiant ___________________________________ (Day/month/year) 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. 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: Be attached to affidavit forms that comply with paragraph (4) of this subsection; and 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. 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. 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. An informal kinship care affidavit may be filed during a school year. 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. 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. 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. 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. 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. By the 2007–2008 school year, each county board shall provide full–day kindergarten programs for all kindergarten students in that county. 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.

In this section the following terms have the meanings indicated. “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. “Eligible child” means a child: Who is from an economically disadvantaged background; Whose parent or guardian seeks to enroll the child in a public prekindergarten program; and 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. “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. 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. 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.

In this section the following terms have the meanings indicated. “Economically disadvantaged background” means a family whose income is no more than 300% of the federal poverty guidelines. “Eligible young child” means a child: Who is from an economically disadvantaged background; Whose parent or legal guardian seeks to enroll the child in a publicly funded prekindergarten program established under this section; and 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. “Fund” means the Prekindergarten Expansion Fund. “Montessori school” has the meaning stated in § 6–127 of this article. “Program” means the Prekindergarten Expansion Grant Program. “Qualified provider” means: 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 A county board. There is a grant program known as the Prekindergarten Expansion Grant Program in the State. 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. The Department shall administer the Program. The Program shall be a competitive grant program to provide funds to qualified providers. The Department shall take measures to achieve geographic diversity among participating qualified providers. Priority for participation in the Program shall be given to qualified providers: That are located in areas of the State that have an unmet need for prekindergarten or comprehensive early childhood education services; That include a plan for long–term sustainability, including community and business partnerships and matching funds to the extent possible; and That incorporate parental engagement and the benefits of educational activities beyond the classroom into the providers’ programs. Prekindergarten Expansion Grants may be used to expand prekindergarten services, including: Establishing or expanding full–day prekindergarten for eligible young children; and Expanding existing half–day prekindergarten programs into full–day prekindergarten programs for eligible young children. The Department may establish: Additional eligibility criteria for the selection of qualified providers; Application and award processes including the submission date for applications, renewal procedures, and application review processes for making awards under the Program; and Any other policies and procedures necessary to implement the Program. 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: Maintain a student–to–classroom personnel ratio of no more than 10 to 1 with a maximum of 20 children per classroom; 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; Operate an educational program for: 5 days per week; 180 days per year, in accordance with the public school calendar established by the local school board; and For half–day programs, at least 2.5 hours per day; or For full–day programs, at least 6.5 hours per day; and To receive a grant under this section, meet the requirements of § 7–1A–04 of this title. 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: Meet the requirements under paragraph (1)(iii) of this subsection; 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; 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 Require a classroom teacher to: Hold a bachelor’s degree in any field; and Hold a Montessori credential issued by: The Association Montessori Internationale; The American Montessori Society; or A program accredited by the Montessori Accreditation Council for Teacher Education. 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. 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. The Governor may provide funds to the Department to administer the Program. Grants awarded under this section may not be used: To supplant existing funding for prekindergarten services; For capital improvements; or To fund the same full–day prekindergarten slot that is funded under Subtitle 1A of this title. The Department shall: Leverage Child Care Scholarship Program funds when making grant awards to private providers that participate in the Child Care Scholarship Program; Encourage private providers that receive grants to pursue level 5 in the Department’s voluntary quality rating and improvement system known as “Maryland EXCELS”; Supervise and monitor the use of grant funds distributed under this section; and Evaluate whether grant recipients are meeting annual benchmarks established by the Department. There is a Prekindergarten Expansion Fund. The purpose of the Fund is to provide funds to the Program. The Department shall administer the Fund. The Fund is a special, nonlapsing fund that is not subject to § 7–302 of the State Finance and Procurement Article. The State Treasurer shall hold the Fund separately, and the Comptroller shall account for the Fund. The Fund consists of: Money appropriated in the State budget to the Fund; Investment earnings of the Fund; and Any other money from any other source, including donations, accepted for the benefit of the Fund. The Fund may be used only for grants made by the Department for the Program. The State Treasurer shall invest the money of the Fund in the same manner as other State money may be invested. Investment earnings of the Fund shall be paid into the Fund. Expenditures from the Fund may be made only in accordance with the State budget. 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.

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.

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. By regulation, the county board shall make completion of an affidavit of disclosure a prerequisite for admission to the public schools. The purpose of the affidavit of disclosure is limited to ascertaining from the parents or guardians of a student in the public schools: Their legal residence; and The duration of their residency in this State. 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. Failure to complete the affidavit of disclosure truthfully by a parent or guardian is a misdemeanor. 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.

Except as provided in subsections (b), (e), (f), and (g) of this section, each public school under the jurisdiction of a county board: 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 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; Shall be open for pupil attendance a minimum of 3 hours during each school day; and May not be open on Saturdays, Sundays, or holidays in order to meet the 180–day or 1,080–hour requirement of this subsection. 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: The following adjustments: An increase in the length of the school year; or A decrease in the length of the school year; Exceptions from the requirement that the school year be completed within a 10–month period; Adjustments in the length of the school day; and Schools to be open on holidays. These adjustments may be granted only if normal school attendance is prevented because of: Natural disaster; Civil disaster; or Severe weather conditions. 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. In case of emergency, the State Board may open schools on holidays. The following days are public school holidays: Thanksgiving Day and the day after; Christmas Eve and from then through January 1; Martin Luther King, Jr. Day; Presidents’ Day; The Friday before Easter and from then through the Monday after Easter; Memorial Day; and Primary and general election days. 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. The public schools shall devote a part of at least one day to appropriate exercises for each of the following: Washington’s Birthday; Lincoln’s Birthday; Veterans’ Day; Columbus Day; Arbor Day; Black History Month, with an emphasis on Harriet Tubman and Frederick Douglass and the contributions they made in the fight against slavery; and Any other day of national significance. 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: Calvert; Caroline; Dorchester; Kent; Talbot; and Worcester. Except as provided in subsection (e) of this section, the State Board shall divide the school year into the terms it considers appropriate. 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. Nothing in this section precludes a county board from conducting a year–round pilot study or program that is funded by the county board. 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. 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. 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. 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. Publicly funded half–day prekindergarten programs are not subject to the requirements of subsection (a) of this section. 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.

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. 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.

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. 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: Discuss this topic at an open meeting; and Vote affirmatively to authorize the county superintendent to provide virtual education days to students during a severe weather event. A county board shall publish the county board’s plan for the use of virtual education days on the school system’s website. The county board’s plan published in accordance with paragraph (1) of this subsection shall include: A plan to ensure that attendance will be taken for all students and teachers during each virtual education day; A plan to provide opportunities for students to make up work missed during virtual education days when they return to in–person school; 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 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. A county superintendent may decide to provide a day of virtual education for public school students in the county only if: The local school system has used all the days incorporated into its calendar for school closures for severe weather conditions; The county board has authorized the county superintendent to provide virtual education days to students in accordance with subsection (b) of this section; and The county superintendent determines that severe weather conditions are likely to prevent normal attendance at the public school. 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. 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. 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. Notwithstanding any other provision of law, an employee organization designated as an exclusive representative may negotiate with a local school system about: The period of time that public school employees require for preparation on a virtual education day; and The time at which synchronous instruction shall begin on a virtual education day. 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. 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.

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. During this period, a student or teacher may read the holy scripture or pray.

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. Each county board shall: Require the display of an American flag on the site of each public school building in its county while the school is in session; Buy all necessary flags, staffs, and appliances for the flags; and Adopt rules and regulations for the proper custody, care, and display of the flag. Each county board shall: Provide each public school classroom with an American flag; 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 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.” Any student or teacher who wishes to be excused from the requirements of subsection (c)(3) of this section shall be excused. 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. Any individual who commits an act of disrespect, either by word or action, is in violation of the intent of this section.

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: Textbooks; Supplementary readers; Materials of instruction; Visual and auditory aids; Stationery; and School supplies. 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. The collection in each library or media center shall be appropriate for students in each age group and reading level in the school. Each county board shall furnish the materials and supplies listed in subsection (a) of this section: Free of cost for use in the public schools; and In sufficient quantities for the different grades in the public schools.

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.

Each county board shall encourage the use of public school facilities for community purposes. If written application is made to the county superintendent, the county board shall provide for the use of a public school facility for: The presentation and discussion of public questions; Public speaking; Lectures; or Other civic, educational, social, or recreational purposes or church affiliated civic purposes. These meetings shall be open to the public. The county board may refuse the use of any school facility for these purposes if it appears that the use is likely to: Provoke or add to a public riot or breach of the peace; or Create a clear and present danger to the peace and welfare of the county or State. 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. Each county board may permit the use of public school facilities for religious or other lawful purposes. 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. 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. 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: The county board does not anticipate a need for the public school facility during the term of the lease; 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 The lease term is not longer than 99 years.

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: Shall give priority to nonprofit child care programs for use of public school facilities before and after school hours; May make space available during school hours; and May lease any part of public school property for the construction or operation of a child care center if: The county board determines that the property will not be needed for public school use during the term of the lease; and The term of the lease is not greater than 20 years. 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. 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.

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. 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. 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. 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. 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. 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.

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. 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. The notice described under paragraph (1) of this subsection shall: 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 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”. 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. In this subsection, “ASVAB” means the Armed Services Vocational Aptitude Battery. 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. 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. 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: Recruiting representatives of the military services; Registered apprenticeship programs; Youth apprenticeship programs under Title 18, Subtitle 18 of this article; and Employers registered with: The Maryland Department of Labor; or Local Workforce Development Boards. 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.

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: 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; The content of the alternative activities that are available; and The methods by which a student can gain access to the alternative activities for a course or a section of a course.

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. The course numbering system shall be available for adoption by each county school system on a voluntary basis. 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.

A public school may not print or have printed a student’s Social Security number on any type of identification card.

In this section the following words have the meanings indicated. “Private noncollegiate institution” means a school or other institution that is not under the general control and supervision of a county board of education. “Unpaid work–based learning experience” means a program that provides a student with structured employer–supervised learning that: Occurs in the workplace; Links with classroom instruction; Is coordinated by a county board or private noncollegiate institution; and 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. 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. 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. 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. 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. 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: The cost of the premium for the workers’ compensation insurance coverage; or A fee of $250. A county board may waive the requirement for reimbursement under subsection (d)(2) of this section.

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. A reciprocity agreement shall include procedures for: The timely transfer of student records; Awarding credit for completed course work; Allowing a student to satisfy the graduation requirements of § 7-205 of this title through successful completion of comparable courses in another state; and 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.

In this section the following words have the meanings indicated. “Child with a disability” has the meaning stated in § 8–401 of this article. “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. “Enrollment” includes course registration and charter school lotteries. “Free appropriate public education” has the meaning stated in § 8–401 of this article. “Sending state” has the meaning stated in § 7–1303 of this title. 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. 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. A county superintendent shall establish a remote registration process for advance enrollment under paragraph (1) of this subsection. A remote registration process established under this paragraph may not: Charge a fee; or 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. 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. 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. 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. 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: Satisfactory evidence of the dependent child’s status as a dependent child of the active service member; A copy of the active service member’s official orders to relocate; and Proof of residence in the county. The active service member may use the address of any of the following as proof of residence: A temporary on–base lodging facility; A purchased or leased home or apartment; or Any federal government housing unit or off–base military housing unit. 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. 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. 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: The advance enrollment procedures established under this section; The Purple Star Schools Program established under § 7–129 of this subtitle; The Interstate Compact on Educational Opportunity for Military Children established under Subtitle 13 of this title; and 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.

The purpose of this section is to: 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 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. 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: The United States Constitution; and The Maryland Constitution. The program of education may include: Special assemblies, discussions, presentations, and events commemorating the United States Constitution and the Maryland Constitution; The opportunity for eligible students to register to vote; and Efforts to reinforce existing curricula.

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: For fiscal year 2021, $278,750; For fiscal year 2022, $268,300; For fiscal year 2023, $272,100; For fiscal year 2024, $276,400; For fiscal year 2025, $280,850; For fiscal year 2026, $280,850; For fiscal year 2027, $280,850; and For fiscal year 2028, $216,600. The appropriations made under subsection (a) of this section may only be used as follows: 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: For fiscal year 2021, $115,000; For fiscal year 2022, $115,300; For fiscal year 2023, $115,600; For fiscal year 2024, $116,000; For fiscal year 2025, $116,250; For fiscal year 2026, $116,250; For fiscal year 2027, $116,250; and For fiscal year 2028, $116,600; 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: For fiscal year 2021, $125,750; For fiscal year 2022, $130,000; For fiscal year 2023, $133,500; For fiscal year 2024, $137,400; For fiscal year 2025, $141,600; For fiscal year 2026, $141,600; For fiscal year 2027, $141,600; and For fiscal year 2028, $85,000; To support statewide green school events, the following allocations: For each of fiscal years 2021 through 2027, $8,000; and For fiscal year 2028, $6,000; 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: For each of fiscal years 2021 through 2027, $10,000; and For fiscal year 2028, $4,000; and To create an online application form for a school to apply to get funding under this section, the following allocations: For fiscal year 2021, $20,000; and For each of fiscal years 2022 through 2028, $5,000. The annual evaluation funded under subsection (b)(4) of this section shall: Be conducted annually in calendar years 2022 through 2029; Be conducted by an independent contractor that has experience evaluating environmental programs; Examine whether the funding has: Increased support for the development of green schools; Provided professional development to more teachers; and Increased the environmental literacy of students; and On completion, be provided to: The President of the Senate; The Speaker of the House; The State Superintendent; The Secretary of the Environment; The Secretary of Natural Resources; The Senate Education, Health, and Environmental Affairs Committee; The House Committee on Ways and Means; and The House Environment and Transportation Committee.

In this section, “classroom teacher” means a teacher who is primarily responsible and accountable for the students in that class. “Classroom teacher” does not include: Curriculum specialists; Guidance counselors; Librarians; Media specialists; Instructional aides; Attendance personnel; Health services personnel; Psychologists; Social workers; Clerical personnel; Community college staff; or 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. 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. 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. Beginning with the 2012–2013 academic year, each county board shall: Implement the uniform data collection method developed under subsection (b) of this section; and Report the results of the data collection to the Department on or before December 1 of each year. 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.

In this section, “multiple–birth children” means twins, triplets, quadruplets, quintuplets, or more. This section applies only to children entering kindergarten through second grade. 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. The parent or guardian shall make the request in writing to the school principal within 14 days after: The first day of school; or If the children were enrolled in the school after the school year has commenced, the first day of attendance of the children. 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. 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. The school may: Recommend to a parent or guardian the appropriate classroom placement for the multiple–birth children; or Provide professional educational advice to assist a parent or guardian regarding classroom placement for the multiple–birth children. A county board may not adopt a classroom placement policy of automatically separating or placing together multiple–birth children.

In this section the following words have the meanings indicated. “School–sponsored media” means any material that is: Prepared, written, published, or broadcast by a student journalist at a public school; Distributed or generally made available to members of the student body; and Prepared under the direction of a student media advisor. “School–sponsored media” does not include material that is intended for distribution or transmission solely in the classroom in which the material is produced. “Student journalist” means a public school student who gathers, compiles, writes, edits, photographs, records, or prepares information for dissemination in school–sponsored media. “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. Subject to subsection (d) of this section, a student journalist may exercise freedom of speech and freedom of the press in school–sponsored media. Paragraph (1) of this subsection may not be construed to be limited by the fact that the school–sponsored media is: Supported financially by the local school system, or by the public school, or by use of facilities owned by the county board; or Produced in conjunction with a class in which the student journalist is enrolled. 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. 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. This section may not be construed to authorize or protect content of school–sponsored media by a student journalist that: Is libelous or slanderous; Constitutes an unwarranted invasion of privacy; Violates federal or State law; or 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. 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. Except as provided in paragraph (2) of this subsection, a county board may not exercise prior restraint of any school–sponsored media. A county board may exercise prior restraint of school–sponsored media described under subsection (d) of this section. 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. A student journalist may not be disciplined for acting in accordance with subsection (b) or (c) of this section. A student media advisor may not be dismissed, suspended, disciplined, reassigned, transferred, or otherwise retaliated against for: Acting to protect a student journalist engaged in conduct under subsection (b) or (c) of this section; or 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. Each county board shall adopt a written policy concerning the provisions of this section. The policy adopted under paragraph (1) of this subsection: Shall include reasonable provisions for the time, place, and manner of expression by a student journalist in school–sponsored media; and 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.

In this section, “healthy school start time” means a school starting time of no earlier than 8:00 a.m. Beginning in the 2017–2018 school year, there is an Orange Ribbon for Healthy School Hours certification in the Department. 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. A local school system may submit to the Department an application for the Orange Ribbon for Healthy School Hours certification. 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. To qualify for an Orange Ribbon for Healthy School Hours certification, a local school system: May not have: An elementary school in the local school system that requires a student to: Be in class before 8:00 a.m.; and Board a school bus before 7:00 a.m.; and A middle or high school in the local school system that requires a student to: Be in class before 8:30 a.m.; and Board a school bus before 7:30 a.m.; and Shall: 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; Inform the following stakeholders of the importance of healthy school start times: Teachers; Parents; Students; Administrators; School staff; Transportation providers; Athletic directors; Local business owners; Coaches; Child care providers; Local employers of students; City or county agencies that provide services or opportunities to students; and Organizations that use local school systems’ fields and facilities on a regular basis; and Engage the stakeholders listed in item 1 of this item in conversations to discuss possible contraindications of altering current school start times; and Notify the public and stakeholders of any changes to school start times. 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. To qualify for an Orange Ribbon for Healthy School Hours – Commended certification, a local school system shall: Meet the requirements under paragraph (3) of this subsection; 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 Provide evidence of progress toward meeting the requirements of subsection (d) of this section. To qualify for an Orange Ribbon for Healthy School Hours – Honorable Mention certification, a local school system shall: 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 Meet the requirement under subsection (d)(2)(i) of this section; or Provide evidence of a plan to move the local school system toward meeting all of the requirements of subsection (d) of this section. 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. On or before December 1, 2016, the State Board shall provide each local school system with: Information on methods of efficiently altering current school start times to be consistent with recommendations; and The criteria established in paragraph (1) of this subsection. 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. The Department shall adopt regulations to carry out the requirements of this section.

In this section, “eligible organization” means a nonprofit organization that: Provides youth with an out–of–school time experience that focuses on personal and workforce development; and Serves public school students as a majority of its participating youth. There is a Robotics Grant Program in the State. 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. 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. An eligible organization is eligible to receive a grant under this section only if the eligible organization is associated with a public school. The Governor shall include in the State budget an annual appropriation of at least $350,000 to the Program. The Department shall implement and administer the Program in accordance with this section. To the extent practicable, the Department shall award grants to ensure geographic diversity among the grantees. The Department may adopt regulations to implement the requirements of this section.

There is a Remote Classroom Technology Grant Program in the State. 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. The Governor may include in the State budget an annual appropriation to the Program. The Department shall implement and administer the Program in accordance with this section. The Department may adopt regulations to implement the requirements of this section.

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. 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. A public school may not: Communicate about unpaid meal debt directly with a student or in a manner that humiliates, embarrasses, or stigmatizes the student; or In response to a student’s unpaid meal debt: Require the student to wear a wristband, hand stamp, sticker, or other identifying mark; Require the student to complete chores or tasks; Deny a meal to the student; Dispose of a meal after it has been served to the student; or Restrict a student from access to school records or participation in any school–related extracurricular activity. A public school may provide an alternative meal instead of a standard meal if the meal: Meets the nutritional standards of the U.S. Department of Agriculture; and Is available to all students in the school, regardless of unpaid meal debt. 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: Assistance in understanding the application process and eligibility requirements; and Printed applications in multiple languages. 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. 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. Each county board shall: 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 Report to the Department its findings each year.

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.

In this section the following words have the meanings indicated. “CTE Committee” means the Career and Technical Education Committee established under § 21–207 of this article. “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. “Program” means the Career Counseling Program for Middle and High School Students. There is a Career Counseling Program for Middle and High School Students. The purpose of the Program is to provide each middle school and high school student in the county with individualized career counseling services. 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. 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. Funding received by the county board for career counseling under Subtitle 2 of this title shall be spent in accordance with the agreement. 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.

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. 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. 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.

In this section the following words have the meanings indicated. “Military–connected student” means a student who is a dependent of: A service member; or A service member who was killed in the line of duty. “Program” means the Purple Star Schools Program. There is a Purple Star Schools Program. 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. The Department shall administer the Program. 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. At a minimum, the Department’s criteria for a Purple Star School shall require a public school to: Designate a staff member as a uniformed services liaison, whose duties shall include: Identifying military–connected students who are newly enrolled or soon to be enrolled at the school; Serving as the point of contact between the school and newly enrolled or soon to be enrolled military–connected students and their families; Determining appropriate school services available to newly enrolled or soon to be enrolled military–connected students; Assisting in coordinating school programs for newly enrolled or soon to be enrolled military–connected students; and Generally aiding with a military–connected student’s transition to a new school; Establish on the school’s website an easily accessible webpage that includes resources for military–connected students and their families, including information regarding: Relocation to, enrollment at, registration at, and transferring records to the school; Academic planning, course sequences, and advanced classes available at the school; and Counseling and other support services available for military–connected students transitioning into the school; Maintain a transition program led by students, if appropriate, that assists military–connected students enrolled at the school; and Offer professional development for staff members on issues related to military–connected students transferring to new schools. A public school may partner with the county board to fulfill the Department’s criteria to qualify as a Purple Star School. The Department shall adopt regulations to carry out this section.

In this section, “Program” means the Grant Program to Reduce and Compost School Waste. There is a Grant Program to Reduce and Compost School Waste within the Department. 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. A county board or a public school may apply for a grant under this section. Except as provided in paragraph (2) of this subsection, the Department shall administer the Program. The Maryland Association for Environmental and Outdoor Education shall review grant applications and select grant awardees under the Program. The Department shall award grants to the applicants selected by the Maryland Association for Environmental and Outdoor Education. A project is eligible for a grant if it is submitted by a county board or public school and will: Educate students, staff, and parents on the connection between food waste, climate, environment, and hunger; Support school infrastructure to measure food waste and reduction of food waste; Train and educate students and staff on the implementation of food waste reduction and composting; and Include at least one of the following activities: 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; Developing processes for surplus food to be served during after school activities or the following day, or to be taken home to student families; Contracting with a commercial composter or municipal or county agency to recycle in–school organic waste; Establishing on–site composting bins; Replacing single–serve milk cartons with bulk milk dispensers; Establishing share tables based on guidance from the U.S. Department of Agriculture, Food and Nutrition Service document number SP41 CACFP13 SFSP15–2016; Packaging and distributing surplus food to local food rescue organizations to support local communities; or Establishing any other program or activity that prevents and reduces food waste in a public school. To carry out the purpose of the Program, grant awards shall be prioritized to the following programs or schools: Programs that will be led by students; Schools with high numbers of students who receive free and reduced price meals; Programs that will contract with a small and minority– or veteran–owned business; and Programs that will contract with businesses that pay employees a living wage, as defined in § 18–101 of the State Finance and Procurement Article. A county board or public school that receives a grant through the Program annually shall report to the Department on program outcomes, including: The amount of food waste prevented, diverted, and composted; and Improvement in education of students and staff on environmental best practices related to food waste management. 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. 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. The Department may adopt regulations necessary to implement this section.

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. 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: The requirements or preferences of the student athlete’s religion or culture; or The student athlete’s own preferences for modesty. 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. A modification to an athletic or team uniform may include the wearing of: A head covering worn for religious reasons, including a Muslim hijab, Jewish kippah, or Sikh dastar; An undershirt; or Leggings. A modification to an athletic or team uniform may not: Interfere with the movement of the student athlete; or Pose a safety hazard to the student athlete, other student athletes, or others. A student athlete may modify the uniform headgear if the modified headgear: Is black, white, the predominant color of the uniform, or the same color as that worn by all players on the team; Does not cover any part of the face, unless required for the safety of the wearer; Is not dangerous to the student athlete, other student athletes, or others; Does not have opening or closing elements around the face or neck; and Does not have parts protruding from its surface. A student athlete is responsible for all costs associated with the modification of the student athlete’s athletic or team uniform under this section. This subsection may not be construed to prohibit a public school from providing the uniform modification to the student.

In this section the following words have the meanings indicated. “Career” means an occupation that provides opportunities for upward mobility and professional progress. “Eligible county” means: Baltimore City; Baltimore County; or Prince George’s County. “Eligible local school system” means: The Baltimore City public school system; The Baltimore County public school system; or The Prince George’s County public school system. “Pilot Program” means the Pilot Program for Human Services Careers established under § 2–303 of the Human Services Article. “Scholarship” means the Pilot Program for Human Services Careers Scholarship established under § 18–3902 of this article. “Targeted positions” means the following positions in the Department of Human Services in an eligible county: Child Support Specialist Series; Family Investment Specialist Series; Family Support Worker Series; Family SVS Caseworker Series; and Social Worker Series. 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. 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: 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 A commitment to publicize the Pilot Program, including the availability of: 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 The Scholarship. Each eligible local school system shall: Identify students who may be interested in working for the State after graduating from high school; Publicize the Pilot Program, including emphasizing the career opportunities and benefits; 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; 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; 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 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. The Department of Human Services shall assist an eligible local school system with the requirements of subsection (c) of this section. 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.

Each public school shall provide information to students, faculty, staff, and parents regarding: Who serves as the Title IX coordinator for the school; The process in place for filing a sexual misconduct complaint; and The support measures that are in place for an individual who files a sexual misconduct complaint and how to access the support measures.

In this section: “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 “Museum of cultural import” includes: The United States Holocaust Memorial Museum; The National Museum of African American History and Culture; The Jewish Museum of Maryland; and The Reginald F. Lewis Museum of Maryland African American History and Culture. 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.

In this section the following words have the meanings indicated. “Open–source” means material with either freely obtainable source code, a license for modification, or permission for free distribution. “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. “Phonics” has the meaning stated in § 4–136 of this article. “Program” means the Open–Source Phonics Matching Grant Program. There is an Open–Source Phonics Matching Grant Program in the Department. 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. The Department shall administer the Program. An open–source phonics organization may submit an application for a grant on the form that the Department requires. 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: Are consistent with best practices in literacy education, including the science of reading; and Enable adults to tutor students in the State. The Department shall disburse grants to open–source phonics organizations. 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. The Department shall: 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 Collect statistics and other information necessary for this purpose. For each fiscal year, the Governor shall include in the annual budget bill an appropriation of $150,000 to the Program.

In this section, “Program” means the Holocaust Education Assistance Grant Program. There is a Holocaust Education Assistance Grant Program in the State. The purpose of the Program is to assist local school systems with Holocaust education in public schools. A local school system may apply to the Department for a grant from the Program. A local school system may use a grant only for Holocaust–related: Teacher training; or Teaching materials. The Governor shall include in the annual budget bill an appropriation of $50,000 for the Program.

The Department shall establish a program, when funding is available, to engage in procurement of local food for local school systems. The program shall procure products that are: Foods grown at a certified local farm, as defined in § 14–701 of the State Finance and Procurement Article; 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 Foods grown within a 250–mile radius from an elementary or secondary school in the State. The program shall give preference to providers qualifying under paragraph (2)(i) and (ii) of this subsection. 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. 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.

In this section the following words have the meanings indicated. “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. “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. “Electronic communication device” does not include an electronic communication device provided by a county board for instructional purposes. “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. “Store” means to secure in a manner determined by the county board. This section does not apply to the Maryland School for the Blind or the Maryland School for the Deaf. 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. Except as provided in subsection (e) of this section, the policy developed under this section shall: Prohibit a student from using an electronic communication device during the academic school day; Require a student to store the student’s electronic communication device during the academic school day; Prohibit a student from accessing or using a social media platform during the academic school day; and Require administrator approval for the use of a personal electronic communication device for educational purposes when a school–issued electronic communication device is unavailable. The policy developed under this section may not prohibit a student from using an electronic communication device: 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; To monitor or address a student’s documented health issue; 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 For the purpose of meeting caregiving responsibilities, as approved by a principal. Each county board shall: Engage parents, students, educators, and community stakeholders in the development and revision of the policy, including determining enforcement of the policy; and 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. A policy developed under this section shall include appropriate disciplinary measures for violations of the policy. The disciplinary measures adopted under paragraph (1) of this subsection shall be tiered disciplinary measures enforced by an administrator. A disciplinary measure adopted under paragraph (1) of this subsection may not include suspension or expulsion solely for a violation of the policy. 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: A description of the policy’s: Storage and security requirements and any related grade–level differentiations established in the policy; Discipline measures and any related grade–level differentiations established in the policy; Instructional use protocols; and Emergency communication plans; and Documentation of stakeholder engagement in the development of the policy. 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. Each county board shall send to the Department an updated copy of the electronic communication device policy developed and implemented under this section. 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. 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: Compliance and enforcement data, including related disciplinary referrals disaggregated by student demographic subgroups; and Equity and accommodation data, including the number and types of exemptions to the policy granted by schools in the county. 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. The Department shall adopt regulations to implement the requirements of this section.

In this section, “Program” means the Maryland Civic Excellence Program. There is a Maryland Civic Excellence Program that recognizes the civic readiness and civic engagement of public high school students in the State. 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. 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. A local school system may choose to participate in the Program. A public high school in a participating local school system may not opt out of participating in the Program. 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: Is an existing extracurricular activity at the time the local school system chooses to participate in the Program; or Is a new extracurricular activity that is supervised by a paid staff member. 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: Award the student a Seal of Civic Excellence; and Recognize the award by awarding a cord or medal or by attaching other insignia on the student’s high school diploma. A participating local school system may collaborate with nonprofit organizations, civic organizations, or institutions of higher education to support the implementation of the Program. 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.