Title 13A — Subtitle 03. General Instructional Programs

COMAR 13A.04.06 — Program of Instruction in Personal Financial Literacy;

COMAR 13A.04.08 — Program in Social Studies;

COMAR 13A.04.09 — Program in Science;

COMAR 13A.04.12 — Program in Mathematics;

COMAR 13A.04.13 — Program in Physical Education;

COMAR 13A.04.14 — Program in English Language Arts;

COMAR 13A.04.16 — Programs in Fine Arts; and

COMAR 13A.04.18 — Program in Comprehensive Health Education.

“Credit” means successful demonstration of a specified unit of study.

“Department” means the State Department of Education.

“EOC Assessment” means an end-of-course assessment that comprises 20 percent of the student’s grade in that course.

“Individualized education program (IEP)” means a written description for a student with a disability that is developed, reviewed, and revised in accordance with 20 U.S.C. §1414 and COMAR 13A.05.01.

“Maryland Comprehensive Assessments” means the assessments within the Maryland Comprehensive Assessment Program in algebra, science, English, and government developed or adopted by the Department that are aligned with and measure a student’s skills and knowledge as set forth in the Maryland Standards for those subjects.

English — four credits of organized instruction in comprehension of literary and informational text, writing, speaking and listening, language, and literacy, of which one credit shall be aligned with the Maryland Comprehensive Assessment for English;

Fine Arts — one credit in dance, media arts, music, theatre, or visual art, or a combination of these;

Mathematics — three credits, including one with instruction in algebra aligned with the Maryland Comprehensive Assessment for algebra or one or more credits in subsequent mathematics courses for which Algebra I is a prerequisite, and one with instruction in geometry aligned with the content standards for geometry;

Physical education — one-half credit;

Health education — one-half credit;

Science — three credits of organized instruction which includes a laboratory component engaging in the application of the science and engineering practices, the crosscutting concepts, and disciplinary core ideas including Earth/space science, life science, physical science (chemistry and physics), engineering, and technology, aligned to the Maryland Comprehensive Assessment for science;

Social studies — three credits including one credit in United States history, one credit in world history, and one credit in local, State, and national government aligned with the Maryland Comprehensive Assessment for government;

Technology education — one credit that includes the application of knowledge, tools, and skills to solve practical problems and extend human capabilities; and

One of the following:

English — four credits of organized instruction in comprehension of literary and informational text, writing, speaking and listening, language, and literacy, of which one credit shall be aligned with the Maryland Comprehensive Assessment for English;

Fine arts — one credit in dance, media arts, music, theatre, or visual art, or a combination of these;

Mathematics — four credits, including one with instruction in algebra aligned with the Maryland Comprehensive Assessment for algebra or one or more credits in subsequent mathematics courses for which Algebra I is a prerequisite, and one with instruction in geometry aligned with the content standards for geometry;

Physical education — one-half credit;

Health education — one credit;

Science — three credits, designed to develop scientific literacy with all courses integrating the application of the science and engineering practices, crosscutting concepts, and each containing a laboratory component, including one credit in life science aligned to the Maryland Comprehensive Assessment for Life Science; one credit in physical science (including chemistry, physics, or integrated physical science); and one credit in Earth/space science or a course with the topics of Earth/space science integrated;

Social studies — three credits including one credit in United States history, one credit in world history, and one credit in local, State, and national government aligned with the Maryland Comprehensive Assessment for government;

Computer science, engineering, or technology education — one credit that includes the study of computers and algorithmic processes or the application of knowledge, tools, and skills to solve practical problems and extend human capabilities; and

One of the following:

Each local school system may provide summer school programs for original and review credit as determined by the needs of students.

Credit instruction shall meet the aggregate time requirements specified by the local school system.

Consistent with local school system policy and procedure, credit may be given for acceptable summer study offered by approved public and nonpublic institutions in or outside of Maryland.

Consistent with local school system policy and procedure, credit may be given for Department-approved online courses.

If credit is to be applied toward minimum graduation requirements, the Department-approved online course shall be provided by the local school system or through a Maryland Higher Education Institution as part of dual enrollment, as set forth in Education Article, §18-14-01, Annotated Code of Maryland.

Consistent with local school system policy and procedure, actual time spent in work study, job entry training, or other experience may be counted for credit when identified as an integrated part of a planned study program.

For work or experience outside the school which is approved and supervised by the local school system, not more than nine elective credits toward meeting graduation requirements may be granted to a student.

Meet the local school system policies and procedures;

Have prior approval of the local superintendent of schools or the superintendent’s designee;

Are aligned with the Maryland College and Career Ready Standards or an elective credit for graduation requirements; and

Prepare students to earn an industry-recognized credential or college credits.

Credit toward high school graduation may be earned by passing an examination that assesses student demonstration of local school system curricular objectives, which are based on the Maryland State Standards.

A student who would be eligible to graduate but for attaining credit in English 12 may obtain that credit by taking a State-approved examination and achieving a passing score as defined by the Maryland State Department of Education.

Notwithstanding any other provision of law, a county board shall award credit to a middle school student for any course for which a high school student would be awarded credit if the middle school student meets the same requirements as the high school student.

Algebra;

Science;

English; or

Government.

A school system shall state on the student’s performance record card only that the student has or has not met all assessment requirements.

For the purpose of this section, except for students identified in §D of this regulation, “met all assessment requirements” means taking all Maryland Comprehensive Assessments.

The student has passed the Algebra I course, English 10 course, science course, and government course; and

The student takes the Algebra I, English 10, science, and government Maryland Comprehensive Assessment aligned with the course.

A student shall take the requisite Maryland Comprehensive Assessment during its regular administration if the student is taking, by the methods identified in Regulations .03 and .04 of this chapter, any of the following courses aligned with the Maryland Comprehensive Assessment:

Students entering the ninth grade, the Maryland Comprehensive Assessment for science and government shall account for 20 percent of the student’s final grade in the respective high school level science and government courses.

An explanation of the grading scale at the elementary and secondary levels;

An explanation of the calculation of the final grade for a course;

An explanation of weights of honors, Advanced Placement, International Baccalaureate, and dual enrollment courses;

An explanation of how attendance factors into the student’s grade;

An explanation of grade changing procedures, including:

File its policy on grading and reporting with State Superintendent of Schools; and

Submit a copy of the grade change validity audit in accordance with §B(5)(d) of this regulation to the State Superintendent of Schools.

Verify that the local school system has met the requirements of this regulation; or

Direct the local school system to develop a corrective action plan to bring it into compliance with this regulation and monitor the school system’s progress in completing its corrective action.

Complete the enrollment, credit, and service requirements as specified in this chapter;

Complete local school system requirements; and

Meet the graduation assessment requirements in the following ways:

General Educational Development Testing Program. A Maryland High School Diploma by Examination may be awarded for satisfactory performance on approved general educational development tests if the student meets those requirements as defined in Labor and Employment Article, §11-808, Annotated Code of Maryland, and COMAR 09.37.01.04.

Maryland Adult External High School Diploma Program. A Maryland High School Diploma by Examination may be awarded for demonstrating competencies in general life skills and individual skills on applied performance tests if the student meets those requirements as defined in COMAR 09.37.01.20.

This certificate shall be awarded only to students with disabilities who cannot meet the requirements for a diploma but who meet the following standards:

The Maryland Summary of Performance that describes the student's skills shall accompany the Maryland High School Certificate of Program Completion.

The final decision to award a student with disabilities a Maryland High School Certificate of Program Completion will not be made until after the beginning of the student's last year in high school.

A student with significant cognitive disability may not meet high school graduation requirements, in accordance with §B of this regulation, if a student:

If a student participates in a graduation ceremony prior to the completion of the student's education program, at the ceremony the school system shall issue to the student a Certificate of Achievement or other similarly titled certificate in place of a diploma.

Certificate Endorsement.

Complete the enrollment, credit, assessment and service requirements as specified in this chapter; and

Complete local school system requirements.

Beginning with the 2024—2025 school year, students graduating may earn a College Ready State endorsement, a Career and Technical Education (CTE) State endorsement, or both.

The Department will establish the requirements for the endorsements.

The reasons the student may not graduate;

The options available to meet all graduation requirements;

That a waiver of the Maryland Comprehensive Assessment graduation requirement may be one of the options, if the student meets the criteria set forth in §§C and E of this regulation;

The waiver process and timeline; and

That parents or guardians may submit information in writing to the principal concerning eligibility of their child for the waiver.

The student has or is expected to meet all the other graduation requirements; and

The student is prevented from meeting the Maryland Comprehensive Assessment graduation requirements because:

The student's IEP team, if the student is a student with disabilities;

The English Language Learner staff, if the student is an English Language Learner;

Other school personnel; or

One or more of them.

Grant or deny the waiver;

Promptly notify the student and the student's parent or guardian of the decision; and

If the waiver is granted, include in the notification the local procedures and requirements that must be met for a diploma to be awarded.

If the State Superintendent has reversed the local superintendent's decision to deny the Maryland Comprehensive Assessment waiver and the local school system appeals that decision, the State Superintendent shall defend the decision on appeal; or

If the State Superintendent has affirmed the local superintendent's decision and the aggrieved student appeals, the local superintendent shall defend the State Superintendent's decision on appeal.

The student is accepted for early admission to an accredited college before high school graduation;

All Maryland Comprehensive Assessments and student service requirements have been met;

A written request by the student and parent or guardian is made to and approved by the local superintendent of schools certifying the early admission acceptance;

The student's program for the first year of college is approved by the local superintendent of schools if this program is included toward the issuance of a diploma; and

At the conclusion of the program or after 1 year, a written request for a Maryland High School Diploma is submitted to the superintendent together with a transcript or letter from the college to the high school principal indicating that the student has successfully completed a year of college work.

The student is accepted for early admission by an approved vocational, technical, or postsecondary school program before high school graduation;

All Maryland Comprehensive Assessments and student service requirements have been met;

A written request by the student and parent or guardian is made to and approved by the local superintendent of schools certifying the early admission acceptance;

The student's program for the first year of the postsecondary program is approved by the local superintendent of schools if this program is included toward the issuance of a diploma; and

At the conclusion of a full year of study, a written request for a Maryland High School Diploma is submitted to the superintendent together with a transcript or letter from the postsecondary school to the high school principal indicating that the student has successfully completed a year of postsecondary school work.

Development and approval of a curricular plan which assures that the content of the specified credits is included and the standards for graduation are met pursuant to the requirements of this chapter with the plan containing a program description, performance requirements, and evaluation procedures; and

The local superintendent of schools is responsible for approving any plan and shall notify the State Superintendent of Schools once approval has been given.

Attendance Requirements.

Maryland Comprehensive Assessment Exemption Requirements.

Local Graduation Requirements.

Unavailability of Official Transcript. If the transcript of record is not available, a local superintendent of schools or designee shall determine the appropriate placement of the student within the high school program by an evaluation of the student that shall include one or more of the following:

The Maryland Comprehensive Assessment Program (MCAP) (English and Language Arts and Mathematics);

The Maryland Integrated Science Assessment (MISA) for grades 5 and 8;

The Alternate Maryland Integrated Science Assessment (Alt-MISA);

The Alternative Maryland Comprehensive Assessment for Government (Alt-Gov);

The Maryland Comprehensive Assessment for Government;

The Life Science Maryland Integrated Science Assessment (LS MISA);

The Kindergarten Readiness Assessment (KRA);

The English Language Proficiency Assessment (ELPA) ACCESS for ELLs;

The norm-referenced test or tests in use by the State;

The Educator Credentialing Tests; and

Other instruments required by the State Board of Education;

“Department” means the State Department of Education.

“Individual” means a student, teacher, administrator, or other school system or Department employee.

Local Education Agency.

“Maryland School Performance Program (MSPP)” means a performance-based education accountability program that focuses on accountability through school improvement in the public schools.

“Test administration” means the range of activities from procurement of secure assessment materials through the return of secure assessment materials to the Department or its agents.

The security of the materials during testing and the storage under lock and key of all secure tests and test materials in all versions, including, but not limited to, answer keys, audio tapes, videotapes, compact disks (CDs), and examinee answer documents, before, during, and after testing;

The proper administration of tests and the monitoring of test administrations;

Training, at least annually, of appropriate personnel on test administration policy and procedures;

The prohibition of electronic devices, including personal devices, (unless required for testing or administrative purposes) in testing rooms during testing; and

The retention of an archival document for a minimum of 6 years after the date of test administration, containing the following information for each testing group each testing day:

Procedures for the accurate and timely collection, storage, and retrieval of data required by the State Board as described in Regulation .01 of this chapter;

Procedures for reporting assessment results to parents/guardians of students within 30 days of receipt by the local school system, but no later than the 15th of September for spring assessment results.

Procedures for the delivery of assessment results to parents/guardians by one or more of these methods:

Training of appropriate personnel on data reporting procedures.

The Department and each local school system shall use a Department provided or approved test administration and certification of training form and a Department provided or approved nondisclosure agreement, as appropriate, for its employees.

Before initially handling any test materials, and annually after that, each individual directly or indirectly involved shall sign a test administration and certification of training form or a nondisclosure agreement, whichever is applicable.

All signed forms and agreements shall be retained by the Department or local school system for the duration of the individual's employment or relationship with the Department or local school system.

Forms and agreements may be signed electronically using any means approved by the Department.

Local Accountability Coordinators (LACs).

School Test Coordinators (STCs).

Test Administrators (TAs).

Proctors.

Accommodators.

Give examinees access to secure test items or materials before testing;

Give unauthorized individuals access to secure test items or materials;

Copy, reproduce, use, or otherwise disclose in any manner inconsistent with test security regulations and procedures any portion of secure test materials;

Provide answer keys or answers orally, in writing, or by any other means, to examinees;

Coach examinees during testing by giving them answers to test questions or otherwise directing or guiding their responses or altering or interfering with examinees' responses in any way;

Fail to follow security regulations and procedures for distribution and return of secure test materials, or fail to account for all secure test materials before, during, and after testing;

Fail to properly monitor test administration, including permitting inappropriate collaboration between or among individuals;

Administer State-mandated tests on dates other than those specified by the Department;

Participate in, direct, aid, counsel, assist, encourage, or fail to report any of the acts prohibited in this chapter; or

Refuse to disclose information regarding test security violations.

Fail to report test scores, numbers of students tested, and other indicators of test performance on mandatory tests administered by or through the State Board of Education, as well as all other data elements reported to the Department;

Report incorrect or otherwise inaccurate test scores, numbers of students tested, other indicators of test performance, and participation on mandatory tests administered by or through the State Board of Education, as well as all other data elements reported to the Department; or

Exclude a student or students from participation in mandatory tests administered by or through the State Board of Education except in accordance with Department-approved procedures.

An individual shall adhere to all procedures specified in all operating manuals and related materials governing the Maryland School Performance Program including the mandated testing programs.

The Department:

The invalidation of test results or other data because of a breach of security, or action of the State Board of Education, also invalidates any graduation, programmatic, or evaluative criteria dependent upon these data or test results.

The Department may invalidate test results of a student who causes, allows, or is otherwise involved in the presentation of forged, counterfeit, or altered identification for the purpose of obtaining admission to a test administration site for any of the tests listed in Regulation .01 of this chapter, and the student may be ineligible to retake the test until the next official testing opportunity.

A student who engages in any activities during testing which result in invalidation of scores may be ineligible to retake the test until the next official testing opportunity.

All central office and school-based personnel whose duties involve either test administration or data collection and reporting shall be held accountable for compliance with all of the requirements described in this chapter.

Personnel sanctions may be imposed by the Department or local school system, whichever is the employer;

The administrative credentials, teaching credentials, or both, of the violator may be suspended or revoked under COMAR 13A.12.05;

The school or school system may be censured; and

The Department may recover costs incurred as the result of the violation.

Any mitigating circumstances shall be considered before a sanction is imposed for a testing behavior violation as described in Regulation .05 of this chapter, a data collection and reporting violation as described in Regulation .06 of this chapter, or violation of any other regulation in this chapter.

An individual may be sanctioned if the individual failed to take appropriate action after learning about the violation.

The local school system shall not take any personnel action as retaliation against an employee who reports information that the employee reasonably believes involves a test security violation under this chapter.

The local school system may take personnel action against an employee if the local school system investigates and concludes that the employee was involved in the reported test security violation.

“Local school system” means the public school system in which the student is enrolled, or for an identified student with disabilities, the public school system that has responsibility for the education of the student.

“Nurse practitioner” means a nationally board certified, advance practice nurse with a master’s or doctorate degree who, by reason of certification under COMAR 10.27.07, may practice in Maryland as a nurse practitioner under the terms of that chapter or, if out-of-State, as a nurse practitioner in the state in which services are provided.

“Psychiatric mental health nurse practitioner” means an advanced practice registered nurse, possessing a master’s or doctorate degree, who, by reason of national certification under COMAR 10.27.12, is recognized as being trained and certified to diagnose and treat individuals who have mental health needs and substance abuse issues.

“Therapeutic treatment center” means any day or residential facility, licensed by a unit of State government, providing treatment for medical, physical, or emotional conditions including drug or alcohol dependency, or both.

Each local school system shall make instructional services available to students who are unable to participate in their school of enrollment for those reasons set forth in this chapter. In making instructional services available, local school systems shall consult with any of the following as deemed necessary:

Instructional services, as outlined in this chapter, shall be available to all students during convalescence or treatment time in a medical institution, or therapeutic treatment center, and at the student's place of residence, or all of these.

Each local school system shall:

Instructional services as outlined in this chapter shall be delivered by an individual possessing a minimum of a bachelor’s degree from an institution of higher education as defined in COMAR 13A.12.01.02B. This requirement does not apply to an individual who has demonstrated satisfactory performance as a home and hospital teacher in a local school system before July 1, 2001.

Provide directly instructional services to a student;

Contract with private providers to deliver instructional services;

Contract with other local school systems to provide instructional services; or

Combine any of the delivery options described in §C(1)—(3) of this regulation.

A local school system shall either maintain a student on the regular school roll and count the student as present, except when a student is not available for the scheduled instructional service, in which event the student is counted absent, or establish a school for record-keeping purposes called a home and hospital school with a local school number. In the latter event, a student identified for home and hospital teaching shall be withdrawn from the roll of the school the student attends and transferred to the roll of the home and hospital school. The student shall be counted as present, except when the student is not available for the scheduled instructional service. In this instance, the student is counted absent.

The length of instruction for students in a full-day program is a minimum of 6 hours a week.

The length of instruction for students in half-day programs is a minimum of 3 hours a week.

A local school system shall determine the need for service and begin instruction as soon as possible, but not later than 10 school calendar days following the:

Continuation of service need is subject to review and determination by the local school system and requires reverification of the physical or emotional condition in the manner set forth in §§A and B of this regulation.

Except as provided in §C(3) of this regulation, service need shall be reverified as follows:

Service need shall be reverified annually for students who receive concurrent delivery of instructional services pursuant to Regulation .01C of this chapter.

“Materials” means the various media used by:

“Universal Design for Learning (UDL)” means a research-based framework for curriculum design, that includes goals, methods, materials, and assessments to reduce barriers to learning by providing students multiple accessible support options for:

Curriculum;

Instructional materials;

Instruction;

Professional development; and

Student assessments.

Representation, including:

Action and Expression, including:

Engagement, including:

“Multilingual learner” has the meaning stated in COMAR 13A.05.07.02.

“World language” means any natural language, including American Sign Language, native American languages, and languages no longer spoken (e.g., Latin and ancient Greek).

Participation in the program by a local public school system is voluntary.

An individual school may not opt out of participation in a local school system program.

The pool of students eligible to apply includes any public school student in a participating local school system who demonstrates proficiency in one or more languages in addition to English.

The pool of students shall include multilingual learners and any student who has acquired or is acquiring a world language at school, home, or in the community.

“Department” means the Maryland State Department of Education.

“Diagnostic survey” means an assessment tool that identifies areas of need within a student’s mastery of reading skills, foundational skills, or both to guide intervention.

“Evidence-based” means a program or practice that has demonstrated a statistically significant effect on improving student outcomes or other relevant outcomes based on well-designed and well-implemented studies, quasi-experimental studies, or correlational studies with statistical control for selection bias.

“Fluency” means reading accuracy and rate, including oral accuracy, prosody, intonation, and automaticity.

“IEP” means an individualized education program as defined and developed in accordance with COMAR 13A.05.01.03.

“IEP team” has the meaning stated in COMAR 13A.05.01.03.

Multi-Tiered System of Supports.

“Phonemic awareness” means the ability to distinguish, segment, blend, and manipulate phonemes in words.

“Phonics” means the study of letters and letter combinations and the relationship between the sounds that they represent.

“Phonological awareness” means a child’s ability to recognize and manipulate parts of oral language including syllables, onset-rime, and phonemes.

“Progress monitoring” means a measurement procedure used at specified time intervals to measure a student’s response to instruction or intervention.

“Rapid automatic naming” means how quickly individual students can name letters, digits, or symbols.

“Reading difficulties” means a student’s challenges with decoding, language comprehension, or both, which affect their ability to achieve grade-level reading proficiency.

“Screening instrument” means a brief, valid, and reliable measurement used to identify or predict whether a student may be at risk for poor learning outcomes.

“Student reading improvement plan” means a personalized plan to help students improve their reading skills that includes assessments, goals, instruction, and monitoring.

“Supplemental reading instruction” means evidence-based, sequential, systematic, explicit, and cumulative instruction or intervention to mastery of foundational reading skills, including phonological or phonemic awareness and processing, phonics, and vocabulary to support development of decoding, spelling, fluency, and reading comprehension skills to meet grade level curriculum.

“Tier I” means core instruction aligned with grade level standards.

“Tier II” means supplemental instruction intended for students who have not made sufficient progress through Tier I instruction.

“Tier III” means intensive supplemental instruction that is individualized based on severe and persistent learning or social-emotional needs.

A written description of the screening and supplemental instruction process in the local school system; and

Any checklists or screening instrument-specific forms required to support the screening protocol and supplemental instruction process.

Accurately and reliably identify students at risk for poor learning outcomes;

Be developmentally appropriate;

Be economical to administer based on time and cost; and

Use norm-referenced or criterion-based scores.

Classroom teacher;

School psychologist;

Reading specialist;

Special education teacher;

Speech-language pathologist;

Reading interventionist; or

Any other educator trained to use appropriate screening instruments.

Phonological and phonemic awareness;

Sound-symbol recognition;

Decoding;

Fluency; and

Rapid automatic naming.

Within 30 calendar days of the screening, the local school system shall notify the parent or guardian of the student in writing of the screening results and a description of the supplemental reading instruction that will be provided to the student; and

The local school system shall develop a supplemental reading instructional plan to address the student’s identified areas of need.

Administer a diagnostic survey to determine the best targeted instruction;

Notify the parent or guardian of the student, consistent with §H of this regulation; and

Subject to §K of this regulation, develop a Student Reading Improvement Plan to document the student’s identified areas of need and appropriate supplemental reading instruction, consistent with §§I and J of this regulation.

Within 30 days of the screening, the local school system shall provide written notification to the parent or guardian that includes:

The notification must be provided in family-friendly language.

The local school system shall develop a student reading improvement plan no later than 30 days after identifying a student at risk of reading difficulties.

The student reading improvement plan shall be created in partnership with the parent or guardian by the teacher, principal or designee, or other pertinent school personnel.

The student reading improvement plan shall be documented on a template that meets the requirements set by the Department to include:

The student reading improvement plan shall be reviewed and updated at least once annually with the parent or guardian of the student.

The local school system shall provide a copy of the student reading improvement plan to the parent or guardian.

Each local school system shall develop a multi-tiered system of supports consistent with guidance issued by the Department.

The multi-tiered system of supports shall include:

The supplemental instruction shall be provided within the local school system’s multi-tiered system of supports.

In addition to Tier I instruction, supplemental instruction shall be provided through Tier II and Tier III interventions utilizing a reading program aligned with the science of reading.

All students, including multilingual learners and students with disabilities, must be provided with access to all levels of tiered instruction.

The supplemental instruction shall take place within the school day.

If a student has an IEP, the IEP team should review the results of the screening instrument and diagnostic survey to determine whether the student’s IEP will be updated.

If an update is necessary, the IEP team shall incorporate the data and information that would have been used to develop a Student Reading Improvement Plan.

This chapter may not delay or deny a student who may be suspected of having a disability from the appropriate evaluation under the Individuals with Disabilities Education Act.

Reading screening instruments used in the local school system; and

A checklist of early warning signs by age of reading difficulties and dyslexia.

The total number of students in kindergarten through third grade, by grade level disaggregated by grade level, race, disability status, multilingual learner status, and students eligible for free and reduced meals;

The number of students in kindergarten through third grade, by grade level, who were screened at each level disaggregated by grade level, race, disability status, multilingual learner status, and students eligible for free and reduced meals;

The number of students in kindergarten through third grade identified through a screening instrument as at risk for reading difficulties, disaggregated by grade level, race, disability status, multilingual learner status, and students eligible for free and reduced meals; and

The number of students in kindergarten through third grade, by grade level, identified as at risk for reading difficulties who received supplemental reading instruction disaggregated by grade level, race, disability status, multilingual learner status, and students eligible for free and reduced meals.