Each local school system shall offer a computer science, engineering, or technology education program in grades 9—12 which shall enable students to: Meet graduation requirements; and Select computer science, engineering, or technology electives or career and technical education (CTE) programs of study. Maryland Computer Science, Engineering, or Technology Education Program. The comprehensive instructional program shall: Provide for the diversity of student needs, abilities, and interests in the high school learning years; and Include the Maryland K—12 Computer Science Standards and/or Standards for Technological and Engineering Literacy. Curriculum Documents. Consistent with Education Article, §4-111, Annotated Code of Maryland, each local school system shall provide computer science, engineering, or technology education curriculum documents for the secondary schools under its jurisdiction that: Include the content standards set forth in §B of this regulation; and Are aligned with the State standards, as developed by the Maryland State Department of Education in collaboration with local school systems. Student Participation. Each student shall have the opportunity to participate in the computer science, engineering, or technology education program required by this chapter. By September 1, 2007, and each 5 years after that, each local superintendent of schools shall have certified to the State’s Superintendent of Schools that the instructional programming within grades 9—12 meets, at a minimum, the requirements set forth in Regulation .01B—C of this chapter. Education Article, §2-205(c) and (h), Annotated Code of Maryland Effective date: July 1, 1970 Regulation .02 amended effective January 15, 1989 (15:27 Md. R. 3132) Regulations .01 and .02, Family Life and Human Development, repealed effective May 13, 1991 (18:9 Md. R. 1009) Regulations .01—.04, Program in Technology Education, adopted effective August 2, 1993 (20:15 Md. R. 1220) Regulation .02 amended effective November 1, 1999 (26:22 Md. R. 1694) Regulations .01—.04 repealed and new Regulations .01 and .02 adopted effective December 19, 2005 (32:25 Md. R. 1942) Regulation .01 amended effective June 14, 2021 (48:12 Md. R. 474) Regulation .01I amended effective January 14, 2010 (37:1 Md. R. 15) Regulation .02 amended effective June 14, 2021 (48:12 Md. R. 474) Each local school system shall assure that students have equal access to career and technical education programs without regard to sex, race, color, national origin, physical or mental disability, age, socioeconomic status, academic disadvantages, economic disadvantages, or limited English-speaking ability. Each local school system shall further assure that career and technical education programs are readily available to students from all geographic sections of the local school system. Each local school system shall make career awareness, exploratory career experiences, career and technical student organizations, and unbiased program information equally available to students in accordance with §A of this regulation. Each local school system that develops career and technical education programs shall do so in accordance with the career and technical education development standards in Regulation .03A of this chapter. In this chapter, the following terms have the meanings indicated. Terms Defined. “Articulation agreement” means a written commitment as described in the Carl D. Perkins Career and Technical Education Act, Public Law 109-270 (2006). “Career and technical education (CTE) enrollee” means a student who is enrolled in at least one course which is part of an identified CTE completer program. “Career and technical student organization” means an organization for individuals enrolled in CTE programs of study that engages students in co-curricular CTE learning experiences as an integral part of the instructional program, is approved by the Maryland State Department of Education, and adheres to Policies and Procedures for Implementing Career and Technical Student Organizations in Maryland. “CTE concentrator” means aat the secondary level who completes two courses in a single CTE program of study and has enrolled in the third sequential course in a single CTE program of study. “CTE completer” means a student who meets all requirements outlined in the State-approved proposal for a CTE completer program. “Eligible recipient” means an entity that meets the requirements of the Carl D. Perkins Career and Technical Education Act, Public Law 109-270 (2006), and federal amendments of the law, and Education Article, §§2-205(h) and 21-203, Annotated Code of Maryland, which are incorporated by reference. “Liquidation” means the elimination of financial obligations. “Value-added opportunities” means advanced standing at the postsecondary level, industry certification, or guaranteed apprenticeship or employment placement. CTE Programs shall be: Developed by the Maryland State Department of Education (MSDE) and/or local school system and implemented to increase the academic, career, and technical skills of students in order to prepare them for careers and further education; Aligned to high-skill, high-wage, or in-demand occupations; Developed to provide opportunities for student to earn industry-recognized credentials or postsecondary credits; Developed to provide opportunities for students to engage in work-based learning experiences that require the application of academic and technical knowledge and skills in a work setting; Developed in collaboration with all relevant stakeholder groups, including industry and postsecondary partners to meet State or local workforce needs; Organized under broad career clusters, based on all aspects of an industry and designed to help students make informed decisions regarding career pathways; Developed to include opportunities for students to participate in state-approved, co-curricular career and technical student organizations aligned with career and technical education programs of study; Developed to include value-added opportunities based on current and projected economic market demands; Developed to prepare students for both college and careers through the completion of a planned sequential program of study that blends academic, technical, and workplace skills; Developed to include a coherent set of academic, employability, and technical skills, based on national and State standards that provide students moving directly to employment with a value-added competitive advantage; Developed to provide multiple options for students as they prepare for entry into careers and further education through articulation agreements, supervised work-based learning opportunities, and industry-mentored or capstone projects; Based upon the reporting and use of outcome data, such as academic and technical skill attainment, placement and retention in employment, the military or postsecondary programs, for a means of upgrading programs and increasing student performance; and Developed to meet federal requirements defined by the Carl D. Perkins Career and Technical Education Act, Public Law 109—270 (2006) and federal amendments of the law and the federal Methods of Administration Program. Each local school system and each community college shall describe in the annual local application how it assures that students have equal access to career and technical education programs without regard to sex, race, color, national origin, physical or mental disability, age, socioeconomic status, academic disadvantages, economic disadvantages, or limited English-speaking ability. Each local school system and community college shall further assure that career and technical education programs are readily available to students from all geographic sections of the local school system and community college area. Each local school system: Shall establish criteria for the selection of applicants for enrollment in career and technical education programs in accordance with Regulation .01A of this chapter; Shall give priority to enrolling students who intend to seek employment in a related career upon completion of the programs; May not exclude students who are concurrently preparing for employment in a related career and further education; and Shall make career and technical student organizations, career awareness, exploratory career experiences, and program information equally available to students in accordance with Regulation .01B of this chapter. Requirements. The State Board of Education shall implement the requirements of the Carl D. Perkins Career and Technical Education Act, Public Law 109-270 (2006). Each eligible recipient, as defined by the Carl D. Perkins Career and Technical Education Act, shall comply with these requirements in order to receive and expend federal funds. Application for Funds. An eligible recipient requesting federal funds for career and technical education programs shall submit an application annually to the State Department of Education on a form prescribed by the State Superintendent of Schools. The application shall: Contain assurances that both the requirements of Education Article, §2-205(h), Annotated Code of Maryland, and this regulation are met; Include a completed CTE Comprehensive Local Needs Assessment evaluating access, equity, and student performance; Identify the programs to receive federal funds for career and technical education, which shall be restricted to career and technical programs that are: Approved by the State Department of Education; Focused on the development, coordination, implementation, or improvement of CTE; and Related to access, equity, student performance, labor market, workforce, and economic development needs, particularly in high wage, high skill, and in-demand occupations as identified in the CTE Comprehensive Local Needs Assessment; Set forth a plan that targets funds to address eligible recipients priority needs identified through data and analysis; Identify the proposed expenditures for each program; and Include the expected and measurable outcomes resulting from proposed expenditures. Collaborative Planning. An eligible recipient shall use a collaborative planning process to ensure the participation of all groups involved in local planning and assessment for career and technical education. These groups include, but are not limited to, the local advisory council, program advisory committees, local workforce investment boards, and local economic development personnel, as well as representatives from secondary and postsecondary instructional areas, guidance and counseling, special education, student support services, and Workforce Innovation and Opportunity Act programs. Maintenance of Fiscal Effort. Payments may not be made to any eligible recipient unless the State determines that its expenditures of general funds per student or aggregate fiscal effort for career and technical education in the fiscal year preceding the fiscal year for which the determination is made equaled or exceeded its effort for career and technical education for the second preceding fiscal year. If fiscal effort cannot be maintained, the eligible recipient may request a waiver in writing. The request for waiver shall be submitted to the Assistant State Superintendent, Division of Career and College Readiness, Maryland State Department of Education, not later than June 30 of the fiscal year in which effort cannot be maintained. The Assistant State Superintendent may grant a request for waiver of maintenance of effort for good cause. Financial Reporting Requirements. Financial reports shall be submitted according to the forms and procedures in the “Financial Reporting Manual for Maryland Public Schools”, which is incorporated by reference in COMAR 13A.02.01.02C. An eligible recipient shall submit an Annual Financial Report of Expenditures to the State Department of Education not later than September 30 of each year. The report shall include expenditures, source year of funds, and State, local, and federal expenditures during the fiscal year. The Maintenance of Fiscal Effort figure is also reported and it represents the official Maintenance of Effort figure for the eligible recipient. The State Department of Education may withhold CTE payments from an eligible recipient that does not submit this report by the specified date. Liquidation of Financial Obligations. The liquidation of financial obligations incurred in a given fiscal year shall be completed within 90 calendar days after the end of the grant period. The unused balance of funds granted to the eligible recipient which is remaining after the 90 calendar day liquidation period shall be refunded immediately to the State Department of Education. If obligations cannot be eliminated within the 90 calendar day liquidation period, the eligible recipient may request, in writing, an extension of the liquidation period as follows: The request for extension shall be submitted to the Assistant State Superintendent, Division of Career and College Readiness, Maryland State Department of Education, at least 15 calendar days before the end of the liquidation period; and The Assistant State Superintendent may approve a request for extension for good cause. Equipment Management and Inventory. The Division of Career and College Readiness and each eligible recipient shall establish and maintain equipment inventories and appropriate record-keeping systems for equipment with an initial cost of $5,000 or more that was purchased with federal funds. Program Reports. Program reports shall be submitted by the eligible recipient according to a form prescribed by the Maryland State Department of Education and as identified on the Notice of Grant Award. Interim program reports are due no later than January 15 of each year. Final program reports are due July 31 of each year. Other required reports such as outcome data, enrollment files, work-based learning questionnaires, pregraduate surveys, verification of eligible programs, Pell grant recipients, including justification of greater or less than 5 percent variance if needed, local agreed-upon performance levels, and others as may be required are due by the date identified and provided to eligible recipients by the Maryland State Department of Education. The State Department of Education may withhold CTE payments from an eligible recipient that does not submit required reports by the specified date. For grants, applications, and other related items, spending authority becomes effective the first day of the month in which all required items have been submitted in approvable form. Equity. An eligible recipient receiving federal funds shall comply with the provisions of Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and Section 504 of the Rehabilitation Act of 1973, and shall provide information to the Division of Career and College Readiness, as requested, to demonstrate compliance. Education Article, §§2-205(h) and 21-201—21-203, Annotated Code of Maryland Effective date: September 21, 1979 (6:19 Md. R. 1520) Regulation .01 repealed and new Regulations .01—.03 adopted effective August 7, 1989 (16:15 Md. R. 1651) Regulations .04 and .05 adopted as an emergency provision effective September 23, 1991 (18:21 Md. R. 2303); emergency status extended at 19:5 Md. R. 574 (March 6, 1992); emergency status expired August 31, 1992 (Emergency provisions are temporary and not printed in COMAR) Chapter revised effective November 9, 1992 (19:22 Md. R. 1989) Regulation .01B, C amended effective August 15, 1994 (21:16 Md. R. 1387) Regulation .02C amended effective August 15, 1994 (21:16 Md. R. 1387) Regulation .03B amended effective August 15, 1994 (21:16 Md. R. 1387); November 1, 1999 (26:22 Md. R. 1695); October 19, 2009 (36:21 Md. R. 1592) Regulation .03C amended effective August 15, 1994 (21:16 Md. R. 1387) Chapter revised effective January 7, 2016 (42:26 Md. R. 1595) Regulation .01 amended effective March 22, 2021 (48:6 Md. R. 238) Regulation .02B amended effective March 22, 2021 (48:6 Md. R. 238) Regulation .03 amended effective March 22, 2021 (48:6 Md. R. 238) Regulation .04 amended effective March 22, 2021 (48:6 Md. R. 238) Regulation .05A, D amended effective March 22, 2021 (48:6 Md. R. 238) Regulation .06B amended effective March 22, 2021 (48:6 Md. R. 238) Effective date: January 8, 1970 Chapter revised effective July 23, 1975 (2:16 Md. R. 1138) Regulations .03—.05, .10 amended as an emergency provision effective August 28, 1981 (8:19 Md. R. 1561); emergency status expired January 16, 1982 (Emergency provisions are temporary and not printed in COMAR) Regulations .03; .04A, B; .05; .09K; and .10D amended effective January 18, 1982 (9:1 Md. R. 23) Regulations .01—.13 repealed and new Regulations .01—.11 adopted effective April 3, 1989 (16:6 Md. R. 728) Regulation .03G amended effective July 4, 1994 (21:13 Md. R. 1159) Chapter repealed effective February 13, 2017 (44:3 Md. R. 189) The State Board of Education recognizes that religious instruction is an invaluable part of the education of the students of the State for the duties of citizenship as well as for the attainment of complete manhood and womanhood. In this country, however, the public schools of the states have been limited by law or custom to so-called secular education, while freedom of religious instruction was granted to the home and various religious agencies. In accordance with this principle, the public schools of Maryland are liberally supported by all the citizens without regard to race, sect, or creed, and as a result of this policy they have reached their present state of efficiency. It appears also that this method of conducting the schools commends itself to the people of the State as a whole and is productive of satisfactory results. In view of these facts and conditions, and again recognizing the importance of religious training in the lives of all the citizens of the State, the State Board of Education believes it would be inexpedient to introduce the subject of religious education as a part of the school curriculum of the State. Education Article, §§2-205(h),(i) and 7-104, Annotated Code of Maryland Effective date: April 3, 1964 Regulation .01A amended effective January 15, 1989 (15:27 Md. R. 3132) Effective date: July 29, 1970 Regulations .02—.04 adopted effective December 14, 1979 (6:25 Md. R. 1983) Regulations .01—.03 amended, Regulation .04 repealed and new Regulation .04 adopted effective January 15, 1989 (15:27 Md. R. 3132) Regulations .01—.04, Ethnic and Cultural Minorities, repealed effective November 8, 1993 (20:21 Md. R. 1656) Regulations .01—.07, Education That is Multicultural, adopted effective November 8, 1993 (20:21 Md. R. 1656) Regulation .01C adopted effective June 6, 1994 (21:11 Md. R. 952) Regulation .02B amended effective November 7, 2005 (32:22 Md. R. 1757) Regulation .03B amended effective November 7, 2005 (32:22 Md. R. 1757) Regulation .04A amended effective November 7, 2005 (32:22 Md. R. 1757) Regulation .05B amended effective November 7, 2005 (32:22 Md. R. 1757) Regulation .05-1 adopted effective November 29, 1999 (26:24 Md. R. 1858) Regulation .05-1 repealed effective July 21, 2003 (30:14 Md. R. 937) Regulation .06 amended effective November 29, 1999 (26:24 Md. R. 1858) Regulation .06 amended effective November 7, 2005 (32:22 Md. R. 1757) Regulation .07 amended effective November 7, 2005 (32:22 Md. R. 1757) Regulation .08 adopted effective November 7, 2005 (32:22 Md. R. 1757) Regulations .01—.08, Education That is Multicultural, repealed effective November 18, 2019 (46:23 Md. R. 1066) Each local school system shall provide in public schools an instructional program in personal financial literacy in the elementary, middle, and high school learning years. Personal Financial Literacy Program. The comprehensive instructional program shall provide for the diversity of student needs, abilities, and interests at the early, middle, and high school learning years. Each local school system shall include the content standards in §§C-H of this regulation in its curriculum. Make Informed, Financially Responsible Decisions. Students shall apply financial literacy reasoning in order to make informed, financially responsible decisions. Relate Careers, Education and Income. Students shall relate choices regarding their education and career paths to earning potential. Plan and Manage Money. Students shall develop skills to plan and manage money effectively by identifying financial goals and developing spending plans. Manage Credit and Debt. Students shall develop skills to make informed decisions about incurring debt and maintaining creditworthiness. Create and Build Wealth. Students shall develop skills to plan and achieve long-term goals related to saving and investing in order to build financial security and wealth. Manage Risks and Preserve Wealth. Students shall develop financial planning skills to minimize financial setbacks. Curriculum Documents. Each local school system shall provide personal financial literacy curriculum documents for the elementary and secondary schools under its jurisdiction that: Include the content standards described in §§C-H of this regulation; and Are aligned with the State curriculum as developed by the Maryland State Department of Education in collaboration with local school systems. Student Participation. Each student shall have the opportunity to participate in the personal financial literacy program required by this chapter. By September 1, 2011 and each 5 years after that, each local superintendent of schools shall certify to the State Superintendent of Schools that the instructional program in the elementary, middle, and high school learning years meets, at a minimum, the requirements set forth in Regulation .01C—H of this chapter. Education Article, §2-205(b) and (c), Annotated Code of Maryland Effective date: July 26, 2010 (37:15 Md. R. 999) Gifted and talented students are found in all Maryland schools and in all cultural, ethnic, and economic groups. The intent of this chapter is to provide local school systems with direction for identifying students and developing and implementing the gifted and talented education programs and services needed to develop these students’ full potential. These regulations establish the minimum standards for student identification, programs and services, professional learning, and reporting requirements. Each local school system shall establish an equitable process for identifying gifted and talented students as they are defined in Education Article, §8-201, Annotated Code of Maryland. The identification pool for gifted and talented students shall encompass all students. The identification process shall use universal screening and multiple indicators of potential, ability, and achievement from an annually reviewed Maryland State Department of Education approved list of assessments and checklists. A universal screening process shall be used to identify a significant number of students in every school and at least 10 percent in each local school system, as early as possible, but no later than Grade 3. Additional identification shall occur at the 3—5 and 6—9 grade bands for participation in the programs and services described in Regulation .03 of this chapter. Each school system shall: Document early evidence of advanced learning behaviors, PreK—2; Develop equitable policies for identification and a process for appeals that are clearly stated in writing, made public, and consistently implemented systemwide; Review the effectiveness of its identification process; and Provide ongoing professional learning for teachers, administrators, and other personnel in the identification procedures, characteristics, academic, and social-emotional needs of gifted and talented students. The Department shall: Review and approve each school system’s identification process to ensure compliance with this regulation; and Provide a Maryland’s Model of Gifted and Talented Education: Maryland Gifted and Talented Student Identification Requirements document that includes available State-mandated achievement assessments for gifted and talented screening for adoption by school systems without an approved identification process. Each school system shall provide different services beyond those normally provided by the regular school program from an annually reviewed Maryland State Department of Education approved list of programs and services in order to develop the gifted and talented student’s potential. Appropriately differentiated, evidenced-based programs and services shall accelerate, extend, or enrich instructional content, strategies, and products to demonstrate and apply learning. Each school system shall review the effectiveness of its programs and services. Each school system shall implement programs and services for gifted and talented students that: Provide a continuum of appropriately differentiated curriculum and evidence-based academic programs and services in grades PreK—12 during the regular school day for identified gifted and talented students. Provide programs and services to support the social and emotional growth of gifted and talented students. Provide programs and services to inform and involve parents/guardians of gifted and talented students. Teachers and other personnel assigned specifically to work with students who have been identified as gifted and talented shall engage in professional learning aligned with the competencies specified by the Gifted and Talented Education Specialist certification in COMAR 13A.12.03.12. Teachers who wish to pursue leadership roles in gifted and talented education shall be encouraged to obtain Gifted and Talented Education Specialist certification as defined in COMAR 13A.12.03.12. The State Superintendent of Schools shall maintain an Advisory Council for Gifted and Talented Education that shall advise the Superintendent on issues and best practices relevant to the education of gifted and talented students in Maryland. Local school system superintendents may exempt specific schools from the requirement to identify a significant number of gifted and talented students. Beginning September 1, 2019, local school systems shall report in their consolidated local Every Student Succeeds Act (ESSA) plan: The process for identifying gifted and talented students; The number of gifted and talented students identified in each school; The percentage of gifted and talented students identified in the local school system; The schools that have been exempted from identification of a significant number of gifted and talented students and the rationale; The continuum of programs and services; and Data-informed goals, targets, strategies, and timelines. Beginning September 1, 2019, the Maryland State Department of Education shall: Facilitate a peer-review of local school systems’ gifted and talented identification, programs, and services every 3 years; and Submit an annual report on the status and progress of gifted and talented students in Maryland to the State Board of Education. Education Article, §§2-205, 5-401(d), and 8-201—8-204, Annotated Code of Maryland Effective date: April 2, 2012 (39:6 Md. R. 409) Regulation .01 amended effective July 15, 2019 (46:14 Md. R. 622) Regulation .02 amended effective July 15, 2019 (46:14 Md. R. 622) Regulation .03A, C amended effective July 15, 2019 (46:14 Md. R. 622) Regulation .04 amended effective July 15, 2019 (46:14 Md. R. 622) Regulation .06 amended effective July 15, 2019 (46:14 Md. R. 622) Each local school system shall: Provide in public schools an instructional program in social studies each year for all students in grades prekindergarten—8; and Offer in public schools a social studies program in grades 9—12 which enables students to meet graduation requirements and to select social studies electives. Maryland Social Studies Program. The comprehensive instructional program shall provide for the diversity of student needs, abilities, and interests at the early, middle, and high school learning years, and shall include the content standards set forth in the College, Career, and Civic Life (C3) Framework for Social Studies State Standards under §§C—H of this regulation. Social Studies Processes and Skills. Students shall inquire about civics, geography, economics, history, and people and nations of the world using disciplinary literacy skills and processes to critically evaluate content through a variety of source materials across disciplines and use reading, writing, and other forms of communication to develop, defend, and critique arguments in order to take informed action. Civics. Students shall inquire about the historical development of the fundamental concepts and processes of authority, power, and influence with particular emphasis on civic reasoning in order to become informed, responsible citizens, engage in the political process, and contribute to society. Peoples of the Nation and the World. Students shall inquire about the people of the United States and the world using a historically grounded, multidisciplinary approach in order to recognize multiple narratives and acknowledge the diversity and commonality of the human experience. Geography. Students shall inquire about the role of culture, technology, and the environment in the location, distribution, and impact of human activities using geographic tools and spatial thinking in order to demonstrate a significance of place. Economics. Students shall inquire about decisions made by individuals and groups using economic reasoning in order to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world. History. Students shall inquire about significant events, ideas, beliefs, and themes to identify patterns and trends and to analyze how individuals and societies have changed over time to make connections to the present in their communities, Maryland, the United States, and the world. Curriculum Documents. Consistent with Education Article, §4-111, Annotated Code of Maryland, each local system shall provide social studies curriculum documents for the elementary and secondary schools under its jurisdiction that: Include the content standards set forth in §§C—H of this regulation; and Are aligned with the State Curriculum, as developed by the Maryland State Department of Education in collaboration with local school systems. Student Participation. Each student shall participate in the comprehensive social studies program required by this chapter. By September 1, 2005 and each 5 years after that, each local superintendent of schools shall certify to the State Superintendent of Schools that the instructional programming within grades prekindergarten—12 meets, at a minimum, the requirements set forth in Regulation .01 of this chapter. Education Article, §2-205(c) and (h), Annotated Code of Maryland Effective date: March 1, 1982 (9:4 Md. R. 332) Chapter revised effective January 15, 1989 (15:27 Md. R. 3133) Regulations .01 and .02 repealed and new Regulations .01 and .02 adopted effective July 19, 2004 (31:14 Md. R. 1079) Regulation .01 amended effective February 16, 2015 (42:3 Md. R. 317); August 24, 2020 (47:17 Md. R. 797) Regulation .01I amended effective January 14, 2010 (37:1 Md. R. 15) Each local school system shall: Provide in public schools an instructional program in science each year for all students in grades prekindergarten—8; and Offer in public schools a science program in grades 9—12 which enables students to meet graduation requirements and to select science electives. Maryland Science Program. The comprehensive instructional program shall provide for the diversity of student needs, abilities, and interests at the early, middle, and high school learning years, and shall include all the Maryland College- and Career-Ready Next Generation Science Standards (NGSS) for all students as set forth in §§C—H of this regulation. Science and Engineering Practices. Students shall demonstrate an understanding by engaging in scientific investigation that requires not only skill but also knowledge that is specific to each practice. Crosscutting Concepts. Students shall demonstrate an understanding of the concepts that unify the study of science through their common application across fields in the major disciplines of natural science. Earth/Space Science. Students shall demonstrate an understanding of the processes that operate on Earth and address its place in the solar system and galaxy. Life Science. Students shall demonstrate an understanding of the key concepts that make sense of the life sciences which focus on patterns, processes, and relationships of living organisms. Physical Science. Students shall demonstrate an understanding that there are mechanisms of cause and effect in all systems and processes that can be understood through a common set of physical and chemical principles. Engineering, Technology, and Applications of Science. Students shall demonstrate an understanding by engaging in solving complex problems that include issues of social and global significance with an emphasis on identifying the best solution to a problem, which often involves researching how others have solved it before in complex problems. Curriculum Documents. Consistent with Education Article, §4-111, Annotated Code of Maryland, each local system shall provide science curriculum documents for the elementary and secondary schools under its jurisdiction that: Include the Maryland College- and Career-Ready Next Generation Science Standards (NGSS) set forth in §§C—H of this regulation; and Are aligned with the Maryland College- and Career-Ready Next Generation Science Standards (NGSS), as developed by the Maryland State Department of Education in collaboration with local school systems. Student Participation. Each student shall participate in the comprehensive science program required by this chapter. By September 2005 and each 5 years after that, each local superintendent of schools shall certify to the State Superintendent of Schools that the instructional programming within grades prekindergarten—12 meets, at a minimum, the requirements set forth in Regulation .01 of this chapter. Education Article, §2-205(h), Annotated Code of Maryland Effective date: June 7, 1983 (10:11 Md. R. 976) Chapter revised effective January 15, 1989 (15:27 Md. R. 3133) Regulations .01 and .02 repealed and new Regulations .01 and .02 adopted effective July 19, 2004 (31:14 Md. R. 1079) Regulation .01 amended effective January 19, 2015 (42:1 Md. R. 18); June 14, 2021 (48:12 Md. R. 474) Regulation .01I amended effective January 14, 2010 (37:1 Md. R. 15) Each local school system shall: Provide in the public schools equal access to and equitable support in implementing a systematic instructional program in career development and decision making in accordance with the Maryland Career and Technical Education Four-Year State Plan (April 2020) and Maryland Career Development Framework, which are incorporated by reference for all students in grades prekindergarten—12; and Ensure that before grade 9 each student shall develop an individual academic and career plan and update it annually. Career Development Program. The comprehensive instructional program in grades prekindergarten—12 shall provide for diversity of student needs, abilities, and interests and shall include the career development content standards in §§C—H of this regulation. Self Awareness. Students shall acquire and apply self-knowledge in order to develop personal, learning, and career goals. Career Awareness. Students shall use the Maryland Career Development Framework and career pathways in order to understand the relationship between educational achievement and career goals. Career Exploration. Students shall assess career choices and related pathways in order to develop an academic and career plan. Career Preparation. Students shall prepare for postsecondary and career success through a sequenced academic and technical program of study and related workplace experiences. Job Seeking and Advancement. Students shall demonstrate skills to secure, maintain, and advance in employment. Career Satisfaction and Transition. Students shall demonstrate how the ongoing attainment of knowledge and skills enhances one's ability to function and transition effectively in a diverse and changing economy. By September 1, 2014, and each 5 years after that, each local superintendent of schools shall provide a description of the career development instructional program for grades prekindergarten—12 and certify to the State Superintendent of Schools that the instructional programming in grades prekindergarten—12 meets, at a minimum, the requirements set forth in Regulation .01 of this chapter. Education Article, §2-205, Annotated Code of Maryland Effective date: July 4, 1983 (10:13 Md. R. 1181) Chapter revised effective January 15, 1989 (15:27 Md. R. 3133) Regulation .01C amended effective August 15, 1994 (21:16 Md. R. 1387) Regulation .02A amended effective August 15, 1994 (21:16 Md. R. 1387) Regulations .01 and .02 repealed and new Regulations .01 and .02 adopted effective July 28, 2008 (35:15 Md. R. 1349) Chapter renamed Program of Instruction in Career Development for College and Career Readiness, effective January 2, 2017 (43:26 Md. R. 1447) Regulation .01 amended effective March 22, 2021 (48:6 Md. R. 238) Regulation .01A amended effective January 2, 2017 (43:26 Md. R. 1447) Regulation .02 amended effective January 2, 2017 (43:26 Md. R. 1447); March 22, 2021 (48:6 Md. R. 238) Each local school system shall provide a comprehensive, sequential world languages instructional program beginning not later than the middle learning years that: Provides for the diversity of student needs, abilities, and interests at the middle and high school years; Offers a variety of languages; Includes the Maryland World Languages Content Standards set forth in §B of this regulation; Enables students to meet graduation requirements; and Allows students to select world languages electives. The world languages program shall include all the following content standards: Communication: Learners communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes. Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. Presentational Communication. Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. Cultures: Learners interact with cultural competence and understanding. Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied. Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied. Connections: Learners connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career related situations. Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively. Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures. Comparisons: Learners develop insight into the nature of language and culture in order to interact with cultural competence. Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own. Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own. Communities: Learners communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world. School and Global Communities: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world. Lifelong Learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement. Curriculum Documents. Consistent with Education Article, §4-111, Annotated Code of Maryland, each local school system shall provide world languages curriculum documents for the secondary schools under its jurisdiction that: Include the content standards set forth in §B of this regulation; and Are aligned with the Maryland College and Career Ready Standards for World Languages, as developed by the Maryland State Department of Education in collaboration with local school systems. Student Participation. Each student shall have the opportunity to participate in the world languages program required by this chapter. By September 1, 2011, and each 5 years after that, each local superintendent of schools shall have certified to the State Superintendent of Schools that the instructional programming within grades 6—12 meets, at a minimum, the requirements set forth in Regulation .01 of this chapter. This certification shall describe how the regulations are being met at each learning level in accordance with reporting standards developed by the Department of Education. Education Article, §§2-205(h) and 4-111, Annotated Code of Maryland Effective date: February 22, 2010 (37:4 Md. R. 341) Regulation .01 amended effective October 24, 2016 (43:21 Md. R. 1168) Each local school system shall: Provide in public schools an instructional program in mathematics each year for all students in grades prekindergarten—8; Offer in public schools a mathematics program in grades 9—12. Beginning with students entering grade 9 in the 2014—2015 school year, each student shall enroll in a mathematics course in each year of high school that the student attends, up to a maximum of 4 years of attendance, unless in the 5th or 6th year a mathematics course is needed to meet a graduation requirement and to select mathematics and mathematics-related courses that shall include: Mathematics Transition Course; Algebra II; Pre-Calculus; Discrete Mathematics, Linear Algebra; Probability and Statistics; AP© Computer Science; AP© Calculus (A/B); AP© Calculus (B/C);or A Computer Science course that is not AP© Computer Science if the local school system determines the course meets the mathematics standards required by this regulation. Maryland Mathematics Program. The comprehensive instructional program shall provide for the diversity of student needs, abilities, and interests at the early, middle, and high school learning years. Each local school system shall include the content standards in §§C—F of this regulation in its curriculum. For prekindergarten through grade 5, students shall demonstrate knowledge of the domains: Number, Counting and Cardinality, Number Operations and the Problems They Solve, Numbers in Base Ten, Number – Fractions, Measurement and Data Analysis, and Geometry. For grades 6—8, students shall demonstrate knowledge of the domains: Ratios and Proportional Reasoning, The Number System, Expressions and Equations, Functions, Geometry, and Statistics and Probability. For high school students, students should demonstrate knowledge of the conceptual categories: Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability. Standards for Mathematical Practice. Students in prekindergarten through high school shall demonstrate knowledge of the processes and proficiencies of mathematics: make sense of problems and persevere in solving them, reason abstractly and quantitatively, construct viable arguments and critique the reasoning of others, model with mathematics, use appropriate tools strategically, attend to precision, look for and make use of structure, and look for and express regularity in repeated reasoning. Curriculum Documents. Consistent with Education Article, §4-110, Annotated Code of Maryland, each local school system shall provide mathematics curriculum documents for the elementary and secondary schools under its jurisdiction that: Include the content standards described in §§C—F of this regulation; and Are aligned with the Maryland College- and Career-Ready Standards as developed by the Maryland State Department of Education in collaboration with local school systems. Student Participation. Each student shall have the opportunity to participate in the comprehensive mathematics program required by this chapter. By September 1, 2020 and thereafter, upon adoption of new State standards, local school system curricula, or curriculum support materials, each local superintendent of schools or chief executive officer shall certify to the State Superintendent of Schools that the instructional programming for mathematics courses aligned to the Maryland College and Career Ready Standards meets, at a minimum, the requirements set forth in Regulation .01 of this chapter. The superintendent or chief executive officer shall provide evidence of meeting the requirements. Acceptable forms of evidence include: A Maryland State Department of Education Curriculum Vetting Report demonstrating that the reviewed curriculum has earned an acceptable rating as determined by the agency on all sections for mathematics for the identified grade level(s) or course(s); A curriculum vetting report produced by a nationally recognized external party that demonstrates alignment to Maryland College and Career Ready Standards for the identified grade level(s) or course(s); or Documentation of national ratings to demonstrate an alignment to Maryland College and Career Ready Standards and strong (level 1) or moderate (level 2) evidence, as defined under §8101(21)(A)(i)(I) and §8101(21)(A)(i)(II) of the Every Student Succeeds Act, for all third-party curricula and curriculum support materials in use. Education Article, §§2-205(c) and (h) and 7-205.1, Annotated Code of Maryland Effective date: December 1, 1986 (13:24 Md. R. 2560) Chapter revised effective January 15, 1989 (15:27 Md. R. 3134) Regulations .01 and .02 repealed and new Regulations .01 and .02 adopted effective July 19, 2004 (31:14 Md. R. 1079) Regulation .01 amended as an emergency provision effective February 11, 2014 (41:5 Md. R. 339); emergency status expired Regulation .01 amended effective September 29, 2014 (41:19 Md. R. 1081) Regulation .01J amended effective January 14, 2010 (37:1 Md. R. 15) Regulation .02 amended effective October 7, 2019 (46:20 Md. R. 845) Each local school system shall: Provide in public schools an instructional program in physical education each year with sufficient frequency and duration to meet the requirements of the State Framework for all students in grades prekindergarten—8; and Offer in public schools a standard-based physical education program in grades 9—12 which meets the requirements of the State Framework, and enables students to meet graduation requirements and to select physical education electives. Maryland Physical Education Program. The physical education comprehensive instructional program shall provide a developmentally appropriate, instructional program for all students that advances the student's knowledge, confidence, skills, and motivation to enjoy a lifetime of healthful physical activity. The comprehensive instructional program shall provide for the diversity of student needs, abilities, and interests at the early, middle, and high school learning years, and shall include all of the following Maryland Physical Education Content Standards set forth in §C of this regulation with related indicators and objectives as set forth in the State Framework. The instructional program, as it applies to grades 9—12, shall provide instruction in cardiopulmonary resuscitation that includes hands-only cardiopulmonary resuscitation and the use of an automated external defibrillator if not otherwise offered in the comprehensive health education program. Maryland Physical Education Content Standards. All students shall: Develop a variety of motor skills; Apply knowledge related to movement and fitness concepts; Develop social skills through movement; and Develop personal skills, identify personal benefits of movement, and choose to engage in physical activity. Curriculum Documents. Consistent with Education Article, §§2-205(h) and 7-409, Annotated Code of Maryland, each local school system shall provide comprehensive physical education curriculum documents for the elementary and secondary schools under its jurisdiction that: Include the content standards set forth in §C of this regulation; Align with the State Framework, as developed by the Maryland State Department of Education in collaboration with the local school systems; and Include standards-based instructional assessments that: Periodically evaluate progress toward achievement of the content standards in §C of this regulation; Align to the grade-span learning indicators in the State Framework; Monitor a student’s cognitive, affective, social, and psychomotor progress; Include all students; Do not evaluate student dress or attendance; and Are not based on the results of a health-related fitness test. A local school system may conduct a health-related fitness test as part of an annual Wellness Policy Implementation and Monitoring Plan in addition to the standards-based assessments required in §D(3) of this regulation. The local school system shall develop guidelines and procedures for the support of qualified teachers as follows: Each local school system shall establish planned and continuous programs as required to adequately train its teachers, administrators, supervisors, and personnel in order to update knowledge, instructional materials, and methodology in physical education; and Each local school system shall require all physical education teachers to submit a current certificate of completion of concussion education training as set out in COMAR 13A.06.08.04. Student Participation in Standards-Based Physical Education Program. Each student, including a student with a disability as defined in COMAR 13A.05.01.03B, shall have the opportunity to participate in the comprehensive standards-based physical education program required by this chapter. The local school system may not: Authorize a student to substitute other activities for a standards-based physical education program for graduation credits, such as but not limited to interscholastic sports, community-based sports, physical therapy, Junior Reserve Officer Training Corps (JROTC), or marching band; Waive the standards-based physical education requirement needed to meet graduation requirements; Excuse students from the standards-based physical education program to participate in content area classes or to complete classwork assignments in other content areas; or Withhold students from the standards-based physical education program as a punishment, unless the student is also removed from the regular classroom setting as part of an in-school suspension or similar disciplinary intervention. The local school system shall ensure that: Students with disabilities have an equal opportunity to participate in a standards-based physical education program to meet the requirements of the State Framework; Reasonable accommodations are provided to ensure students with disabilities have equal opportunity to participate to the fullest extent possible in a standards-based physical education program; Adapted, allied, or unified physical education, as defined in Education Article, §7-4B-01, Annotated Code of Maryland, is available that meets the standards-based physical education program outcomes; and An individualized action plan is developed for students who are temporarily unable to participate in the standards-based physical education program. The individualized action plan developed under §G(3)(d) shall provide appropriate learning experiences aligned with the State Framework. By September 2030 and each 5 years after that, each local superintendent of schools shall certify to the State Superintendent of Schools that the instructional programming within grades prekindergarten—12 meets, at a minimum, the requirements set forth in Regulation .01 of this chapter. Education Article, §§2-205(c) and (h), 7-205.2, 7-409, and 7-4B-01—7-4B-06, Annotated Code of Maryland Effective date: December 1, 1986 (13:24 Md. R. 2560) Chapter revised effective January 15, 1989 (15:27 Md. R. 3134) Regulation .01B amended effective August 15, 1994 (21:16 Md. R. 1388); August 6, 2001 (28:15 Md. R. 1399) Regulations .01—.02 repealed and new Regulations .01—.02 adopted effective November 29, 2010 (37:24 Md. R. 1659) Regulation .01 amended effective July 12, 2021 (48:14 Md. R. 538) Regulation .01B, C amended effective August 1, 2016 (43:15 Md. R. 864) Regulation .01C, D amended effective February 16, 2026 (53:2 Md. R.123) Regulation .02 amended effective August 1, 2016 (43:15 Md. R. 864); February 16, 2026 (53:2 Md. R.123) Each local school system shall: Provide in public schools an instructional program in English language arts/literacy each year for all students in grades prekindergarten—5; Provide in public schools an instructional program in English language arts/literacy each year for all students in grades 6—8; and Offer an English language arts/literacy program in grades 9—12 which enables students to meet graduation requirements and to select English language arts electives including English Language Arts/Literacy Transition Courses. The Maryland English Language Arts/Literacy Program shall provide for the diversity of student needs, abilities, and interests at the early, middle, and high school years, and shall include content standards set forth in §§C—I of this regulation. Foundational Skills Pre-K—5. Students shall develop and apply the foundational skills of reading (including print concepts, phonological awareness, phonics and word recognition, and fluency) necessary to proficiently read a range of grade level appropriate texts with purpose and understanding. Comprehension of Literary Text. Students shall read, comprehend and analyze a wide range of grade appropriate literary texts that meet the grade level text complexity guidelines of the Maryland College- and Career-Ready Standards for English Language Arts/Literacy. Comprehension of Informational Text. Students shall read, comprehend, and analyze a wide range of grade appropriate informational texts that meet the grade level text complexity guidelines of the Maryland College- and Career-Ready Standards for English Language Arts/Literacy. Writing. Students shall use writing as a way of offering and supporting opinions/claims, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences proficiently. Speaking and Listening. Students shall command the skills needed to effectively communicate in a variety of contexts (including face to face and digital contexts) by presenting, listening and responding appropriately. Language. Students will control the conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively through its structure and precise vocabulary. Literacy. Students shall read complex informational texts with confidence and independence and write what they know about a subject effectively when engaged in the study of history, social studies, science and technical subjects. Curriculum Documents. Consistent with Education Article, §4-111, Annotated Code of Maryland, each local school system shall provide English language arts/literacy curriculum documents for the elementary and secondary schools under its jurisdiction that: Include the content standards described in §§C—I of this regulation; and Are aligned with the Maryland College- and Career-Ready Standards for English Language Arts/Literacy as developed by the Maryland State Department of Education in collaboration with local school systems. Student Participation. Each student shall have the opportunity to participate in the comprehensive Reading and English language arts program required by this chapter. By September 1, 2020 and thereafter, upon adoption of new State standards, local school system curricula, or curriculum support materials, each local superintendent of schools or chief executive officer shall certify to the State Superintendent of Schools that the instructional programming for English language arts meets, at a minimum, the requirements set forth in Regulation .01 of this chapter. The superintendent or chief executive officer shall provide evidence of meeting requirements. Acceptable forms of evidence include: Maryland State Department of Education Curriculum Vetting Report demonstrating that the reviewed curriculum has earned an acceptable rating as determined by the agency on all sections for English language arts for the identified grade level(s) or course(s); A curriculum vetting report produced by a nationally recognized external party that demonstrates alignment to Maryland College and Career Ready Standards for the identified grade level(s) or course(s); or Documentation of national ratings to demonstrate an alignment to Maryland College and Career Ready Standards and strong (level 1) or moderate (level 2) evidence, as defined under §8101(21)(A)(i)(I) and §8101(21)(A)(i)(II) of the Every Student Succeeds Act, for all third-party curricula and curriculum support materials in use. Education Article, §§2-205(c) and (h), 7-202, and 7-205.1, Annotated Code of Maryland Effective date: December 1, 1986 (13:24 Md. R. 2560) Chapter revised effective January 15, 1989 (15:27 Md. R. 3134) Regulations .01 and .02 repealed and new Regulations .01 and .02 adopted effective July 19, 2004 (31:14 Md. R. 1082) Regulation .01 amended effective September 29, 2014 (41:19 Md. R. 1082) Regulation .01J amended effective January 14, 2010 (37:1 Md. R. 15) Regulation .02 amended effective October 7, 2019 (46:20 Md. R. 846) Digital learning encompasses a wide spectrum of tools and practices that support teaching and learning for students and educators. This chapter defines online and blended courses and establishes requirements for such courses to be offered to students for credit. Processes for the approval of online credit bearing student courses and professional development courses are addressed. These processes include the setting of a vendor fee structure for reviewing and approving courses. In this chapter, the following terms have the meaning indicated. Terms Defined. “Accessible” means fully and equally accessible for independent use by individuals with disabilities to online course content, materials, and features. “Blended course” means one in which less than 80 percent of the instruction is conducted online. Such a course is also referred to as a “hybrid course.” “Digital learning” means any instructional practice that effectively uses Internet-related technology to strengthen the student and/or educator learning experience. “Online course” means an Internet-based course in which 80 percent or more of the instruction is conducted online, the teacher and student are separated by distance or time or both, and two-way communication is required between teacher and student. “Review” means an analysis of a student or professional development online course by a panel of experts designated by the Department to determine whether the course shall be recommended for approval. “Vendor” means a person or organization that markets online courses or contracted online student seats in such courses. The Web Content Accessibility Guidelines (WCAG) 2.0 Level AA (December 2008) is incorporated by reference. Credit-bearing online courses provided to students by a local education agency (LEA) are subject to Department approval by a committee to ensure that the course meets instructional standards and is in compliance with the technology standards outlined in Section 508 of the Rehabilitation Act and COMAR 13A.05.02.13H and the Web Content Accessibility Guidelines (WCAG) 2.0 Level AA (December 2008). Noncredit-bearing courses and blended courses provided to students by a local education agency do not require Department approval. All online professional development courses offered by vendors to local education agencies are subject to Department approval by a committee to ensure that the course meets instructional standards and is in compliance with the technology standards outlined in Section 508 of the Rehabilitation Act and COMAR 13A.05.02.13H and the Web Content Accessibility Guidelines (WCAG) 2.0 Level AA (December 2008). There are three options for obtaining review and approval of credit-bearing online courses and professional development courses. Options for Obtaining Review and Approval. Departmental Review and Approval. A vendor may request a Department review of an online credit-bearing course or professional development course. Department review shall be conducted by a panel of at least three content experts, one of whom shall be a reviewer trained to conduct such reviews. Department review shall include an assessment of the accessibility of the course. A vendor seeking Department approval of an online or professional development course shall pay a nonrefundable fixed fee of $1,400 to the Department to cover the cost of a review. The Department reserves the right to review previously approved courses every 3 years. The Department reserves the right to determine which courses will be reviewed based on student and local education agency need. Local Education Agency Review and Approval Process. A vendor may request an LEA review of an online credit-bearing course or professional development course. The LEA review shall be conducted by a panel of at least three content experts, one of whom must be a reviewer trained to conduct such reviews as designated by the Department. The LEA review shall include an assessment of the accessibility of the course. An LEA may establish a reasonable fee to cover the cost of a review. After conducting the review, the LEA shall submit its review and recommendation for approval to the Department for final approval. To cover the cost of the final review, the LEA shall submit to the Department 15 percent of the fee it collected from the vendor. The LEA reserves the right to determine which courses will be reviewed based on student need. MSDE-Approved Reviewing Program. A vendor may request an MSDE-Approved Reviewing Program review of an online credit-bearing course or a professional development course that includes an assessment of the accessibility of the course. After the review is completed, the MSDE-Approved Reviewing Program shall submit the review documentation to MSDE. The vendor shall pay a fee of $360 to the Department to cover the cost of the final review. Upon review and approval by the State Board, in FY 2016 and any subsequent year thereafter, the Department may increase the vendor fees set forth in this Regulation by no more than 20 percent per annum. If the Department increases the fee, it shall publish such increase on its website at http://marylandpublicschools.org/MSDE. The Department shall only approve courses and digital learning resources that are accessible and meet the technology standards outlined in Section 508 of the Rehabilitation Act and COMAR 13A.05.02.13H and the Web Content Accessibility Guidelines (WCAG) 2.0 Level AA (December 2008). Education Article, §§2-205 and 7-1002, Annotated Code of Maryland Effective date: April 1, 2013 (40:6 Md. R. 474) Chapter revised effective October 28, 2013 (40:21 Md. R. 1779) Each local school system shall: Provide an instructional program in fine arts each year for all students in grades prekindergarten—8 as follows: Within the prekindergarten—5 grade span, students shall have experiences in the fine art forms of dance, media arts, music, theatre, and visual art; and Within grades 6—8, students may specialize in one or more of the fine art forms of dance, media arts, music, theatre, and visual art; and Provide an instructional program that enables all students in grades 9—12 to meet graduation requirements, and to select from among fine arts elective courses of dance, media arts, music, theatre, and visual art that will prepare them for post-secondary education and careers. Maryland Fine Arts Program. The school system must allot dedicated time in the instructional program aligned to the content standards set forth in §C of this regulation and must adhere to the Universal Design for Learning (UDL) principles to maximize learning opportunities for all diverse learners, including students with disabilities, students who are English learners, and students who are gifted and talented. UDL shall guide local school systems in the development of curriculum, instructional planning, instructional delivery, material selection, and assessment. Content Standards. Students shall demonstrate the ability to: Generate and conceptualize artistic ideas and work; Organize and develop artistic ideas and work; Refine and complete artistic work; Analyze, interpret, and select artistic work for presentation; Develop and refine artistic work for presentation; Convey meaning through the presentation of artistic work; Perceive and analyze artistic work; Interpret intent and meaning in artistic work; Apply criteria to evaluate artistic work; Synthesize and relate knowledge and personal experiences to make art; and Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Curriculum Guides. Consistent with Education Article, §4-111, Annotated Code of Maryland, each local school system shall use fine arts curriculum documents in each of the fine arts disciplines for the elementary and secondary schools under its jurisdiction that: Include the content standards described in §C of this regulation; and Align with the Maryland State Standards for the Fine Arts for grades prekindergarten—12 as developed by the Maryland State Department of Education in collaboration with local school systems and in alignment with the National Core Arts Standards. Student Participation. Each student shall participate in the fine arts instructional programs required by this chapter. The State Superintendent of Schools shall maintain a Fine Arts Education Advisory Panel that shall advise the Superintendent on issues and best practices relevant to fine arts education for students in Maryland. Beginning September 1, 2019, and each 5 years after that, each local superintendent of schools shall certify to the State Superintendent of Schools that the instructional programming within grades prekindergarten—12 meets, at a minimum, the requirements set forth in Regulation .01 of this chapter. Each local school system shall report annually their goals, objectives, and strategies regarding the implementation of fine arts instructional programming and methods for measuring progress. Education Article, §2-205, Annotated Code of Maryland Effective date: July 1, 1988 (15:9 Md. R. 1110) Regulation .01B amended effective August 15, 1994 (21:16 Md. R. 1388) Regulations .01 and .02 repealed and new Regulations .01—.03 adopted effective November 23, 2017 (44:23 Md. R. 1079) Each local school system shall provide in public schools a comprehensive, multi-disciplinary environmental literacy program infused within current curricular offerings and aligned with the Maryland Environmental Literacy Standards. The Maryland Environmental Literacy Program shall: Provide a developmentally appropriate instructional program with opportunities for outdoor learning experiences; Advance students’ knowledge, confidence, skills, and motivation to make decisions and take actions that preserve and protect the unique natural resources of Maryland and of the Chesapeake Bay and its watershed; and Provide for the diversity of student needs, abilities, and interests at the early, middle, and high school learning years and shall include all of the Maryland Environmental Literacy Standards as set forth in §C of this regulation. Maryland Environmental Literacy Standards. Environmental Issue Investigation and Action. Environmentally literate students investigate environmental issues in order to develop and implement local actions that protect, sustain, or restore the natural environment. Human Dependence on Earth Systems and Natural Resources. Environmentally literate students construct and apply understanding of how Earth’s systems and natural resources support human existence. Environmental Impact of Human Activity. Environmentally literate students construct and apply understanding of the environmental impact of human activities on Earth’s systems and resources. Consequences of Environmental Change on Human Health and Well-Being. Environmentally literate students construct and apply understanding of the consequences of human-induced environmental change on individual and collective health and well-being. Individual and Collective Responses to Environmental Change. Environmentally literate students construct and apply understanding of individual, collective, and societal responses to human-induced environmental change. Each local school system shall establish a support system to enable teachers and administrators to engage in high quality professional development in content knowledge, instructional materials, and methodology related to environmental literacy. Student Participation. All students shall have the opportunity to participate in the comprehensive environmental literacy program required by this chapter. By September 1, 2015 and each 5 years after, each local school superintendent of schools shall certify to the State Superintendent of Schools that the instructional program in environmental literacy meets, at a minimum, the requirements set forth in Regulation .01 of this chapter. Education Article, §2-205, Annotated Code of Maryland Effective date: June 12, 1989 (16:11 Md. R. 1219) Regulations .01—.04 repealed and new Regulations .01—.02 adopted effective October 18, 2010 (37:21 Md. R. 1436) Regulation .01 amended effective June 29, 2020 (47:13 Md. R. 642) Regulation .02 amended effective June 29, 2020 (47:13 Md. R. 642) Each local school system shall: Provide in public schools an instructional program in comprehensive health education each year with sufficient frequency and duration to meet the requirements of the State Framework for all students in grades prekindergarten—8; Offer in public schools a comprehensive health education program in grades 9—12 which enables students to meet graduation requirements and to select health education electives; and Provide access to the curriculum for non-diploma-bound students. Maryland Comprehensive Health Education Program. The comprehensive instructional program shall help students adopt and maintain healthy behaviors and skills that contribute directly to a student’s ability to successfully practice behaviors that protect and promote health and avoid or reduce health risks. The instructional program shall provide for the diversity of student needs, abilities, and interests at the elementary, middle, and high school learning years, and shall include the Maryland Health Education Standards with related indicators and objectives as set forth in §C(1)—(8) of this regulation. Comprehensive Health Education Standards. All students will: Use functional health information to support the health and well-being of self and others, including: Mental and emotional health; Substance use and misuse; Family life and human sexuality; Safety and violence prevention; Nutrition; and Disease prevention and control; Analyze influences that affect the health and well-being of self and others; Access valid and reliable resources to support the health and well-being of self and others; Use interpersonal communication skills to support the health and well-being of self and others; Use a decision-making process to support the health and well-being of self and others; Use a goal-setting process to support the health and well-being of self and others; Demonstrate practices and behaviors to support the health and well-being of self and others; and Advocate to promote the health and well-being of self and others. Special Requirements. Substance Abuse Prevention. Students shall complete instruction on drug addiction and prevention that includes instruction related to the heroin and opioid addiction and prevention and information relating to lethal effects of fentanyl. This instruction is to be delivered, at a minimum, once in grade bands 3—5, 6—8, and 9—12 as a stand-alone program. Instruction shall be delivered by teachers trained in the field of drug addiction and prevention education. Family Life and Human Sexuality. Maryland family life and human sexuality instruction shall represent all students regardless of ability, sexual orientation, gender identity, and gender expression. Beginning no later than grade 7, teaching shall emphasize that refraining from sexual activity is the best method to avoid sexually transmitted infections, including HIV, and unintended pregnancy. To address the serious health risks of sexually transmitted infections, and the consequences of unintended pregnancy, family life and human sexuality education shall include medically accurate information about contraception and condoms. The local school system shall establish a joint committee of educators and representatives of the community for the purpose of reviewing and commenting on instructional materials. If approval of instructional materials is necessary, it shall occur pursuant to local policy. Direct teaching of the family life and human sexuality indicators and objectives must begin by grade 4. Student Opt-Out. The local school system shall establish policies, guidelines, and/or procedures for student opt-out regarding instruction related to family life and human sexuality objectives. For students opting out of family life and human sexuality instruction, each school shall establish a procedure for providing a student with appropriate alternative learning activities and/or assessments in health education. Each school shall make arrangements to permit students opting out of the objectives related to family life and human sexuality to receive instruction concerning menstruation. The local school system shall provide an opportunity for parents/guardians to view instructional materials to be used in the teaching of family life and human sexuality objectives. The local school system shall provide age-appropriate instruction on the meaning of “consent” and respect for personal boundaries as part of the family life and human sexuality curriculum in every grade in which the curriculum is taught. When teaching concepts and skills related to family life and human sexuality, in addition to general teacher preparation, teachers are required to have additional preparation in content and teaching methods of such depth and duration as to be appropriate for the material taught. The additional preparation may be provided by college courses, local in-service programs, and/or State workshops. Safety and Violence Prevention. High school students shall complete instruction in cardiopulmonary resuscitation that includes hands-only cardiopulmonary resuscitation and the use of an automated external defibrillator. Students shall participate in age-appropriate instruction on the awareness and prevention of sexual abuse and assault. Teachers who are trained to provide instruction on the awareness and prevention of sexual abuse and assault shall deliver this instruction. This will include age-appropriate instruction on the meaning of “consent” and respect for personal boundaries. Disease Prevention and Control. Students will demonstrate the ability to apply prevention and treatment knowledge, skills, and strategies to reduce susceptibility and manage diseases, such as infections that are sexually transmitted, including HIV. Students shall complete instruction in oral health that includes oral disease prevention and dental health promotion. The local school system shall include age-appropriate lessons on diabetes and its treatment and prevention. Curriculum Documents. Consistent with Education Article, §§2-205(h), 4-111.2, 7-205.2, 7-401, 7-410, 7-411, 7-411.1, 7-413, 7-439, and 7-445, Annotated Code of Maryland, each local school system shall provide age-appropriate, scientifically based, medically accurate, and data-driven comprehensive health education curriculum documents for the elementary and secondary schools under its jurisdiction that: Include the standards set forth in §C of this regulation; and Are aligned with the State Framework, as developed by the Maryland State Department of Education in collaboration with the local school systems. The local school system shall develop guidelines and procedures for the selection of qualified health education teachers. Qualifications shall include: Health Education licensure as set forth in COMAR 13A.12.02; and Appropriate specialized training including skills-based health education, drug addiction and prevention education, family life and human sexuality, and awareness and prevention of sexual abuse and assault. The local school system shall develop guidelines and procedures for the support of qualified teachers. Each local school system shall establish planned and continuous programs as required to adequately train its personnel (teachers, administrators, and supervisors) in order to update knowledge, instructional materials, and methodology in health education. Student Participation. Each student shall have the opportunity to participate in the comprehensive health education program required by this chapter. By September 2020 and each 5 years after that, each local superintendent of schools shall certify to the State Superintendent of Schools that the instructional programming within grades prekindergarten—12 meets, at a minimum, the requirements set forth in Regulation .01 of this chapter. Education Article, §§2-205(c) and (h), 4-111.2, 7-205.2, 7-401, 7-410, 7-411, 7-411.1, 7-413, 7-439, and 7-445, Annotated Code of Maryland Effective date: October 15, 1990 (17:20 Md. R. 2430) Chapter revised effective May 13, 1991 (18:9 Md. R. 1009) Regulation .01B amended effective September 12, 1994 (21:18 Md. R. 1510) Regulation .02F amended effective September 12, 1994 (21:18 Md. R. 1510) Regulations .01—.07 repealed and new Regulations .01—.02 adopted effective March 21, 2011 (38:6 Md. R. 396) Regulation .01B, G amended effective August 1, 2016 (43:15 Md. R. 864) Regulation .02 amended effective August 1, 2016 (43:15 Md. R. 864) Regulations .01—.02 repealed and new Regulations .01—.02 adopted effective December 30, 2019 (46:26 Md. R. 1166) Regulation .01 amended effective March 30, 2026 (53:6 Md. R. 291) A cosmetology program in a public school that possesses a school permit issued by the State Board of Cosmetologists, that was valid as of June 30, 1991, shall be considered an approved cosmetology program by the State Department of Education. To obtain approval for a cosmetology program after June 30, 1991, a local school system shall apply to the State Department of Education on a form provided by the Department. The proposal for approval of a cosmetology program shall meet all the requirements in Regulations .02—.07 of this chapter. A program of instruction for cosmetology operator shall require a minimum of 1,500 locally determined clock hours of instruction of which: 500 hours shall be theory; and 1,000 hours shall be demonstration and practical application. The program shall include instruction in each of the following topics with hours as determined by the local school system: Careers in cosmetology; Personal development; Bacteriology, sterilization, and sanitation; Fundamentals of rinsing and conditioning; Fundamentals of fingerwaving and hairstyling; Fundamentals of scalp massage and scalp care services; Care and styling of artificial hair; Fundamentals and techniques of hair cutting; Fundamentals and techniques of chemical reformation; Fundamentals and techniques of thermal pressing and curling; Fundamentals and techniques of hair coloring; Diseases and disorders of the skin, scalp, nails, and hair; Facial massage, skin care, and makeup applications; Fundamentals of hair care services; Superfluous hair; Basic manicuring and pedicuring; Anatomy in beauty culture; Chemistry for cosmetologists; Histology; Electricity and the cosmetologist; Job interviews; Beauty salon management; and State laws and regulations. Related Instruction. Related instruction, not to exceed 300 hours, may apply toward the 1,500-hour requirement when the cosmetology teacher approves hours for documented student participation in any of the following activities: Organizational activities of the Skills USA which are directly related to the subject of cosmetology; School-sponsored field trips planned for in the cosmetology curriculum; and Work-study employment, after successful completion of 1,000 hours of cosmetology operator instruction, which is supervised by a senior cosmetologist and conducted under a work-based learning agreement with the school. The supervisor shall report on all matters concerning the student's progress in work-study employment as described in §C(1)(c) of this regulation to the work-study coordinator, or if none is assigned, to the school's cosmetology teacher. The Cosmetology teacher may certify the student's eligibility for admission to the State licensing examination upon: Demonstrated competency upon the completion of the required minimum number of hours in the program; and Certification of successful evaluation of the student's work by the cosmetology teacher. The program of instruction for nail technician shall require a minimum of 250 locally determined clock hours of instruction in theory, demonstration, and practical application. The program shall include instruction in each of the following topics with hours as determined by the local school system: Career opportunities; Personal development; Bacteriology, sterilization, and sanitation; Structure of the nail; Disorders and diseases of the nail; Implements, equipment, and supplies; Manicuring and pedicuring procedures and techniques; Massaging techniques; Artificial application procedures; Wrapping procedures and techniques; Corrections and repairs; Anatomy and physiology for the nail technician; Basic chemistry for the nail technician; Hazardous chemicals and beauty products; Electricity; First aid; and State laws and regulations. The cosmetology teacher may certify the student's eligibility for admission to the State licensing examination upon: Demonstrated competency upon completion of the required minimum number of hours in the program; and Certification of successful evaluation of the student's work by the cosmetology teacher. Each student shall have a work kit consisting of equipment and supplies, as determined by the teacher, needed to participate in the program. The work kit may be purchased from the school or any salon supplier in the marketplace. An enrollment record for each student shall be maintained as a permanent record by the school administrator of the building in which the cosmetology program is housed. The student record shall: Be updated on a quarterly basis with the grade earned by the student; Be updated on a semester basis with the documented instructional hours earned during the student's active participation in the program; Support the student's eligibility for admission to the State licensing examination; and Be used to comply with the testing vendor’s process for certifying student training and verifying student experience. A cosmetology teacher shall possess a senior cosmetology license and shall meet the teacher certification requirements in COMAR 13A.12.02.15. A cosmetology teacher may not instruct more than 25 students at any one time. A cosmetology program shall comply with the sanitation requirements established by the State Board of Cosmetologists in COMAR 09.22.03. Grounds. The State Board of Education may deny, suspend, or revoke approval of a cosmetology program if the program: Fails to meet the standards established in Regulations .02—.07 of this chapter; Is cited by the State Board of Cosmetologists, after a hearing, for one or more sanitation violations that are a direct hazard to a client's health or safety; Fails to pay a fine imposed by the State Board of Cosmetologists, after a hearing for a sanitation violation, within 30 days; or Permits a student to practice cosmetology in violation of Business Occupations and Professions Article, §§5-302 and 5-303, Annotated Code of Maryland. Decision. The Assistant State Superintendent for the Division of Career and College Readiness shall make a recommendation to the State Board of Education to deny, suspend, or revoke approval of a cosmetology program, stating the basis for the recommendation in writing. A copy of the recommendation shall be provided to the local school system. The local school system may file objections in response to the recommendation. The objections shall be filed with the State Board of Education within 30 days of receipt of the recommendation. The State Board of Education shall make the final decision. A copy of the decision shall be promptly delivered or mailed to the local school system. Reinstatement. The State Department of Education may reinstate approval of a cosmetology program for which approval has been revoked if the local school system: Applies for reinstatement of approval in accordance with Regulation .01B of this chapter; and Provides adequate evidence that the cosmetology program: Has cured the deficiencies which were the basis for revocation; and Meets the standards established in Regulations .02—.07 of this chapter. Business Occupations and Professions Article, §§5-301—5-305, 5-509, 5-523, and 5-608; Education Article, §§21-201—21-203; Annotated Code of Maryland Effective date: August 3, 1992 (19:15 Md. R. 1392) Regulation .01A amended effective September 12, 1994 (21:18 Md. R. 1511) Regulation .03 amended effective August 2, 1993 (20:15 Md. R. 1220) Regulation .04 amended effective August 2, 1993 (20:15 Md. R. 1220); March 26, 2007 (34:6 Md. R. 628) Regulation .09B amended effective September 12, 1994 (21:18 Md. R. 1511) Chapter revised effective March 27, 2017 (44:6 Md. R. 326) A barber program in a public school that possesses a school permit issued by the State Board of Barbers, that was valid as of June 30, 1991, shall be considered an approved barber program by the State Department of Education. To obtain approval for a barber program after June 30, 1991, a local school system shall apply to the State Department of Education on a form provided by the Department. The proposal for approval of a barber program shall meet all the requirements in Regulations .02—.06 of this chapter. A program of instruction for barber shall require a minimum of 1,200 locally determined clock hours of instruction of which: 200 hours shall be theory and demonstration; and 1,000 hours shall be practical application. The program shall include instruction in each of the following topics with hours as assigned by the local school system: Careers in barbering; Personal development; Bacteriology, sterilization, and sanitation; Implements, equipment, and supplies; Techniques of honing and stropping; Fundamentals of shaving; Shampooing and rinsing; Fundamentals and techniques of haircutting; Techniques of cutting and styling curly and over-curly hair; Techniques of mustache and beard trimming, and design; Fundamentals of scalp and hair services; Massage techniques; Facial services; Fundamentals of hair styling; Fundamentals of permanent waving; Fundamentals of chemical hair relaxing; Hair coloring; Hair pieces; Histology; Diseases and disorders of skin, scalp, and hair; Anatomy and physiology in related barbering; Electricity; Related basic chemistry for barbering; Barber shop management; and State laws and regulations. Related Instruction. Related instruction, not to exceed 240 hours, may apply toward the 1,200-hour requirement when the teacher of barbering approves hours for documented student participation in any of the following activities: Organizational activities of the Skills USA which are directly related to the subject of barbering; School-sponsored field trips planned for in the barber curriculum; Work-study employment after successful completion of 800 hours of barbering instruction, which is supervised by a master barber and conducted under a work-based learning agreement with the school. The supervisor shall report on all matters concerning the student's progress in work-study employment as described in §C(1)(c) of this regulation to the work-study coordinator, or if none is assigned, to the school's teacher of barbering. The barber teacher may certify the student's eligibility for admission to the State licensing examination upon: Demonstrated competency upon the completion of the required minimum number of hours in the program; and Certification of successful evaluation of the student's work by the teacher of barbering. Each student shall have a work kit consisting of equipment and supplies, as determined by the teacher, needed to participate in the program. The work kit may be purchased from the school or any salon supplier in the marketplace. An enrollment record for each student shall be maintained as a permanent record by the school administrator of the building in which the barber program is housed. The student record shall: Be updated on a quarterly basis with the grade earned by the student; Be updated on a semester basis with the documented instructional hours earned during the student's active participation in the program; Support the student's eligibility for admission to the examination for journey barber; and Be used to comply with the testing vendor’s process for certifying student training and verifying student experience. A barber teacher shall possess a master barber license and shall meet the teacher certification requirements in COMAR 13A.12.02.15. A barber teacher may not instruct more than 25 students at any one time. A barber program shall comply with the sanitation requirements established by the State Board of Barbers in COMAR 09.16.03. Grounds. The State Board of Education may deny, suspend, or revoke approval of a barber program if the program: Fails to meet the standards established in Regulations .02—.06 of this chapter; Is cited by the State Board of Barbers, after a hearing, for one or more sanitation violations that are a direct hazard to a client's health or safety; or Fails to pay a fine imposed by the State Board of Barbers, after a hearing for a sanitation violation, within 30 days. Decision. The Assistant State Superintendent for the Division of Career and College Readiness shall make a recommendation to the State Board of Education to deny, suspend, or revoke approval of a barber program, stating the basis for the recommendation in writing. A copy of the recommendation shall be provided to the local school system. The local school system may file objections in response to the recommendation. The objections shall be filed with the State Board of Education within 30 days of receipt of the recommendation. The State Board of Education shall make the final decision. A copy of the decision shall be promptly delivered or mailed to the local school system. Reinstatement. The State Department of Education may reinstate approval of a barber program for which approval has been revoked if the local school system: Applies for reinstatement of approval in accordance with Regulation .01B of this chapter; and Provides adequate evidence that the barber program: Has cured the deficiencies which were the basis for revocation; and Meets the standards established in Regulations .02—.06 of this chapter. Business Occupations and Professions Article, §§4-301, 4-302, 4-511, and 4-514; Education Article, §§21-201—21-203; Annotated Code of Maryland Effective date: August 3, 1992 (19:15 Md. R. 1392) Regulation .01A amended effective September 12, 1994 (21:18 Md. R. 1511) Regulation .02C amended effective March 27, 2017 (44:6 Md. R. 326) Regulation .04B amended effective March 27, 2017 (44:6 Md. R. 326) Regulation .05A amended effective March 27, 2017 (44:6 Md. R. 326) Regulation .07B amended effective September 12, 1994 (21:18 Md. R. 1511); March 27, 2017 (44:6 Md. R. 326)