Objective: Support multilingual learners and their families to ensure that these students have full access to high-quality instruction, targeted academic support, and culturally responsive learning environments that affirm their identities and accelerate language development. Another important component is building strong partnerships with multilingual families and communities by providing accessible communication in home languages, offering interpretation and translation services, and creating opportunities for families to actively participate in their children’s education. By removing language barriers and fostering inclusive school communities, Maryland aims to ensure that multilingual students and their families are valued, supported, and empowered to succeed.
Rationale: Maryland is home to an increasingly diverse population, with nearly 21% of residents speaking a language other than English at home (Retrieved from https://data.census.gov/profile/Maryland?g=040XX00US24). Without dedicated support, multilingual learners face systemic challenges such as reduced access to grade-level content, underrepresentation in advanced coursework, and communication gaps between schools and families. Providing targeted resources—such as bilingual staff, culturally responsive teaching, and robust language access services—not only supports student achievement but also strengthens family-school partnerships.
Funding and Resources for Multilingual Learners
- Additional funding for Multilingual Learners (ML) students
- LEAs invest in well-trained educators, bilingual support staff, and evidence-based instructional strategies to meet the unique needs of multilingual learners across grade levels
- LEAs identify a ML family coordinator to support students and families
- MSDE and LEAs implement Workgroup on Multilingual Learners recommendations to improve the education of ML students in Maryland P-12 schools
Objective: Enhancing education for students with disabilities by ensuring that these learners—and their families—are provided with equitable access to rigorous, inclusive, and responsive educational experiences. This begins with strengthening inclusive practices, ensuring appropriate staffing of special educators and related service professionals, and expanding access to individualized accommodations. Through integrated, data-informed strategies, Maryland can become a leader in bolstering school environments where all students with disabilities are empowered to learn, grow, and thrive alongside their peers.
Rationale: Maryland serves approximately 115,250 students with disabilities who are identified to receive services under an Individualized Education Program (IEP) (Maryland State Department of Education, 2024). Despite inclusion efforts, students with disabilities continue to experience disparities in academic outcomes, disciplinary practices, and under- and over-identification of special education services. Through these efforts, Maryland aims to create inclusive and responsive school systems where students with disabilities can thrive academically and socially.
Funding and Resources for Students with Disabilities
- Increase funding for students with disabilities
- Monitor how additional special education funding is being used, including the aggregate number of children receiving special education services and the supports provided to them through this funding
- Increase the availability of qualified special education professionals and strengthen co-teaching practices
- Involve families in the IEP and transition planning process for postsecondary readiness and access to post-CCR pathways
- Implement the Special Education Workgroup recommendations to improve the education of students receiving special education services in Maryland P-12 schools
- Ensure that LEAs both provide and receive necessary technical assistance to support the implementation of Workgroup recommendations
- Deliver special education services to students enrolled in the Department of Juvenile Services
Objective: The Community Schools model removes barriers to learning by embedding comprehensive supports such as access to health care, food, family supports, etc directly into schools. This fosters environments where students, families, and community organizations collaborate to uplift academic outcomes and overall well-being. Investing in this approach is not only a moral imperative but a proven strategy for advancing equity and improving outcomes in Maryland’s most under-resourced and under-served communities.
Rationale: In Maryland, approximately 45% of public school students qualify for free or reduced-price meals, a key indicator of economic disadvantage (Maryland State Department of Education, 2024). Research shows that students in high-poverty schools often face multiple, interconnected challenges, including food insecurity, chronic absenteeism, lack of access to healthcare, and limited learning resources at home. The Community Schools model addresses these barriers by integrating academic, health, and social supports directly into schools, transforming them into centers of stability and opportunity. This model fosters stronger school-family-community partnerships and creates environments where all students can flourish. In FY26, MSDE projects there will be over 700 community schools touching over 50% of all schools in the state.
Concentration of Poverty School Grants
- Establish new program for schools with high concentrations of students living in poverty, in addition to student-based funding through the compensatory education formula
- The new Concentration of Poverty School Grants will fund community schools that coordinate needed social services, before‑ and after‑school and summer academic and enrichment programs and expanded student access to school-based health services
- In addition to a base amount for each school, the amount of additional funding would be based on the concentration of poverty in a school where at least 55% of students are eligible for free and reduced meals (185% FPL). Furthermore, the grant provides funding for a community school coordinator position and a health care practitioner at each school.
- The Governor’s Office for Children will conduct and submit a neighborhood indicators of poverty report, on or before 10/1/25, to accurately identify low-income students as a proxy for students who need more resources. The AIB must provide recommendations based on the report by 12/1/25.
- Community school coordinators submit annual evaluations related to use of funds and services provided for the immediately preceding school year to MSDE and the AIB on or before 8/15
- MSDE and AIB shall analyze the use of personnel and per-pupil grants for their authorized purposes by LEAs
Objective: The Blueprint for Maryland’s Future provides targeted funding aimed at expanding mental health interventions, coordinated care, and trauma informed practices to proactively support all students and foster safer, more supportive learning environments. By strengthening partnerships with community providers and leveraging the Consortium on Coordinated Community Supports to provide services to students and their communities, schools will embed behavioral and emotional supports for students into schools.
Rationale: Across Maryland, students face pressing behavioral and emotional challenges that demand stronger, school-based supports. Schools often serve as the first and most consistent point of contact for mental health services, making them critical settings for early intervention and long-term support. Culturally responsive, trauma-informed practices and strong school-family partnerships are essential to this approach, which aims to promote not just academic success, but the emotional resilience and holistic well-being of every student in Maryland.
Consortium on Coordinated Community Supports
- The Blueprint established the Consortium on Coordinated Community Supports within the Community Health Resources Commission in the Department of Health to support the development of community partnerships to meet student behavioral health needs and develop models for delivering and expanding behavioral health services and supports to students in every school system.
School Based Health Centers
- Increase access to physical health services in their schools or communities
- Coordinate with Maryland Department of Health (MDH) regarding expansion of school-based health centers equitably around the State
