Read and Lead Maryland: The MD Comprehensive Literacy State Development (CLSD) Grant
Read and Lead Maryland: The Maryland Comprehensive Literacy State Development Grant (CLSD) serves as a cornerstone initiative aimed at transforming literacy outcomes across the state. Designed and implemented by the Maryland State Department of Education (MSDE), this grant focuses on addressing persistent literacy achievement gaps, fostering equitable access to high-quality literacy instruction, and equipping educators with the tools and knowledge necessary to deliver evidence-based teaching practices. This initiative seeks to elevate both educator capacity and student achievement, paving the way for academic success and lifelong learning.
This grant operates through a competitive application process, encouraging Local Education Agencies (LEAs) to develop data-driven proposals aligned with state literacy priorities. LEAs will be evaluated on their ability to address the needs of underserved populations, including multilingual learners, economically disadvantaged students, and students with disabilities. Successful applicants will propose strategies tailored to their students' needs.
Vision
The Literacy Programs and Initiatives Branch envisions an educational system supporting equity and excellence in preparing all students for college, career, and community success in the 21st century.
Mission
The Literacy Programs and Initiatives Branch will provide leadership, support, and meaningful engagement with parents, families, and communities, with a focus on equity and excellence.
MSDE Literacy Policy
It is the intent of the General Assembly, the Maryland State Board of Education, and the Maryland State Department of Education that student advancement be determined, in part, by proficiency in reading. Local school board policies should support reading instruction and intervention services to meet the needs of each student, while also ensuring that parents or guardians are kept informed of their student’s reading progress.
Rationale
Research from the Annie E. Casey Foundation in its 2011 report "Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation" emphasizes the critical importance of early reading proficiency. According to the report, children who do not read proficiently by third grade are four times more likely to drop out of school compared to proficient readers. The stakes are even higher for children living in poverty, who face a thirteen-fold higher risk of not graduating on time if they lack reading proficiency by third grade.
These findings underscore the urgent need to ensure that all students develop strong reading skills early in their education to support their long-term academic success and high school graduation.
Comprehensive Pre-K Literacy Policy
The Comprehensive PreK-3 Literacy Policy is designed to promote instructional equity, enhance literacy outcomes, and build a strong foundation for future success, regardless of students’ cultural background, linguistic diversity, socioeconomic status, geographical location, or specific learning needs.
View the Final Comprehensive Pre-K Literacy Policy
Contact:
Tenette Smith, Ed.D.
Chief Academic Officer, Office of Teaching and Learning
Office: (410) 767-0574
tenette.smith@maryland.gov
Cristina Rodriquez
Manager of Literacy Programs and Initiatives
Office: (410) 767-0630
cristina.rodriguez@maryland.gov
Nancy Perkins
Reading/English Language Arts Specialist
Office: (410) 767-8221
nancy.perkins@maryland.gov
Stephanie Dale
Coordinator of Literacy Programs and Initiatives
Office: (410) 767-0314
stephanie.dale@maryland.gov
Alaina Jackson Mackell
Coordinator of Literacy Programs and Initiatives
Office: (410) 767-0821
alaina.jacksonmackell@maryland.gov