Relating to education, including by modifying provisions related to mathematics instruction, practitioner preparation programs, and the duties of the director of the department of education, and including effective date provisions

This bill relates to education, including by modifying provisions related to mathematics instruction, practitioner preparation programs, and the duties of the director of the department of education. The bill requires the director of the department of education (DE) to develop and distribute to schools family-centered resources to support student development of mathematics knowledge at home. The bill also requires the director of DE to, on or before July 1, 2025, develop and distribute to schools a comprehensive state mathematics plan that is designed to increase the level of mathematics proficiency attained by students. This provision is effective upon enactment. Additionally, the bill requires the director of DE to provide teachers who are employed by schools most in need of support with evidence-based professional development services related to implementing high-quality mathematics instruction. The bill requires the director of DE to develop and publish on DE’s internet site a list of valid and reliable mathematics screeners that may be used by teachers to identify students enrolled in kindergarten through grade six who may require additional instruction or support in mathematics. The bill requires school districts to assess all students enrolled in kindergarten through grade six at least three times each school year to determine the students’ level of mathematics proficiency by administering a mathematics screener that is on the list on DE’s internet site. If, as the result of the assessments, a school district determines that a student is persistently at risk in mathematics, the school district is required to take certain specified steps involving additional assessments, the development of personalized mathematics plans, and interventions. The school district is required to take these steps until the student performs at benchmark on the statewide summative assessment in mathematics or until the student performs at benchmark on an assessment, whichever occurs first. The bill defines “persistently at risk” to mean that the student has not met the grade-level benchmark on two consecutive assessments. The bill requires the state board of education to adopt rules to administer these provisions. The bill provides that the state board of education is required to adopt rules requiring all higher education institutions providing practitioner preparation to include preparation in methods for teaching mathematics. The bill authorizes a higher education institution providing practitioner preparation to satisfy this requirement by requiring students who will be teaching mathematics to students enrolled in kindergarten through grade 12 to complete mathematics methods coursework and demonstrate competency in certain specified areas.3.16.2. The inclusion of this specification is intended to reinstate the requirement of political subdivisions to comply with any state mandates included in the bill.