1 SB171
2 218238-4
3 By Senators Orr and Melson
4 RFD: Education Policy
5 First Read: 02-FEB-22
Page 0 1 SB171
2
3
4 ENGROSSED
5
6
7 A BILL
8 TO BE ENTITLED
9 AN ACT
10
11 Relating to public education; to establish the
12 Alabama Numeracy Act and prohibit the use of the Common Core
13 State Standards in public K-12 schools; to implement steps to
14 improve mathematics proficiency of public school K-5 grade
15 students and ensure that those students are proficient in
16 mathematics at or above grade level by the end of fifth grade
17 by monitoring the progression of each student from one grade
18 to another, in part, by his or her proficiency in mathematics.
19 BE IT ENACTED BY THE LEGISLATURE OF ALABAMA:
20 Section 1. Sections 1 to 17, inclusive, shall be
21 known and may be cited as the Alabama Numeracy Act.
22 Section 2. For the purposes of Sections 1 to 17,
23 inclusive, the following terms shall have the following
24 meanings:
25 (1) ALGEBRAIC REASONING. Recognizing and
26 generalizing about patterns and relationships; representing
27 patterns and relationships by analyzing structures of the
Page 1 1 patterns; and using mathematical models (concrete, pictorial,
2 and abstract) to represent patterns.
3 (2) AMSTI. The Alabama Mathematics, Science, and
4 Technology Initiative.
5 (3) CARDINALITY. Understanding that the last number
6 word said when counting tells how many objects have been
7 counted.
8 (4) COMPUTATIONAL FLUENCY. Possessing efficient and
9 accurate methods for computing.
10 (5) CONCEPTUAL UNDERSTANDING. The ability to reason
11 in settings involving the careful application of concept
12 definitions, relations, or representations of either.
13 (6) DEPARTMENT. The State Department of Education.
14 (7) DYSCALCULIA. A term used to refer to a pattern
15 of learning difficulties characterized by problems processing
16 numerical information, learning arithmetic facts, performing
17 accurate or fluent calculations, difficulties with
18 mathematical reasoning, and difficulties with word reasoning
19 accuracy.
20 (8) EARLY NUMERACY SCREENING. Standardized measures
21 that assess a student's fluency in foundational mathematics
22 skills.
23 (9) FLUENCY. The ability of students to choose
24 flexibly among methods and strategies to solve contextual and
25 mathematical problems, to understand and explain their
26 approaches, and to produce accurate answers efficiently.
Page 2 1 (10) FULL SUPPORT SCHOOL. The lowest five percent
2 performing elementary schools as measured by mathematics
3 proficiency on the approved state summative assessment, and
4 thereafter increasing to include an additional one percent
5 every two years until support is administered in the lowest 10
6 percent performing elementary schools.
7 (11) LIMITED SUPPORT SCHOOLS. The lowest six to 25
8 percent performing elementary schools as measured by
9 mathematics proficiency on the state approved summative
10 assessment, and thereafter decreasing one percent every two
11 years until support is administered in the lowest 11 to 25
12 percent performing elementary schools.
13 (12) LOCAL BOARD OF EDUCATION. A county or city
14 board of education.
15 (13) LOCAL EDUCATION AGENCY. A county or city school
16 system operating public primary and secondary schools.
17 (14) MENTAL COMPUTATION. The process of working on a
18 problem and obtaining the exact or approximate answers
19 mentally without reliance on external tools.
20 (15) MULTI-TIERED SYSTEM OF SUPPORT. A tiered system
21 of supports that integrates assessment and intervention within
22 a school-wide, multi-level prevention system to maximize
23 student achievement and reduce behavioral problems. A
24 multi-tiered system of support promotes systems alignment to
25 increase efficiency and effectiveness of resources.
26 (16) NUMBER SENSE. The ability to represent numbers
27 in multiple ways, numerical magnitude estimation, selecting
Page 3 1 and using benchmarks, such as tens or hundreds, decomposing
2 and recomposing number, understanding the effects of
3 operations on number, and performing mental calculation and
4 estimation.
5 (17) NUMERACY. The ability to understand and work
6 with numbers.
7 (18) PLACE VALUE UNDERSTANDING. The understanding of
8 representations and concepts necessary to successfully process
9 multi-digit numbers.
10 (19) PROCEDURAL FLUENCY. The ability to apply
11 procedures accurately, efficiently, and flexibly; to transfer
12 procedures to different problems and contexts; to build or
13 modify procedures from other procedures; and to recognize when
14 one strategy or procedure is more appropriate to apply than
15 another.
16 (20) RESPONSE TO INTERVENTION. A process within the
17 system of a multi-tiered system of support framework. Response
18 to intervention is part of the data-based decision-making
19 process within progress monitoring where team members review
20 data to determine how students are responding to the
21 interventions in place.
22 (21) SPATIAL REASONING. The capacity to mentally
23 generate, transform, and rotate a visual image and thus
24 understand and recall spatial relationships between objects.
25 (22) STEM. Science, technology, engineering, and
26 mathematics.
Page 4 1 (23) SUBITIZING. Quickly recognizing and naming how
2 many objects are in a small group without counting.
3 Section 3. (a) Within 90 days following the
4 effective date of this act, the State Superintendent of
5 Education shall convene an Elementary Mathematics Task Force
6 to provide the State Superintendent of Education and the State
7 Board of Education with vetted and approved recommendations
8 for high quality, evidence-based comprehensive mathematics
9 curricula for core instruction and mathematics intervention
10 programs or curricula, or both; a state continuum of educator
11 development for approved professional learning focusing on
12 foundational mathematics content knowledge including, but not
13 limited to, improving number sense, spatial skills, algebraic
14 reasoning, and mental computations for all full support and
15 limited support schools; and an annual list of vetted and
16 approved assessment systems which are valid and reliable
17 mathematics screening, diagnostic, and formative assessment
18 systems for selection and use by local education agencies.
19 (b) The membership of the Elementary Mathematics
20 Task Force shall include all of the following:
21 (1) The State Superintendent of Education.
22 (2) The Director of the Office of Mathematics
23 Improvement.
24 (3) Two public K-5 teachers, with experience in
25 implementing evidence-based mathematics teaching practices,
26 appointed by the Executive Secretary of the Alabama Education
27 Association.
Page 5 1 (4) One public K-5 special education teacher, with
2 experience implementing evidence-based mathematics teaching
3 practices, appointed by the State Superintendent of Education.
4 (5) One elementary AMSTI mathematics specialist,
5 with experience supporting school-based mathematics coaches,
6 appointed by the Alabama STEM Council.
7 (6) One elementary school-based mathematics coach,
8 with experience in facilitating professional development,
9 appointed by the Alabama Council of Teachers of Mathematics.
10 (7) Two public elementary school principals, with
11 experience supporting mathematics coaching, appointed by the
12 Council for Leaders in Alabama Schools.
13 (8) One instructor employed by a public institution
14 of higher education, with experience teaching elementary
15 mathematics methods, appointed by the Alabama Commission on
16 Higher Education.
17 (9) One local superintendent of education, with
18 experience supporting schools with mathematics coaches,
19 appointed by the School Superintendents of Alabama.
20 (10) One local board of education member, appointed
21 by the Alabama Association of School Boards.
22 (11) One AMSTI Director or assistant director, with
23 experience teaching and supporting grades K-5 mathematics,
24 appointed by the State Superintendent of Education.
25 (12) One member of business and industry, with
26 experience in employing individuals in occupations that are
27 STEM focused and in demand, appointed by the Governor.
Page 6 1 (13) Three additional members, appointed by the
2 Governor.
3 (c) Members appointed to the Elementary Mathematics
4 Task Force pursuant to subdivisions (3) through (7) of
5 subsection (b) shall serve an initial term of one year and may
6 be reappointed to serve one additional two-year term. Members
7 appointed to the Elementary Mathematics Task Force pursuant to
8 subdivisions (8) through (13) of subsection (b) shall serve an
9 initial term of two years and may be reappointed to serve one
10 additional two-year term. Thereafter, each member of the
11 Elementary Mathematics Task Force shall be appointed to serve
12 a two-year term and may be reappointed to serve one additional
13 two-year term. All appointing authorities shall coordinate
14 their appointments to ensure the Elementary Mathematics Task
15 Force membership is inclusive and reflects the racial, gender,
16 geographic, urban, rural, and economic diversity of the state.
17 The appointing authorities shall fill vacancies by appointment
18 for the unexpired terms according to the process outlined in
19 this section.
20 (d) The members of the Elementary Mathematics Task
21 Force shall be reimbursed through the department for expenses
22 incurred in the performance of their duties for the Elementary
23 Mathematics Task Force in the same manner and at the same rate
24 as is provided for state employees. Subject to appropriations,
25 nothing herein shall limit payment for their service.
26 (1) The Director of the Office of Mathematics
27 Improvement shall serve as chair, and a vice chair shall be
Page 7 1 elected by the membership of the Elementary Mathematics Task
2 Force. If the position of director is vacant, the vice chair
3 shall serve as chair until the State Superintendent of
4 Education appoints a new director.
5 (2) The Elementary Mathematics Task Force shall meet
6 in regular session at least four times a year. The Elementary
7 Mathematics Task Force shall set meeting dates and times, set
8 agendas, vote, and develop recommendations for the State Board
9 of Education in collaboration with the department, through the
10 Office of Mathematics Improvement. A majority of the members
11 of the Elementary Mathematics Task Force shall constitute
12 a quorum for the transaction of business. Should a quorum not
13 be present on the day appointed for any meeting, those present
14 may adjourn from day to day until a quorum is established.
15 (e) Each approved assessment system for grades K-5
16 shall measure, at a minimum, all of the following:
17 (1) Number sequence.
18 (2) One-to-one correspondence.
19 (3) Cardinality.
20 (4) Oral and written names for numbers based on
21 grade level standards.
22 (5) Subitizing.
23 (6) Number relationships.
24 (7) Addition, subtraction, multiplication, and
25 division in word problems with a variety of problem types and
26 structures based on grade level standards.
Page 8 1 (8) Connecting addition, subtraction,
2 multiplication, and division to place value based on grade
3 level standards.
4 (9) Computational fluency with whole numbers,
5 fractions, and decimals based on grade level standards.
6 (10) Spatial reasoning based on grade level
7 standards.
8 (f) In determining which assessment systems to
9 recommend for use by local education agencies, the Elementary
10 Mathematics Task Force, in collaboration with the department,
11 through the Office of Mathematics Improvement, at a minimum,
12 shall also consider all of the following factors:
13 (1) The time required to conduct each assessment
14 with the intention of minimizing the impact on instructional
15 time.
16 (2) The level of integration of assessment results
17 with instructional support for educators and students.
18 (3) The time lines in reporting assessment results
19 for educators, administrators, and parents.
20 (4) The ability of the formative assessment system
21 to produce automatic reports for teachers, administrators, and
22 parents as required in Section 6.
23 Section 4. (a) There is created in the department an
24 Office of Mathematics Improvement, that shall be formed no
25 later than 90 days after the effective date of this act. The
26 State Superintendent of Education shall appoint a Director of
27 the Office of Mathematics Improvement whose exclusive focus is
Page 9 1 K-5 mathematics. The director shall have experience in
2 administrative duties, as an elementary mathematics specialist
3 or coach, and in teaching mathematics in a public elementary
4 school. Each AMSTI region of the state shall have at least one
5 Office of Mathematics Improvement regional coordinator, based
6 on needs of the region, who has experience in training,
7 supporting, coaching, and teaching mathematics in elementary
8 public schools focused on mathematics data analysis and
9 mathematics improvement.
10 (b) The Director of the Office of Mathematics
11 Improvement, in collaboration with the Elementary Mathematics
12 Task Force, shall do all of the following:
13 (1) Determine the scope and pace of scaling
14 mathematics coaches with the goal of placing one mathematics
15 coach for every 500 students before the 2027-2028 school year.
16 (2) Monitor the implementation of intensive
17 professional development on foundational mathematics content
18 knowledge, as recommended by the Elementary Mathematics Task
19 Force, for all full support and limited support schools.
20 (3) Monitor the implementation of screener
21 assessments, diagnostic assessments, and formative assessments
22 for grades K-2 and grades four and five to identify students
23 in need of support for key numeracy concepts. Implementation
24 shall begin with the 2023-2024 school year.
25 (4) Recommend training and support for educators for
26 the effective implementation and interpretation of diagnostic
27 tools. The diagnostic tool shall be used with students who
Page 10 1 have been identified as struggling in mathematics based on
2 screeners, diagnostic assessments, benchmark assessments,
3 teacher observation, or any combination of the forgoing.
4 (5) Designate a team of educators to explore the
5 connection between difficulties with number sense and
6 dyscalculia, as well as possible effective screeners.
7 (6) Commit necessary resources to understanding the
8 needs of students struggling with number sense or dyscalculia,
9 or both, before implementing instructional practices or
10 assessments that could adversely affect student learning.
11 (7) Monitor AMSTI mathematics specialist support in
12 all full support and limited support schools.
13 (8) Monitor the implementation and progress of the
14 Alabama Summer Mathematics Achievement Program in full support
15 schools.
16 (9) Recommend changes and improvements to AMSTI, any
17 professional learning providers, and local education agencies
18 based on data collected and analyzed by the Office of
19 Mathematics Improvement.
20 (10) Participate in the development of the Alabama
21 Instructional Leadership framework.
22 (c) Each Office of Mathematics Improvement regional
23 coordinator shall have experience as a K-5 mathematics
24 specialist or coach and experience teaching mathematics in a
25 public school.
26 (d) Office of Mathematics Improvement regional
27 coordinators, with the oversight of the director, shall
Page 11 1 perform all of the following duties in full support and
2 limited support schools:
3 (1) Monitor the implementation of comprehensive
4 mathematics curricula for core instruction and intervention
5 programs or curricula, or both, approved by the Elementary
6 Mathematics Task Force.
7 (2) Monitor the implementation of a multi-tiered
8 system of support, including response to intervention to
9 monitor progress of struggling students, continually evaluate
10 the effectiveness of instruction, and make more informed
11 instructional decisions.
12 (3) Monitor the implementation of the intensive
13 professional development series on foundational mathematics
14 content knowledge.
15 (4) Support the Director of the Office of
16 Mathematics Improvement in monitoring the implementation of
17 approved formative assessments, screening assessments, and
18 diagnostic assessments recommended by the Elementary
19 Mathematics Task Force.
20 (5) Monitor and evaluate data collected from AMSTI
21 and local education agencies to ensure coaching aligns with
22 school needs and make recommendations for improvement to the
23 mathematics coaches as needed to increase student achievement,
24 collaboration, and support.
25 (6) Monitor the implementation and progress of the
26 Alabama Summer Mathematics Achievement Program in full support
27 schools.
Page 12 1 Section 5. (a) Each K-5 teacher, with the full
2 support of his or her principal, shall do all of the
3 following:
4 (1) Dedicate an average minimum of 60 minutes per
5 day for Tier 1 mathematics instruction, for a minimum of 164
6 instructional hours per year.
7 (2) Use approved comprehensive mathematics curricula
8 for core instruction recommended by the Elementary Mathematics
9 Task Force, in addition to high quality print and online
10 resources to carefully plan units and lessons based on the
11 grade-level mathematics content standards.
12 (3) Build fluency with procedures on a foundation of
13 conceptual understanding, strategic reasoning, and problem
14 solving over time.
15 (4) Provide students access to tools, including
16 technology, that support mathematical thinking.
17 (5) Provide a learning environment that promotes
18 student reasoning, student discourse, and student questioning
19 and critiquing the reasoning of their peers.
20 (6) Consistently implement the evidence-based
21 mathematics teaching practices as recommended by the
22 Elementary Mathematics Task Force.
23 (7) Gather evidence of student understanding to
24 inform the planning of next instructional steps.
25 (8) Provide students with descriptive and timely
26 feedback on assessments to include strengths, weaknesses, and
27 next steps for progress toward learning targets.
Page 13 1 (b) An elementary school teacher should not engage
2 in any practice that minimizes sense making and understanding
3 of mathematics concepts.
4 Section 6. (a)(1) A kindergarten student or incoming
5 grades 1-5 student identified with a mathematics deficiency,
6 or who demonstrates the signs of dyscalculia, shall be
7 provided intensive mathematics interventions recommended by
8 the Elementary Mathematics Task Force to address his or her
9 specific mathematics deficiency. A K-5 student who exhibits a
10 mathematics deficiency based on an approved screener
11 assessment, diagnostic assessment, benchmark assessment, or
12 classroom formative assessment shall receive immediate
13 mathematics intervention.
14 (2) The mathematics teacher of the student receiving
15 mathematics intervention shall prepare reports that coincide
16 with grading periods and a comprehensive end of year report
17 detailing any mathematics intervention provided.
18 a. Reports shall include all of the following:
19 1. The name of the student.
20 2. The name of the teacher providing the
21 intervention.
22 3. The mathematics deficiency or deficiencies
23 addressed.
24 4. The Elementary Mathematics Task Force recommended
25 mathematics intervention programs or curricula, or both, used
26 to improve the student's deficiency or deficiencies.
Page 14 1 5. Mathematics intervention services and supports
2 implemented from the list provided in subsection (c).
3 6. Any tools used to monitor student progress.
4 7. Student growth.
5 b. Reports that coincide with grading periods, and a
6 comprehensive end of year report, shall be provided to the
7 parent or legal guardian of the student and his or her
8 mathematics teacher for the immediately succeeding school
9 year. The reports shall include all of the following:
10 1. The information provided in the reports under
11 paragraph a.
12 2. Student growth for the grading period and school
13 year based on Elementary Mathematics Task Force approved
14 formative mathematics assessments and the State Board of
15 Education approved summative mathematics assessment.
16 3. Mathematics strengths and areas in need of
17 improvement of the student.
18 (b) Screener or approved assessment system reports
19 may also be included with the grading period and comprehensive
20 end of year reports.
21 (c) Each local education agency shall provide
22 mathematics intervention services for grades K-5 students
23 identified with mathematics deficiencies. Those services shall
24 include, but not be limited to, any of the following:
25 (1) Working with an effective or highly effective
26 teacher of mathematics, as demonstrated by student mathematics
27 performance data and teacher performance evaluations.
Page 15 1 (2) Effective instructional strategies to accelerate
2 student progress provided by a highly qualified teacher who
3 has training and experience in the implementation of teaching
4 mathematics through problem solving; providing an environment
5 for students to make sense of cognitively demanding tasks;
6 providing justifications for strategies and solutions; making
7 connections with the mathematics; and receiving feedback about
8 mathematics ideas.
9 (3) Mathematics intervention services and supports
10 to improve any identified area of mathematics deficiency
11 including, but not limited to, any of the following:
12 a. Additional instructional time devoted to
13 evidence-based mathematics instruction and interventions
14 recommended by the Elementary Mathematics Task Force,
15 including engaging, high quality, and rigorous supplemental
16 sessions.
17 b. Providing daily targeted small group mathematics
18 intervention based on student needs.
19 c. Providing supplemental, evidence-based
20 mathematics interventions before or after school, or both,
21 delivered by a highly qualified teacher of mathematics or
22 trained tutor.
23 d. Frequently monitoring the progress of the
24 mathematics skills of each student throughout the school year
25 and adjusting instruction according to student need.
26 e. Incorporating material from a previous grade to
27 link understanding to grade level curriculum.
Page 16 1 f. Incorporating a concrete, semi-concrete, abstract
2 approach.
3 g. Incorporating explicit systematic strategy
4 instruction, including summarizing key points and reviewing
5 vocabulary prior to the lesson.
6 h. Utilizing mathematics strategies or programs,
7 grounded in the science of learning, that accelerate student
8 mathematics achievement.
9 i. Attending to conceptual understanding as well as
10 procedural fluency.
11 j. Providing a home based mathematics plan,
12 including participation in family training workshops or
13 regular family-guided home mathematics activities.
14 (d) Beginning with the 2023-2024 school year:
15 (1) Kindergarten students shall be assessed by
16 November using an early numeracy screener recommended by the
17 Elementary Mathematics Task Force to identify those students
18 in need of support for key numeracy concepts. A kindergarten
19 student identified by the screener as having a mathematics
20 deficiency shall be assessed using the diagnostic assessment
21 to identify student misconceptions and gaps in mathematical
22 knowledge or skills.
23 (2) Incoming first and second grade students shall
24 be assessed using an early numeracy screener recommended by
25 the Elementary Mathematics Task Force a minimum of two times a
26 year to identify those students in need of support for key
27 numeracy concepts. A first or second grade student identified
Page 17 1 by the screener as having a mathematics deficiency shall be
2 assessed using the diagnostic assessment to identify student
3 misconceptions and gaps in mathematical knowledge or skills.
4 (3) Incoming fourth and fifth grade students shall
5 be assessed using a fractional reasoning screener approved by
6 the Elementary Mathematics Task Force a minimum of two times a
7 year to identify those students in need of support for
8 fractional reasoning. A fourth or fifth grade student
9 identified by the screener as having a mathematics deficiency
10 shall be assessed using the diagnostic assessment to identify
11 student misconceptions and gaps in mathematical knowledge or
12 skills.
13 (4) A K-5 student identified with a mathematics
14 deficiency through screeners, diagnostics, or formative
15 assessments shall be provided intensive mathematics
16 interventions recommended by the Elementary Mathematics Task
17 Force to address his or her specific needs.
18 (e) The Elementary Mathematics Task Force shall
19 recommend to the Office of Mathematics Improvement a guide for
20 developmental benchmarks to be used for determining
21 appropriate mathematics progress for K-5 mathematics
22 progression. The benchmarks shall include, but not be limited
23 to, the following grade level progressions.
24 (1) The first and second grade level shall include
25 all of the following:
26 a. Counting and recognizing whole numbers.
27 b. Comparing and ordering numbers.
Page 18 1 c. Composing and decomposing numbers.
2 d. Operations with whole numbers.
3 (2) Incoming third grade level shall include all of
4 the following:
5 a. Operations of addition and subtraction.
6 b. Properties of operations.
7 c. Counting and recognizing numbers to 1,000.
8 d. Understanding models for addition and subtraction
9 within 1,000.
10 e. Comparing and ordering numbers up to 1,000.
11 f. Composing and decomposing numbers up to 1,000.
12 g. Solving one-step and two-step word problems
13 involving addition and subtraction within 100.
14 h. Using a variety of strategies and algorithms
15 based on place value.
16 (3) Incoming fourth grade level shall include all of
17 the following:
18 a. Representing unit fractions with area and length
19 models.
20 b. Representing equivalent fractions using a variety
21 of objects and pictorial models.
22 c. Understanding multiplication and division and
23 strategies for multiplication and division within 100.
24 d. Understanding the meanings of multiplication and
25 division of whole numbers involving equal-sized groups,
26 arrays, and measurement quantities.
Page 19 1 e. Solving one-step and two-step word problems
2 involving addition and subtraction within 1,000 using a
3 variety of strategies and algorithms based on place value.
4 f. Generating and solving problem situations for a
5 given mathematical number sentence involving addition and
6 subtraction of whole numbers using a variety of strategies and
7 algorithms based on place value.
8 (4) Incoming fifth grade level shall include all of
9 the following:
10 a. Comparing and ordering whole numbers up to
11 1,000,000.
12 b. Comparing and ordering fractions and decimals to
13 hundredths.
14 c. Using place value understanding and properties of
15 operations to perform multi-digit arithmetic with whole
16 numbers.
17 d. Illustrating and explaining the product of two
18 factors using equations, rectangular arrays, and area models.
19 e. Adding and subtracting fractions and mixed
20 numbers with like denominators using fraction equivalence and
21 properties of operations.
22 f. Understanding the relationship between addition
23 and subtraction.
24 g. Multiplying a whole number and a fraction.
25 Section 7. (a) Subject to the appropriations of the
26 Legislature, each K-5 school shall be assigned one mathematics
27 coach for every 500 students. If a school earns two or more
Page 20 1 mathematics coaches, those coaches shall be hired and employed
2 simultaneously to ensure the effectiveness of the coaches. The
3 Director of the Office of Mathematics Improvement shall
4 determine the scope and pace of scaling mathematics coaches
5 with the goal of placing one mathematics coach for every 500
6 students before the 2027-2028 school year.
7 (b) A mathematics coach shall be employed by the
8 local education agency with funds appropriated by the
9 Legislature to support Sections 1 to 17, inclusive.
10 Mathematics coaches shall be employed pursuant to 200-day
11 contracts. The extra days beyond the nine-month contract shall
12 be used to train teachers, develop units of instruction and
13 materials to support instruction, as determined by school
14 data, and receive professional learning. Mathematics coaches
15 shall meet all of the following qualifications:
16 (1) Hold a valid Alabama professional educator
17 certificate in early childhood education, elementary
18 education, or special education.
19 (2) Have a minimum of five years of experience as an
20 early childhood, elementary, or special education teacher.
21 (3) Demonstrate expertise, as attested by a current
22 or former employing county or city superintendent of
23 education, in mathematics instruction and intervention and
24 early numeracy interventions, including dyscalculia
25 interventions.
Page 21 1 (4) Hold a master's degree or have completed
2 professional development recommended by the Elementary
3 Mathematics Task Force, or both.
4 (c) The duties and responsibilities of a mathematics
5 coach employed pursuant to Sections 1 to 17, inclusive, shall
6 include all the following:
7 (1) Supporting the improvement of instruction with
8 an emphasis on Tier 1 instruction to ensure students do not
9 fall behind.
10 (2) Collaborating with the school principal and
11 faculty to establish and implement a strategic plan for
12 coaching and mathematics instruction to improve student
13 achievement in mathematics.
14 (3) Facilitating schoolwide mathematics professional
15 learning, including job-embedded assistance using coaching
16 strategies, including joint preplanning, modeling lessons,
17 co-teaching teaching lessons, targeted observation to collect
18 data, and debriefing.
19 (4) Modeling evidence-based mathematics
20 instructional and intervention strategies for teachers.
21 (5) Continuously mentoring and coaching teachers.
22 (6) Assisting teachers in using data to
23 differentiate mathematics instruction and to identify students
24 exhibiting the characteristics of dyscalculia and other
25 exceptionalities.
26 (7) Monitoring the progress of K-5 students in
27 mathematics through benchmark assessments at least three times
Page 22 1 per year and making recommendations for modifying instruction
2 based on the individual needs of students and trends in
3 student data.
4 (8) Focusing solely as a mathematics coach for
5 schools with elementary grade students.
6 (9) Collaborating with teachers and grade-level
7 teams of teachers to foster the use of appropriate
8 instructional materials, including concrete materials,
9 necessary to ensure that students understand mathematical
10 concepts.
11 (10) Collaborating with grade level teams to develop
12 rigorous tasks, lessons, and assessments aligned with grade
13 level mathematics content standards; to facilitate the
14 analysis of student work samples and assessment data; and to
15 work in partnership with teachers to provide real-time
16 feedback and make next-step instructional decisions based on
17 the student evidence.
18 (11) Assisting teachers in using formative
19 assessments and analyzing student work to identify students
20 with misconceptions, students exhibiting characteristics of
21 dyscalculia, and students needing acceleration.
22 (12) Assisting teachers in administering early
23 numeracy screeners or diagnostic assessments, or both, in
24 grades K-2. The assistance of a mathematics coach may not
25 exceed two hours per week.
26 (13) Assisting teachers with administering
27 fractional reasoning screeners or diagnostic assessments, or
Page 23 1 both, for students in grades four and five, subject to
2 legislative appropriation. The assistance of a mathematics
3 coach may not exceed two hours per week.
4 (14) Advocating, planning, and coordinating
5 opportunities, in conjunction with the principal, for
6 school-based family and community engagement in mathematics.
7 (15) Actively and cooperatively participating in any
8 Office of Mathematics Improvement regional coordinator and
9 AMSTI regional mathematics specialist visits and professional
10 learning to meet agreed upon personal outcomes and all school,
11 district, and state established mathematics goals.
12 (16) Engaging in ongoing learning opportunities to
13 grow in knowledge, skills, and expertise in mathematics.
14 (17) Facilitating the use of assessment data in all
15 tiers of mathematics instruction to assist in making decisions
16 that will move students to higher levels of performance in
17 mathematics.
18 (18) Planning or facilitating, or both, professional
19 learning opportunities that will assist teachers in targeting
20 student deficits; facilitate professional conversations;
21 foster student engagement; assess student learning; reflect on
22 professional practice; and identify next learning steps to
23 achieve state, district, and school goals in mathematics.
24 (19) Recording job duties and time spent with
25 teachers on a state-specified electronic platform.
Page 24 1 (20) Supporting teachers in the authentic
2 integration of computer science and computational thinking
3 concepts within the mathematics classroom.
4 (d) A mathematics coach shall prioritize coaching in
5 mathematics and may not perform administrative duties, serve
6 in administrative roles, serve as a substitute teacher, serve
7 as a testing coordinator, serve as an interventionist, or
8 perform other school duties not focused on coaching or the
9 mathematics improvement of students.
10 (e) The State Superintendent of Education and each
11 local superintendent of education shall execute a memorandum
12 of understanding that includes a certification by the local
13 superintendent of education that each mathematics coach
14 employed satisfies the minimum qualifications established by
15 this section.
16 (f) The State Superintendent of Education, in
17 partnership with the Elementary Mathematics Task Force and the
18 Office of Mathematics Improvement, shall develop an
19 evidenced-based accountability system for measuring the
20 effectiveness of mathematics coaches employed pursuant to
21 Sections 1 to 17, inclusive, for improving teacher
22 professional learning and for increasing student growth and
23 proficiency on formative assessments recommended by the
24 Elementary Mathematics Task Force and the state approved
25 summative assessment.
26 (g) The State Superintendent of Education
27 shall submit a report to the Governor, the Lieutenant
Page 25 1 Governor, the State Board of Education, the Speaker of the
2 House of Representatives, the President Pro Tempore of the
3 Senate, the Chair of the House Ways and Means Education
4 Committee, the Chair of the Senate Finance and Taxation
5 Education Committee, the Chair of the House Education Policy
6 Committee, and the Chair of the Senate Education Policy
7 Committee, no later than December 31, annually, on the status
8 of teacher professional learning and student growth and
9 proficiency based on formative assessments recommended by the
10 Elementary Mathematics Task Force and the state approved
11 summative assessment.
12 Section 8. (a) Beginning August 1, 2022, to
13 facilitate improvement in mathematics achievement in public
14 elementary schools, the department, through the Office of
15 Mathematics Improvement, shall identify full support and
16 limited support schools based on student proficiency at levels
17 3 and 4 on the state approved summative assessment.
18 (b) Initially, full support schools shall consist of
19 the lowest five percent performing public elementary schools
20 as measured by student mathematics proficiency on the state
21 approved summative assessment. Thereafter, the number of full
22 support schools shall be increased by an additional one
23 percent every two years until the lowest 10 percent performing
24 public elementary schools are included. Beginning August 1,
25 2023, the department, through the Office of Mathematics
26 Improvement, shall require full support schools to do all of
27 the following:
Page 26 1 (1) Require all leadership and staff to actively and
2 collaboratively participate in any support provided by the
3 Office of Mathematics Improvement or the Office of School
4 Improvement.
5 (2) Require principals and assistant principals to
6 engage in and implement professional learning as determined by
7 the Office of Mathematics Improvement and the Office of School
8 Improvement.
9 (3) Use approved comprehensive mathematics curricula
10 for core instruction as recommended by the Elementary
11 Mathematics Task Force.
12 (4) Use approved mathematics intervention programs
13 or curricula, or both, for Tier 2 and Tier 3 interventions as
14 recommended by the Elementary Mathematics Task Force.
15 (5) Require all teachers involved in mathematics
16 instruction to engage in and implement professional learning
17 as determined by the Office of Mathematics Improvement and the
18 Office of School Improvement.
19 (6) Use approved formative assessments, screening
20 assessments, and diagnostic assessments as recommended by the
21 Elementary Mathematics Task Force.
22 (7) Implement a multi-tiered system of support,
23 including response to intervention, to monitor the progress of
24 struggling students, continually evaluate the effectiveness of
25 instruction, and improve instructional decisions.
Page 27 1 (8) Support and respond to any request of the Office
2 of Mathematics Improvement or the Office of School
3 Improvement.
4 (c) Initially, limited support schools shall consist
5 of the lowest six to 25 percent performing public elementary
6 schools as measured by student mathematics proficiency on the
7 state approved summative assessment. Thereafter, the number of
8 limited support schools shall be decreased by an additional
9 one percent every two years until the lowest 11 to 25 percent
10 performing public elementary schools are included. Beginning
11 August 1, 2023, the department, through the Office of
12 Mathematics Improvement, shall require limited support schools
13 to do all of the following:
14 (1) Use approved comprehensive mathematics curricula
15 for core instruction as recommended by the Elementary
16 Mathematics Task Force.
17 (2) Use approved mathematics intervention programs
18 or curricula, or both, for Tier 2 and Tier 3 interventions as
19 recommended by the Elementary Mathematics Task Force.
20 (3) Require all teachers involved in mathematics
21 instruction to engage in and implement professional learning
22 as determined by the Office of Mathematics Improvement and the
23 Office of School Improvement.
24 (4) Use approved formative assessments, screening
25 assessments, and diagnostic assessments as recommended by the
26 Elementary Mathematics Task Force.
Page 28 1 (5) Implement a multi-tiered system of support,
2 including response to intervention, to monitor the progress of
3 struggling students, continually evaluate the effectiveness of
4 instruction, and improve instructional decisions.
5 (6) Support and respond to any request of the Office
6 of Mathematics Improvement.
7 (d) Beginning in the 2022-2023 school year, annually
8 on or before September 30, each local education agency shall
9 report in writing to the department all of the following
10 information relating to the previous school year:
11 (1) By grade, the number and percentage of all K-5
12 students identified with a mathematics deficiency on an
13 Elementary Mathematics Task Force recommended mathematics
14 assessment.
15 (2) By grade, the number and percentage of students
16 screened for dyscalculia characteristics, the number and
17 percentage of students identified as demonstrating the
18 characteristics of dyscalculia and receiving dyscalculia
19 specific intervention, and the name of the dyscalculia
20 specific intervention being provided.
21 (3) By grade, the number and percentage of all K-5
22 students performing on grade level or above grade level; which
23 is defined as scoring level 3 or level 4 on the Alabama
24 Comprehensive Assessment Program, or any derivation thereof.
25 (4) The number and percentage of students starting
26 fifth grade with a mathematics score below grade level; which
Page 29 1 is defined as scoring level 1 or level 2 on the Alabama
2 Comprehensive Assessment Program, or any derivation thereof.
3 (5) The number and percentage of fifth grade
4 students who started third grade with a mathematics deficiency
5 and completed fifth grade on grade level; which is defined as
6 scoring level 3 or level 4 on the Alabama Comprehensive
7 Assessment Program, or any derivation thereof.
8 (6) By grade, the number and percentage of eligible
9 students in grades four and five who attended the Alabama
10 Summer Mathematics Achievement Program, that included
11 intensive mathematics instruction.
12 (7) By grade, the number and percentage of all
13 students retained in grades K-5 based on mathematics
14 deficiencies.
15 (8) By school, the number of teachers who have
16 earned the K-5 mathematics coach endorsement.
17 (9) By school, the number and percentage of incoming
18 students in grades one and two identified as having a
19 mathematics deficiency.
20 (10) By school, the number and percentage of
21 incoming students in grades four and five identified as having
22 a fractional reasoning deficiency.
23 (e) The State Superintendent of Education shall
24 establish a uniform format for local education agencies to use
25 in reporting the information required by subsection (d). The
26 format shall be developed with input from local boards of
27 education and the Elementary Mathematics Task Force and shall
Page 30 1 be provided to each local superintendent of education not
2 later than 90 days before the annual due date, as established
3 by the State Superintendent of Education. On or before
4 November 1, annually, the State Superintendent of Education
5 shall compile the information received from the local
6 education agencies into a state level summary and submit the
7 summary to the Governor, the Lieutenant Governor, the State
8 Board of Education, the President Pro Tempore of the Senate,
9 the Speaker of the House of Representatives, and the Director
10 of the Office of Mathematics Improvement, and shall
11 conspicuously publish the summary on the website of the
12 department.
13 (f) The State Superintendent of Education shall also
14 report mathematics growth and proficiency targets for all
15 students and all subgroups, as based on the state Every
16 Student Succeeds Act plan, or its successor, to the State
17 Board of Education, the Elementary Mathematics Task Force, and
18 the Director of the Office of Mathematics Improvement by
19 January 15, annually.
20 Section 9. (a) Each local education agency shall
21 provide the Alabama Mathematics Summer Achievement Program to
22 all students in grades four and five identified with a
23 mathematics deficiency.
24 (b) The Alabama Mathematics Summer Achievement
25 Program for grades four and five shall satisfy all of the
26 following:
Page 31 1 (1) Be staffed with highly effective teachers of
2 mathematics as demonstrated by student mathematics performance
3 data, completion of professional learning as determined by the
4 Elementary Mathematics Task Force, and teacher performance
5 evaluations.
6 (2) Include not less than 40 hours, nor more than 70
7 hours of time spent in mathematics problem solving, based on
8 the severity of student need.
9 (3) Incorporate an Elementary Mathematics Task Force
10 recommended mathematics assessment system, that shall be
11 administered both at the beginning and end of each Alabama
12 Summer Mathematics Achievement Program, to measure student
13 progress.
14 (4) Coordinate with existing summer programs
15 conducted by the local education agency or in partnership with
16 community-based summer programs for students similarly
17 situated.
18 Section 10. Beginning January 1, 2023, the State
19 Superintendent of Education shall convene a working group,
20 including regional or national experts, or both, to create the
21 Alabama Multi-Tiered System of Support framework. This
22 framework shall outline the evidence-based best practices of
23 multi-tiered systems of support, which include response to
24 intervention.
25 Section 11. The department, through the Office of
26 School Improvement, shall do all of the following:
Page 32 1 (1) Add educators experienced in the implementation
2 of teaching elementary mathematics through problem solving to
3 the Office of School Improvement.
4 (2) Add highly qualified staff with experience in
5 elementary school turnaround and improvement, as needed by
6 region, to the Office of School Improvement.
7 (3) Participate in professional learning relating to
8 reliable forms of evidence of teachers implementing
9 evidence-based mathematics teaching practices.
10 (4) Ensure that all Office of School Improvement
11 staff are trained and prepared to train local education agency
12 leaders, school leaders, and educators in implementing a high
13 quality multi-tiered system of support, including response to
14 intervention.
15 Section 12. (a) Beginning August 1, 2025, the
16 department, through the Office of School Improvement, the
17 Office of Mathematics Improvement, and any other sections
18 within the department, shall establish a coherent, sustained,
19 evidence-based system of assistance and support for schools
20 not showing specified levels of academic progress in
21 mathematics, reading, or both.
22 (b) Any full support school, as defined in this act
23 or the Alabama Literacy Act, that has not attained specified
24 levels of academic progress in mathematics, reading, or both,
25 as determined by the Office of School Improvement, shall
26 qualify for state academic intervention.
Page 33 1 (c) The department, through the Office of School
2 Improvement, the Office of Mathematics Improvement, and any
3 other sections within the department shall work in
4 coordination with each local education agency to identify a
5 school improvement team for each full support school that
6 qualifies for state academic intervention, as provided in
7 subsection (b).
8 (d) The department, through the Office of School
9 Improvement, the Office of Mathematics Improvement, and any
10 other sections within the department shall clearly define the
11 powers and duties of each school improvement team.
12 (e) A school improvement team shall do all of the
13 following:
14 (1) Conduct a comprehensive on-site evaluation to
15 determine any causes for low student performance and lack of
16 progress of the school. The evaluation shall include, but not
17 be limited to, consultations with the local superintendent of
18 education, the local board of education, the school principal,
19 parents, other school personnel, and any other individual who
20 possesses pertinent information and knowledge about the
21 school.
22 (2) Assist in the development of an intensive school
23 turnaround plan focused on student achievement, which may
24 include areas beyond mathematics or reading, to facilitate the
25 imperative of overall school improvement. An intensive school
26 turnaround plan shall include, but not be limited to, all of
27 the following: Recommendations relating to the reallocation of
Page 34 1 resources and technical assistance; changes in school
2 procedures or operations; professional learning focused on
3 student achievement for instructional and administrative
4 staff; intervention for individual administrators or teachers;
5 instructional strategies based on evidence based research;
6 waivers from state laws or rules; adoption of policies and
7 practices to ensure all groups of students satisfy the
8 proficiency level established by the state; extended
9 instructional time for low-performing students; strategies for
10 family engagement; incorporation of a teacher mentoring
11 program; and other actions considered appropriate by the
12 school improvement team.
13 (3) Subject to final approval of the intensive
14 school turnaround plan by the State Superintendent of
15 Education, present the intensive school turnaround plan to the
16 local board of education, the Director of the Office of
17 Mathematics Improvement, and the State Superintendent of
18 Education.
19 (4) Monitor the progress of the school in
20 implementing the intensive school turnaround plan using
21 formative and summative assessment data.
22 (f) If a school does not satisfy specified levels of
23 progress, as defined by the Office of School Improvement,
24 after implementing an intensive school turnaround plan for
25 four full academic years, the local board of education shall
26 implement one of the following school turnaround options:
Page 35 1 (1) Mandate the complete reconstitution of the
2 school, removing all personnel, appointing a new principal,
3 and hiring new staff. Existing staff may apply for employment
4 at the newly reconstituted school.
5 (2) Pursue application for public charter school
6 status pursuant to Chapter 6F, Title 16, Code of Alabama 1975.
7 (g) Nothing in this section shall prohibit the State
8 Superintendent of Education, through the Office of Mathematics
9 Improvement, the Office of School Improvement, or any other
10 section within the department from engaging in strategic
11 planning and making recommendations to the local
12 superintendent of education or local board of education
13 regarding the operation of low performing schools including,
14 but not limited to, structural, governance model, grade
15 configuration, curriculum and instructional materials, and
16 personnel.
17 (h) For any school under state academic
18 intervention, on or before December 31, annually, the Office
19 of School Improvement, the Office of Mathematics Improvement,
20 and other relevant offices within the department shall report
21 to the Governor, the Lieutenant Governor, the State Board of
22 Education, the Speaker of the House of Representatives, the
23 President Pro Tempore of the Senate, the Chair of the House
24 Ways and Means Education Committee, the Chair of the Senate
25 Finance and Taxation Education Committee, the Chair of the
26 House Education Policy Committee, and the Chair of the Senate
Page 36 1 Education Policy Committee on the progress of each full
2 support school under state academic intervention.
3 Section 13. (a) Beginning August 1, 2022, the State
4 Superintendent of Education, through the Office of Mathematics
5 Improvement, shall convene and oversee a Postsecondary
6 Mathematics Task Force to develop guidelines for institutions
7 of postsecondary education to train early childhood and
8 elementary mathematics teachers based on current research. The
9 guidelines shall include course structure and content based on
10 the recommendations of the National Council of Teachers of
11 Mathematics, the Conference Board of the Mathematics Sciences,
12 the United States Department of Education, and the Mathematics
13 Sciences Research Institute. Guidelines shall go into effect
14 on August 1, 2024. The membership of the Postsecondary
15 Mathematics Task Force shall include all of the following:
16 (1) The Director of the Office of Mathematics
17 Improvement.
18 (2) A certification administrator appointed by the
19 State Superintendent of Education.
20 (3) Two instructors employed by a public four-year
21 institution of higher education physically located within this
22 state, who have experience teaching elementary mathematics
23 methods, appointed by the Alabama Commission on Higher
24 Education.
25 (4) One department head of elementary education
26 employed by a public four-year institution of higher education
Page 37 1 physically located within this state, appointed by the
2 Governor.
3 (5) One local superintendent of education, appointed
4 by the board of directors of the School Superintendents of
5 Alabama.
6 (6) One K-5 public school teacher with experience
7 mentoring teacher interns, employed at a school containing
8 grades K-5, appointed by the executive committee of the
9 Alabama Council of Teachers of Mathematics.
10 (7) One K-5 public school special education teacher,
11 with experience teaching elementary mathematics, appointed by
12 the State Superintendent of Education.
13 (8) One public school principal employed at a school
14 containing grades K-5, with experience with teacher interns,
15 appointed by the Council for Leaders in Alabama Schools.
16 (9) Two K-5 school-based mathematics coaches,
17 employed at a public school containing grades K-5, appointed
18 by the Executive Director of the Alabama STEM Council.
19 (10) Two K-5 mathematics specialists, employed at a
20 school containing grades K-5, appointed by the State
21 Superintendent of Education.
22 (11) Three additional members, appointed by the
23 Governor.
24 (b) The appointing authorities shall coordinate
25 their appointments to ensure the Postsecondary Mathematics
26 Task Force membership is inclusive and reflects the racial,
Page 38 1 gender, geographic, urban, rural, and economic diversity of
2 the state.
3 (c) No later than December 31, annually, the Alabama
4 Commission on Higher Education shall submit to the Governor,
5 the Lieutenant Governor, the Speaker of the House of
6 Representatives, the President Pro Tempore of the Senate, the
7 Chair of the House Ways and Means Education Committee, the
8 Chair of the Senate Finance and Taxation Education Committee,
9 the Chair of the House Education Policy Committee, and the
10 Chair of the Senate Education Policy Committee, a report on
11 the status of the implementation and adoption of the
12 mathematics education guidelines for postsecondary
13 institutions, the number of subject matter college level
14 semester hours earned, the status of partnerships between
15 educator preparation faculty and mathematics faculty, and the
16 percentage of passing scores on State Board of Education
17 approved assessments for candidates seeking educator
18 certification in mathematics at any grade level, as well as
19 the mathematics section on State Board of Education approved
20 assessments for those seeking certification in early childhood
21 or elementary education.
22 (d) Educator preparation programs approved by the
23 State Board of Education shall incorporate learning specific
24 to the condition known as dyscalculia, including early warning
25 signs, screening, and recommendations for interventions found
26 to be successful.
Page 39 1 (e) As a requirement of initial licensure candidates
2 for early childhood or elementary mathematics certification,
3 prospective teachers shall receive a passing score, as
4 determined by the State Board of Education, on the appropriate
5 foundational mathematics assessment for the grade band
6 associated with each certificate.
7 (f) A comprehensive, independent review of the
8 requirements of this section shall be conducted every four
9 years by an external consultant at the direction of the State
10 Superintendent of Education. A report summarizing that review
11 shall be provided by the State Superintendent of Education to
12 the Director of the Office of Mathematics Improvement.
13 Section 14. (a) On or before June 30, 2024, the
14 State Superintendent of Education shall develop and submit to
15 the State Board of Education for approval, recommendations for
16 the creation of a K-5 mathematics coach endorsement for
17 teachers who hold a valid Alabama professional educator
18 certificate in early childhood education, elementary
19 education, or special education and have at least three years
20 of teaching experience.
21 (b) The K-5 mathematics coach endorsement shall be
22 offered only as a post baccalaureate program and shall not be
23 included within an initial educator preparation program.
24 (c) The K-5 mathematics coach endorsement
25 preparation program described in program planning forms,
26 catalogs, and syllabi shall require field experience and a
27 minimum of the following four courses:
Page 40 1 (1) One course focused on grades K-2 content
2 knowledge and pedagogical content knowledge.
3 (2) One course focused on grades 3-5 content
4 knowledge and pedagogical content knowledge.
5 (3) One course focused on coaching principles.
6 (4) One course focused on literacy in mathematics
7 education to include analyzing student work for instructional
8 decisions.
9 (d) The coaching endorsement program shall prepare
10 candidates who demonstrate conceptual understanding and
11 procedural fluency regarding major concepts of mathematics
12 appropriate for grades K-5. Candidates shall satisfy all of
13 the following:
14 (1) Demonstrate coaching principles including:
15 Goals, principles, and approaches in the Alabama Coaching
16 Framework.
17 (2) Understand adult learning principles that
18 support collaboration with the ultimate goal of improved
19 student performance.
20 (3) Possess leadership experience.
21 (4) Understand the roles of school-based mathematics
22 coaches.
23 (5) Understand current research on the science of
24 learning.
25 (6) Be able to translate research findings into
26 effective instruction.
Page 41 1 (7) Know what engages students in learning at
2 various stages of growth and development.
3 (8) Understand the developmental nature of
4 mathematics and the interconnections among mathematical
5 concepts.
6 (9) Demonstrate knowledge of the phases students
7 move through in developing fluency.
8 (10) Demonstrate knowledge of common errors and
9 misconceptions about the operations and how to help students.
10 (11) Demonstrate knowledge of the basic structures
11 and problem types of word problems for all operations and
12 proper sequencing to support student understanding of the
13 meaning of the operations.
14 (12) Demonstrate understanding of teaching
15 mathematics through problem solving.
16 (13) Demonstrate understanding of algebra as an
17 established content strand in grades K-5 that supports
18 algebraic thinking in middle school and high school.
19 (14) Demonstrate understanding of measurement as a
20 continuous quantity with numerical value and its importance to
21 the mathematically literate citizen.
22 (15) Understand the importance of spatial sense in
23 students and the connection to academic success in STEM
24 fields.
25 (16) Understand how to use a variety of mental
26 computation techniques.
Page 42 1 (17) Model, explain, and develop a variety of
2 computational algorithms.
3 (18) Describe and represent mathematical
4 relationships.
5 (19) Practice coaching cycles.
6 (20) Demonstrate ability to work with adults in an
7 educational setting.
8 (21) Demonstrate ability to work with school
9 administrators in disaggregating data and developing
10 strategies.
11 (22) Demonstrate ability to effectively present
12 complex information to and engage with various stakeholders.
13 (e) The K-5 mathematics coach endorsement program
14 shall do all of the following:
15 (1) Prepare candidates to have knowledge of
16 historical developments in mathematics, including the
17 contributions of underrepresented groups and diverse cultures.
18 (2) Prepare candidates to use their knowledge of
19 student diversity to affirm and support full participation and
20 continued study of mathematics by all students. Student
21 diversity includes gender, ethnicity, socioeconomic
22 background, language, special needs, and mathematical learning
23 styles.
24 (3) Prepare candidates to use appropriate technology
25 to support the learning of mathematics.
Page 43 1 (4) Prepare candidates to use appropriate formative
2 and summative assessment methods to assess student learning
3 and program effectiveness.
4 (5) Prepare candidates to use formative assessments
5 to monitor student learning and to adjust instructional
6 strategies and activities.
7 (6) Prepare candidates to use summative assessments
8 to determine student achievement and to evaluate the
9 mathematics program.
10 (7) Prepare candidates to know when and how to use
11 student groupings such as collaborative groups, cooperative
12 learning, and peer teaching.
13 (8) Prepare candidates to use instructional
14 strategies based on current research.
15 (9) Prepare candidates to work on an
16 interdisciplinary team and in an interdisciplinary
17 environment.
18 (10) Prepare candidates to participate actively in
19 the professional learning community of mathematics educators.
20 (11) Prepare candidates to analyze and organize data
21 for interpretation and application.
22 (f) Subject to legislative appropriation, the State
23 Superintendent of Education may establish an incentive program
24 to provide a minimum two thousand five hundred dollar ($2,500)
25 annual stipend for any mathematics coach who has earned a K-5
26 mathematics coach endorsement.
Page 44 1 Section 15. (a) Beginning October 1, 2022, the State
2 Superintendent of Education shall convene a working group to
3 create the Alabama Instructional Leadership Framework,
4 applicable to all K-5 administrators. The State Superintendent
5 shall utilize an external partner to facilitate this work.
6 Implementation of the Alabama Instructional Leadership
7 Framework shall begin August 1, 2023.
8 (b) The framework shall include, but not be limited
9 to, all of the following:
10 (1) Establishing a clear and shared vision for
11 teaching and learning, including all of the following:
12 a. Measuring success to include continually
13 monitoring the vision.
14 b. Providing feedback for school-based academic
15 coaches in meeting the vision and support for quality
16 professional learning.
17 c. Implementing a multi-tiered system of supports to
18 improve student achievement.
19 (2) Establishing norms for participation and
20 collaboration in coaching cycles and professional learning to
21 strengthen teacher practices.
22 (3) Identifying and supporting evidence-based
23 teaching practices for all content areas.
24 (4) Developing the ability to identify effective
25 instructional practices in early childhood and elementary
26 classrooms.
Page 45 1 Section 16. (a) Beginning January 15, 2023, the
2 Executive Committee of the Alabama STEM Council shall employ
3 an external consultant to evaluate this act, the work of
4 mathematics coaches, and the implementation and outcomes. The
5 consultant shall be selected through an open request for
6 proposals process adopted by the executive committee. Each
7 proposal shall be reviewed by a panel of key stakeholders,
8 chosen by the executive committee, and shall be assessed using
9 a defined set of priority indicators. The executive committee
10 shall appoint a panel of 11 stakeholders to review each
11 proposal. The membership of each panel shall include all of
12 the following:
13 (1) The Director of the Alabama STEM Council.
14 (2) An elementary public school based mathematics
15 coach.
16 (3) Two public elementary mathematics educators.
17 (4) Two parents of students who are enrolled in and
18 attending a public K-5 school.
19 (5) The Director of AMSTI, or his or her designee.
20 (6) One AMSTI elementary mathematics specialist.
21 (7) One elementary public school principal.
22 (8) One instructor employed by a public two-year or
23 four-year institution of higher education, with experience
24 teaching elementary mathematics methods.
25 (9) Two additional members appointed by the
26 Executive Director of the Alabama STEM Council.
Page 46 1 (b) The appointing authorities shall coordinate
2 their appointments to assure the panel membership is inclusive
3 and reflects the racial, gender, geographic, urban, rural, and
4 economic diversity of the state.
5 (c) The external evaluation consultant shall design
6 and enact a comprehensive evaluation plan to help with both
7 success and sustainability of the mathematics coaching
8 program. This work shall include, but not be limited to,
9 defining measures, developing instruments, using instruments
10 to collect data, analyzing data, the quarterly and annually
11 reporting of findings, and developing and implementing a
12 measurement sustainability plan. The findings shall be used to
13 determine adjustments to be made for continuous improvement to
14 both quality of implementation and assurance of desired
15 outcomes. The evaluation shall include a cost benefit return
16 on investment study.
17 (d) The external evaluation consultant shall submit
18 an annual report on or before January 30, and shall submit
19 quarterly reports no later than the last day of the month
20 following each quarter. Quarterly and annual reports shall be
21 submitted to the Governor, the Lieutenant Governor, the State
22 Board of Education, the Speaker of the House of
23 Representatives, the President Pro Tempore of the Senate, the
24 Chair of the House Ways and Means Education Committee, the
25 Chair of the House Education Policy Committee, the Chair of
26 the Senate Education Policy Committee, the Director of the
27 Office of Mathematics Improvement, and the Executive Committee
Page 47 1 of the Alabama STEM Council, and shall conspicuously publish
2 the reports on the website of both the Alabama STEM Council
3 and the department.
4 (e) Continued funding dedicated to elementary
5 mathematics coaches shall be contingent on measurable
6 performance growth, as determined by the external evaluation
7 consultant.
8 (f) The State Superintendent of Education and the
9 Director of the Office of Mathematics Improvement shall comply
10 with all requests for data and information from the external
11 evaluation consultant and shall make every effort to assist
12 with any recommended improvements.
13 Section 17. (a) The State Superintendent of
14 Education, through the Office of Mathematics Improvement and
15 other sections of the department, shall provide technical
16 assistance to local education agencies in complying with this
17 section and Sections 1 to 16, inclusive.
18 (b) The State Board of Education may adopt rules as
19 necessary to implement and enforce this section and Sections 1
20 to 16, inclusive.
21 Section 18. Funds appropriated by the Legislature in
22 support of Sections 1 to 17, inclusive, shall be expended for
23 all of the following:
24 (1) The staff and operations of the Office of
25 Mathematics Improvement, including the director and regional
26 coordinators, local mathematics coaches, teachers in
27 residence, AMSTI regional mathematics specialists,
Page 48 1 professional learning activities, and administrative
2 activities.
3 (2) Administration and analysis of mathematics
4 screening, formative, diagnostic, and summative assessments to
5 guide instruction in full support schools and limited support
6 schools.
7 (3) Professional development on foundational
8 mathematics content knowledge as recommended by the Elementary
9 Mathematics Task Force.
10 (4) Any additional staff for school improvement
11 teams for full support schools in state academic intervention.
12 (5) Additional staff for the Office of School
13 Improvement.
14 (6) External consultants to evaluate the work of
15 mathematics coaches' implementation and outcomes described in
16 Section 15.
17 Section 19. (a) The Legislature finds that the State
18 Board of Education, in the fall of 2013, voted to rescind the
19 Memorandum of Agreement that involved the State of Alabama in
20 adopting the Common Core State Standards, which ceded control
21 of Alabama's standards to entities other than the state and
22 local educational agencies.
23 (b) In order to codify the intent of the State Board
24 of Education, the State of Alabama hereby terminates all
25 plans, programs, activities, efforts, and expenditures
26 relative to the implementation of the educational initiative
27 commonly referred to as the Common Core State Standards.
Page 49 1 (c) As part of the termination process, the
2 Legislature directs the State Superintendent of Education, the
3 State Board of Education, and any other public education
4 authority to terminate the flexibility waiver agreement with
5 the United States Department of Education pertaining to the
6 federal Every Students Succeeds Act, which includes the
7 adoption of the Common Core State Standards.
8 (d) The Legislature further prohibits the adoption
9 or implementation of any national standards or variations of
10 national standards from any source that cede control of
11 Alabama educational standards in any manner.
12 (e) The state shall retain sole control over the
13 development, establishment, and revision of K-12 course of
14 study standards.
15 (f) No education entity or any state official shall
16 join any consortium or any other organization when
17 participation in that consortium or organization would cede
18 any measure of control over any aspect of Alabama public
19 education to any such entity.
20 (g) Nothing in this section shall be construed to
21 affect, prohibit, or inhibit the use of any of the following
22 tools, standards, or certifications in the public K-12
23 schools, any college entrance examination, workforce skills
24 assessment or examination, advanced placement course, career
25 technical credential, national board certification, academic
26 language therapy certification, Praxis or other core academic
Page 50 1 skills for educators test, armed service vocational aptitude
2 test, or International Baccalaureate standard.
3 Section 20. This act shall become effective
4 immediately following its passage and approval by the
5 Governor, or its otherwise becoming law.
Page 51 1
2
3 Senate
Read for the first time and referred to the Senate4
committee on Education Policy.....................5 0.2-FEB-22
6
Read for the second time and placed on the calen-7
dar with 1 substitute and.........................8 0.1-MAR-22
9
Read for the third time and passed as amended ....10 0.2-MAR-22
Yeas 2411
12 Nays 3
13
14
15 Patrick Harris,
16 Secretary.
17
Page 52