Alabama 2022 Regular Session

Alabama Senate Bill SB171 Compare Versions

Version 1 (Old)

Version 2 (New)

Old	New		Differences
1	1		1 SB171
2		-	2 ~~218635~~-4
	2	+	2 218238-4
3	3		3 By Senators Orr and Melson
4	4		4 RFD: Education Policy
5	5		5 First Read: 02-FEB-22
6	6
7		-	Page 0 SB171
8		-	1 SB171
	7	+	Page 0 1 SB171
9	8		2
10	9		3
11		-	4 ENROLLED, An Act,
12		-	5 Relating to public education; to establish the
13		-	6 Alabama Numeracy Act and prohibit the use of the Common Core
14		-	7 State Standards in public K-12 schools; to implement steps to
15		-	8 improve mathematics proficiency of public school K-5 grade
16		-	9 students and ensure that those students are proficient in
17		-	10 mathematics at or above grade level by the end of fifth grade
18		-	11 by monitoring the progression of each student from one grade
19		-	12 to another, in part, by his or her proficiency in mathematics.
20		-	13 BE IT ENACTED BY THE LEGISLATURE OF ALABAMA:
21		-	14 Section 1. Sections 1 to 19, inclusive, shall be
22		-	15 known and may be cited as the Alabama Numeracy Act.
23		-	16 Section 2. For the purposes of Sections 1 to 19,
24		-	17 inclusive, the following terms shall have the following
25		-	18 meanings:
26		-	19 (1) ALGEBRAIC REASONING. Recognizing and
27		-	20 generalizing about patterns and relationships; representing
28		-	21 patterns and relationships by analyzing structures of the
29		-	22 patterns; and using mathematical models (concrete, pictorial,
30		-	23 and abstract) to represent patterns.
31		-	24 (2) AMSTI. The Alabama Mathematics, Science, and
32		-	25 Technology Initiative.
33		-	Page 1 SB171
34		-	1 (3) CARDINALITY. Understanding that the last number
35		-	2 word said when counting tells how many objects have been
36		-	3 counted.
37		-	4 (4) COMPUTATIONAL FLUENCY. Possessing efficient and
38		-	5 accurate methods for computing.
39		-	6 (5) CONCEPTUAL UNDERSTANDING. The ability to reason
40		-	7 in settings involving the careful application of concept
41		-	8 definitions, relations, or representations of either.
42		-	9 (6) DEPARTMENT. The State Department of Education.
43		-	10 (7) DYSCALCULIA. A term used to refer to a pattern
44		-	11 of learning difficulties characterized by problems processing
45		-	12 numerical information, learning arithmetic facts, performing
46		-	13 accurate or fluent calculations, difficulties with
47		-	14 mathematical reasoning, and difficulties with word reasoning
48		-	15 accuracy.
49		-	16 (8) EARLY NUMERACY SCREENING. Standardized measures
50		-	17 that assess a student's fluency in foundational mathematics
51		-	18 skills.
52		-	19 (9) FLUENCY. The ability of students to choose
53		-	20 flexibly among methods and strategies to solve contextual and
54		-	21 mathematical problems, to understand and explain their
55		-	22 approaches, and to produce accurate answers efficiently.
56		-	23 (10) FULL SUPPORT SCHOOL. The lowest performing
57		-	24 elementary schools as measured by mathematics proficiency on
58		-	25 the approved state summative assessment.
59		-	Page 2 SB171
60		-	1 (11) K-5 SCHOOL. Any public school in the state
61		-	2 providing instruction in grades kindergarten through fifth, or
62		-	3 any configuration of those grades.
63		-	4 (12) LIMITED SUPPORT SCHOOLS. The second lowest
64		-	5 percent performing elementary schools as measured by
65		-	6 mathematics proficiency on the state approved summative
66		-	7 assessment.
67		-	8 (13) LOCAL BOARD OF EDUCATION. A county or city
68		-	9 board of education.
69		-	10 (14) LOCAL EDUCATION AGENCY. A county school system
70		-	11 or city school system operating public primary and secondary
71		-	12 schools.
72		-	13 (15) MENTAL COMPUTATION. The process of working on a
73		-	14 problem and obtaining the exact or approximate answers
74		-	15 mentally without reliance on external tools.
75		-	16 (16) MULTI-TIERED SYSTEM OF SUPPORT. A tiered system
76		-	17 of supports that integrates assessment and intervention within
77		-	18 a school-wide, multi-level prevention system to maximize
78		-	19 student achievement and reduce behavioral problems. A
79		-	20 multi-tiered system of support promotes systems alignment to
80		-	21 increase efficiency and effectiveness of resources.
81		-	22 (17) NUMBER SENSE. The ability to represent numbers
82		-	23 in multiple ways, numerical magnitude estimation, selecting
83		-	24 and using benchmarks, such as tens or hundreds, decomposing
84		-	25 and recomposing number, understanding the effects of
85		-	Page 3 SB171
86		-	1 operations on number, and performing mental calculation and
87		-	2 estimation.
88		-	3 (18) NUMERACY. The ability to understand and work
89		-	4 with numbers.
90		-	5 (19) PLACE VALUE UNDERSTANDING. The understanding of
91		-	6 representations and concepts necessary to successfully process
92		-	7 multi-digit numbers.
93		-	8 (20) PROCEDURAL FLUENCY. The ability to apply
94		-	9 procedures accurately, efficiently, and flexibly; to transfer
95		-	10 procedures to different problems and contexts; to build or
96		-	11 modify procedures from other procedures; and to recognize when
97		-	12 one strategy or procedure is more appropriate to apply than
98		-	13 another.
99		-	14 (21) RESPONSE TO INTERVENTION. A process within the
100		-	15 system of a multi-tiered system of support framework. Response
101		-	16 to intervention is part of the data-based decision-making
102		-	17 process within progress monitoring where team members review
103		-	18 data to determine how students are responding to the
104		-	19 interventions in place.
105		-	20 (22) SPATIAL REASONING. The capacity to mentally
106		-	21 generate, transform, and rotate a visual image and thus
107		-	22 understand and recall spatial relationships between objects.
108		-	23 (23) STEM. Science, technology, engineering, and
109		-	24 mathematics.
110		-	Page 4 SB171
111		-	1 (24) SUBITIZING. Quickly recognizing and naming how
	10	+	4 ENGROSSED
	11	+	5
	12	+	6
	13	+	7 A BILL
	14	+	8 TO BE ENTITLED
	15	+	9 AN ACT
	16	+	10
	17	+	11 Relating to public education; to establish the
	18	+	12 Alabama Numeracy Act and prohibit the use of the Common Core
	19	+	13 State Standards in public K-12 schools; to implement steps to
	20	+	14 improve mathematics proficiency of public school K-5 grade
	21	+	15 students and ensure that those students are proficient in
	22	+	16 mathematics at or above grade level by the end of fifth grade
	23	+	17 by monitoring the progression of each student from one grade
	24	+	18 to another, in part, by his or her proficiency in mathematics.
	25	+	19 BE IT ENACTED BY THE LEGISLATURE OF ALABAMA:
	26	+	20 Section 1. Sections 1 to 17, inclusive, shall be
	27	+	21 known and may be cited as the Alabama Numeracy Act.
	28	+	22 Section 2. For the purposes of Sections 1 to 17,
	29	+	23 inclusive, the following terms shall have the following
	30	+	24 meanings:
	31	+	25 (1) ALGEBRAIC REASONING. Recognizing and
	32	+	26 generalizing about patterns and relationships; representing
	33	+	27 patterns and relationships by analyzing structures of the
	34	+	Page 1 1 patterns; and using mathematical models (concrete, pictorial,
	35	+	2 and abstract) to represent patterns.
	36	+	3 (2) AMSTI. The Alabama Mathematics, Science, and
	37	+	4 Technology Initiative.
	38	+	5 (3) CARDINALITY. Understanding that the last number
	39	+	6 word said when counting tells how many objects have been
	40	+	7 counted.
	41	+	8 (4) COMPUTATIONAL FLUENCY. Possessing efficient and
	42	+	9 accurate methods for computing.
	43	+	10 (5) CONCEPTUAL UNDERSTANDING. The ability to reason
	44	+	11 in settings involving the careful application of concept
	45	+	12 definitions, relations, or representations of either.
	46	+	13 (6) DEPARTMENT. The State Department of Education.
	47	+	14 (7) DYSCALCULIA. A term used to refer to a pattern
	48	+	15 of learning difficulties characterized by problems processing
	49	+	16 numerical information, learning arithmetic facts, performing
	50	+	17 accurate or fluent calculations, difficulties with
	51	+	18 mathematical reasoning, and difficulties with word reasoning
	52	+	19 accuracy.
	53	+	20 (8) EARLY NUMERACY SCREENING. Standardized measures
	54	+	21 that assess a student's fluency in foundational mathematics
	55	+	22 skills.
	56	+	23 (9) FLUENCY. The ability of students to choose
	57	+	24 flexibly among methods and strategies to solve contextual and
	58	+	25 mathematical problems, to understand and explain their
	59	+	26 approaches, and to produce accurate answers efficiently.
	60	+	Page 2 1 (10) FULL SUPPORT SCHOOL. The lowest five percent
	61	+	2 performing elementary schools as measured by mathematics
	62	+	3 proficiency on the approved state summative assessment, and
	63	+	4 thereafter increasing to include an additional one percent
	64	+	5 every two years until support is administered in the lowest 10
	65	+	6 percent performing elementary schools.
	66	+	7 (11) LIMITED SUPPORT SCHOOLS. The lowest six to 25
	67	+	8 percent performing elementary schools as measured by
	68	+	9 mathematics proficiency on the state approved summative
	69	+	10 assessment, and thereafter decreasing one percent every two
	70	+	11 years until support is administered in the lowest 11 to 25
	71	+	12 percent performing elementary schools.
	72	+	13 (12) LOCAL BOARD OF EDUCATION. A county or city
	73	+	14 board of education.
	74	+	15 (13) LOCAL EDUCATION AGENCY. A county or city school
	75	+	16 system operating public primary and secondary schools.
	76	+	17 (14) MENTAL COMPUTATION. The process of working on a
	77	+	18 problem and obtaining the exact or approximate answers
	78	+	19 mentally without reliance on external tools.
	79	+	20 (15) MULTI-TIERED SYSTEM OF SUPPORT. A tiered system
	80	+	21 of supports that integrates assessment and intervention within
	81	+	22 a school-wide, multi-level prevention system to maximize
	82	+	23 student achievement and reduce behavioral problems. A
	83	+	24 multi-tiered system of support promotes systems alignment to
	84	+	25 increase efficiency and effectiveness of resources.
	85	+	26 (16) NUMBER SENSE. The ability to represent numbers
	86	+	27 in multiple ways, numerical magnitude estimation, selecting
	87	+	Page 3 1 and using benchmarks, such as tens or hundreds, decomposing
	88	+	2 and recomposing number, understanding the effects of
	89	+	3 operations on number, and performing mental calculation and
	90	+	4 estimation.
	91	+	5 (17) NUMERACY. The ability to understand and work
	92	+	6 with numbers.
	93	+	7 (18) PLACE VALUE UNDERSTANDING. The understanding of
	94	+	8 representations and concepts necessary to successfully process
	95	+	9 multi-digit numbers.
	96	+	10 (19) PROCEDURAL FLUENCY. The ability to apply
	97	+	11 procedures accurately, efficiently, and flexibly; to transfer
	98	+	12 procedures to different problems and contexts; to build or
	99	+	13 modify procedures from other procedures; and to recognize when
	100	+	14 one strategy or procedure is more appropriate to apply than
	101	+	15 another.
	102	+	16 (20) RESPONSE TO INTERVENTION. A process within the
	103	+	17 system of a multi-tiered system of support framework. Response
	104	+	18 to intervention is part of the data-based decision-making
	105	+	19 process within progress monitoring where team members review
	106	+	20 data to determine how students are responding to the
	107	+	21 interventions in place.
	108	+	22 (21) SPATIAL REASONING. The capacity to mentally
	109	+	23 generate, transform, and rotate a visual image and thus
	110	+	24 understand and recall spatial relationships between objects.
	111	+	25 (22) STEM. Science, technology, engineering, and
	112	+	26 mathematics.
	113	+	Page 4 1 (23) SUBITIZING. Quickly recognizing and naming how
112	114		2 many objects are in a small group without counting.
113	115		3 Section 3. (a) Within 90 days following the
114	116		4 effective date of this act, the State Superintendent of
115	117		5 Education shall convene an Elementary Mathematics Task Force
116	118		6 to provide the State Superintendent of Education and the State
117	119		7 Board of Education with vetted and approved recommendations
118	120		8 for high quality, evidence-based comprehensive mathematics
119	121		9 curricula for core instruction and mathematics intervention
120	122		10 programs or curricula, or both; a state continuum of educator
121	123		11 development for approved professional learning focusing on
122	124		12 foundational mathematics content knowledge including, but not
123	125		13 limited to, improving number sense, spatial skills, algebraic
124	126		14 reasoning, and mental computations for all full support and
125	127		15 limited support schools; and an annual list of vetted and
126	128		16 approved assessment systems which are valid and reliable
127	129		17 mathematics screening, diagnostic, and formative assessment
128	130		18 systems for selection and use by local education agencies.
129	131		19 (b) The membership of the Elementary Mathematics
130	132		20 Task Force shall include all of the following:
131	133		21 (1) The State Superintendent of Education.
132	134		22 (2) The Director of the Office of Mathematics
133	135		23 Improvement.
134		-	24 (3) Two actively serving public K-2 teachers, with
135		-	25 experience in implementing evidence-based mathematics teaching
136		-	Page 5 SB171
137		-	1 practices, appointed by the Executive Director of the Alabama
138		-	2 Education Association.
139		-	3 (4) Two actively serving public 3-5 teachers, with
140		-	4 experience in implementing evidence-based mathematics teaching
141		-	5 practices, appointed by the Alabama Council of Teachers of
142		-	6 Mathematics.
143		-	7 (5) One actively serving public K-5 special
144		-	8 education teacher, with experience implementing evidence-based
145		-	9 mathematics teaching practices, appointed by the State
146		-	10 Superintendent of Education.
147		-	11 (6) One actively serving elementary AMSTI
148		-	12 mathematics specialist, with experience supporting
149		-	13 school-based mathematics coaches, appointed by the Alabama
150		-	14 STEM Council.
151		-	15 (7) One actively serving elementary school-based
152		-	16 mathematics coach, with experience in facilitating
153		-	17 professional development, appointed by the Alabama Council of
154		-	18 Teachers of Mathematics.
155		-	19 (8) Two actively serving public elementary school
156		-	20 principals, with experience supporting mathematics coaching,
157		-	21 appointed by the Council for Leaders in Alabama Schools.
158		-	22 (9) One actively serving instructor employed by a
159		-	23 public institution of higher education, with experience
160		-	24 teaching elementary mathematics methods, appointed by the
161		-	25 Alabama Commission on Higher Education.
162		-	Page 6 SB171
163		-	1 (10) One actively serving local superintendent of
164		-	2 education, with experience supporting schools with mathematics
165		-	3 coaches, appointed by the School Superintendents of Alabama.
166		-	4 (11) One actively serving local board of education
167		-	5 member, appointed by the Alabama Association of School Boards.
168		-	6 (12) One actively serving AMSTI Director or
169		-	7 assistant director, with experience teaching and supporting
170		-	8 grades K-5 mathematics, appointed by the State Superintendent
171		-	9 of Education.
172		-	10 (13) One member of business and industry, with
173		-	11 experience in employing individuals in occupations that are
174		-	12 STEM focused and in demand, appointed by the Governor.
175		-	13 (14) Three additional members, appointed by the
176		-	14 Governor.
177		-	15 (c) Members appointed to the Elementary Mathematics
178		-	16 Task Force pursuant to subdivisions (3) through (8) of
179		-	17 subsection (b) shall serve an initial term of one year and may
180		-	18 be reappointed to serve one additional two-year term. Members
181		-	19 appointed to the Elementary Mathematics Task Force pursuant to
182		-	20 subdivisions (9) through (14) of subsection (b) shall serve an
183		-	21 initial term of two years and may be reappointed to serve one
184		-	22 additional two-year term. Thereafter, each member of the
185		-	23 Elementary Mathematics Task Force shall be appointed to serve
186		-	24 a two-year term and may be reappointed to serve one additional
187		-	25 two-year term. All appointing authorities shall coordinate
188		-	Page 7 SB171
189		-	1 their appointments to ensure the Elementary Mathematics Task
190		-	2 Force membership is inclusive and reflects the racial, gender,
191		-	3 geographic, urban, rural, and economic diversity of the state.
192		-	4 The appointing authorities shall fill vacancies by appointment
193		-	5 for the unexpired terms according to the process outlined in
194		-	6 this section.
195		-	7 (d) The members of the Elementary Mathematics Task
196		-	8 Force shall be reimbursed through the department for expenses
197		-	9 incurred in the performance of their duties for the Elementary
198		-	10 Mathematics Task Force in the same manner and at the same rate
199		-	11 as is provided for state employees. Subject to appropriations,
200		-	12 nothing herein shall limit payment for their service.
201		-	13 (1) The Director of the Office of Mathematics
202		-	14 Improvement shall serve as chair, and a vice chair shall be
203		-	15 elected by the membership of the Elementary Mathematics Task
204		-	16 Force. If the position of director is vacant, the vice chair
205		-	17 shall serve as chair until the State Superintendent of
206		-	18 Education appoints a new director.
207		-	19 (2) The Elementary Mathematics Task Force shall meet
208		-	20 at least four times a year. The Elementary Mathematics Task
209		-	21 Force shall set meeting dates and times, set agendas, vote,
210		-	22 and develop recommendations for the State Board of Education
211		-	23 in collaboration with the department, through the Office of
212		-	24 Mathematics Improvement. A majority of the members of the
213		-	25 Elementary Mathematics Task Force shall constitute
214		-	Page 8 SB171
215		-	1 a quorum for the transaction of business. Should a quorum not
216		-	2 be present on the day appointed for any meeting, those present
217		-	3 may adjourn from day to day until a quorum is established.
218		-	4 (e) Each approved assessment system for grades K-5
219		-	5 shall measure, at a minimum, all of the following:
220		-	6 (1) Number sequence.
221		-	7 (2) One-to-one correspondence.
222		-	8 (3) Cardinality.
223		-	9 (4) Oral and written names for numbers based on
224		-	10 grade level standards.
225		-	11 (5) Subitizing.
226		-	12 (6) Number relationships.
227		-	13 (7) Addition, subtraction, multiplication, and
228		-	14 division in word problems with a variety of problem types and
229		-	15 structures based on grade level standards.
230		-	16 (8) Connecting addition, subtraction,
231		-	17 multiplication, and division to place value based on grade
232		-	18 level standards.
233		-	19 (9) Computational fluency with whole numbers,
234		-	20 fractions, and decimals based on grade level standards.
235		-	21 (10) Spatial reasoning based on grade level
236		-	22 standards.
237		-	23 (f) In determining which assessment systems to
238		-	24 recommend for use by local education agencies, the Elementary
239		-	25 Mathematics Task Force, in collaboration with the department,
240		-	Page 9 SB171
241		-	1 through the Office of Mathematics Improvement, at a minimum,
242		-	2 shall also consider all of the following factors:
243		-	3 (1) The time required to conduct each assessment
244		-	4 with the intention of minimizing the impact on instructional
245		-	5 time.
246		-	6 (2) The level of integration of assessment results
247		-	7 with instructional support for educators and students.
248		-	8 (3) The time lines in reporting assessment results
249		-	9 for educators, administrators, and parents.
250		-	10 (4) The ability of the formative assessment system
251		-	11 to produce automatic reports for teachers, administrators, and
252		-	12 parents as required in Section 6.
253		-	13 Section 4. (a) There is created in the department an
254		-	14 Office of Mathematics Improvement, that shall be formed no
255		-	15 later than 90 days after the effective date of this act. The
256		-	16 State Superintendent of Education shall appoint a Director of
257		-	17 the Office of Mathematics Improvement whose exclusive focus is
258		-	18 K-5 mathematics. The director shall have experience in
259		-	19 administrative duties, as an elementary mathematics specialist
260		-	20 or coach, and in teaching mathematics in a public elementary
261		-	21 school. In addition to necessary state level staff, each AMSTI
262		-	22 region of the state shall have at least one Office of
263		-	23 Mathematics Improvement regional coordinator, or more based on
264		-	24 the needs of the full support and limited support schools in
265		-	25 the region, as determined by the Director of the Office of
266		-	Page 10 SB171
267		-	1 Mathematics Improvement. Each regional coordinator shall have
268		-	2 experience in training, supporting, coaching, and teaching K-5
269		-	3 mathematics in elementary public schools focused on
270		-	4 mathematics data analysis and mathematics improvement. No
271		-	5 employee of the Office of Mathematics Improvement shall be
272		-	6 subject to the state Merit System.
273		-	7 (b) The Director of the Office of Mathematics
274		-	8 Improvement, in collaboration with the Elementary Mathematics
275		-	9 Task Force, shall do all of the following:
276		-	10 (1) Determine the scope and pace of scaling
277		-	11 mathematics coaches as provided in Section 7.
278		-	12 (2) Monitor the implementation of intensive
279		-	13 professional development on foundational mathematics content
280		-	14 knowledge, as recommended by the Elementary Mathematics Task
281		-	15 Force, for all full support and limited support schools.
282		-	16 (3) Monitor the implementation of screener
283		-	17 assessments, diagnostic assessments, and formative assessments
284		-	18 for grades K-5 to identify students in need of support for key
285		-	19 numeracy concepts. Implementation shall begin with the
286		-	20 2023-2024 school year.
287		-	21 (4) Recommend training and support for educators for
288		-	22 the effective implementation and interpretation of diagnostic
289		-	23 tools. The diagnostic tool shall be used with students who
290		-	24 have been identified as struggling in mathematics based on
291		-	Page 11 SB171
292		-	1 screeners, diagnostic assessments, benchmark assessments,
293		-	2 teacher observation, or any combination of the forgoing.
294		-	3 (5) Designate a team of educators to explore the
295		-	4 connection between difficulties with number sense and
296		-	5 dyscalculia, as well as possible effective screeners.
297		-	6 (6) Commit necessary resources to understanding the
298		-	7 needs of students struggling with number sense or dyscalculia,
299		-	8 or both, before implementing instructional practices or
300		-	9 assessments that could adversely affect student learning.
301		-	10 (7) Monitor AMSTI mathematics specialist support in
302		-	11 all full support and limited support schools.
303		-	12 (8) Monitor the implementation and progress of the
304		-	13 Alabama Summer Mathematics Achievement Program in full support
305		-	14 schools.
306		-	15 (9) Recommend changes and improvements to AMSTI, any
307		-	16 professional learning providers, and local education agencies
308		-	17 based on data collected and analyzed by the Office of
309		-	18 Mathematics Improvement.
310		-	19 (10) Participate in the development of the Alabama
311		-	20 Instructional Leadership framework, the State Academic
312		-	21 Intervention framework, and the Turnaround Leadership Academy.
	136	+	24 (3) Two public K-5 teachers, with experience in
	137	+	25 implementing evidence-based mathematics teaching practices,
	138	+	26 appointed by the Executive Secretary of the Alabama Education
	139	+	27 Association.
	140	+	Page 5 1 (4) One public K-5 special education teacher, with
	141	+	2 experience implementing evidence-based mathematics teaching
	142	+	3 practices, appointed by the State Superintendent of Education.
	143	+	4 (5) One elementary AMSTI mathematics specialist,
	144	+	5 with experience supporting school-based mathematics coaches,
	145	+	6 appointed by the Alabama STEM Council.
	146	+	7 (6) One elementary school-based mathematics coach,
	147	+	8 with experience in facilitating professional development,
	148	+	9 appointed by the Alabama Council of Teachers of Mathematics.
	149	+	10 (7) Two public elementary school principals, with
	150	+	11 experience supporting mathematics coaching, appointed by the
	151	+	12 Council for Leaders in Alabama Schools.
	152	+	13 (8) One instructor employed by a public institution
	153	+	14 of higher education, with experience teaching elementary
	154	+	15 mathematics methods, appointed by the Alabama Commission on
	155	+	16 Higher Education.
	156	+	17 (9) One local superintendent of education, with
	157	+	18 experience supporting schools with mathematics coaches,
	158	+	19 appointed by the School Superintendents of Alabama.
	159	+	20 (10) One local board of education member, appointed
	160	+	21 by the Alabama Association of School Boards.
	161	+	22 (11) One AMSTI Director or assistant director, with
	162	+	23 experience teaching and supporting grades K-5 mathematics,
	163	+	24 appointed by the State Superintendent of Education.
	164	+	25 (12) One member of business and industry, with
	165	+	26 experience in employing individuals in occupations that are
	166	+	27 STEM focused and in demand, appointed by the Governor.
	167	+	Page 6 1 (13) Three additional members, appointed by the
	168	+	2 Governor.
	169	+	3 (c) Members appointed to the Elementary Mathematics
	170	+	4 Task Force pursuant to subdivisions (3) through (7) of
	171	+	5 subsection (b) shall serve an initial term of one year and may
	172	+	6 be reappointed to serve one additional two-year term. Members
	173	+	7 appointed to the Elementary Mathematics Task Force pursuant to
	174	+	8 subdivisions (8) through (13) of subsection (b) shall serve an
	175	+	9 initial term of two years and may be reappointed to serve one
	176	+	10 additional two-year term. Thereafter, each member of the
	177	+	11 Elementary Mathematics Task Force shall be appointed to serve
	178	+	12 a two-year term and may be reappointed to serve one additional
	179	+	13 two-year term. All appointing authorities shall coordinate
	180	+	14 their appointments to ensure the Elementary Mathematics Task
	181	+	15 Force membership is inclusive and reflects the racial, gender,
	182	+	16 geographic, urban, rural, and economic diversity of the state.
	183	+	17 The appointing authorities shall fill vacancies by appointment
	184	+	18 for the unexpired terms according to the process outlined in
	185	+	19 this section.
	186	+	20 (d) The members of the Elementary Mathematics Task
	187	+	21 Force shall be reimbursed through the department for expenses
	188	+	22 incurred in the performance of their duties for the Elementary
	189	+	23 Mathematics Task Force in the same manner and at the same rate
	190	+	24 as is provided for state employees. Subject to appropriations,
	191	+	25 nothing herein shall limit payment for their service.
	192	+	26 (1) The Director of the Office of Mathematics
	193	+	27 Improvement shall serve as chair, and a vice chair shall be
	194	+	Page 7 1 elected by the membership of the Elementary Mathematics Task
	195	+	2 Force. If the position of director is vacant, the vice chair
	196	+	3 shall serve as chair until the State Superintendent of
	197	+	4 Education appoints a new director.
	198	+	5 (2) The Elementary Mathematics Task Force shall meet
	199	+	6 in regular session at least four times a year. The Elementary
	200	+	7 Mathematics Task Force shall set meeting dates and times, set
	201	+	8 agendas, vote, and develop recommendations for the State Board
	202	+	9 of Education in collaboration with the department, through the
	203	+	10 Office of Mathematics Improvement. A majority of the members
	204	+	11 of the Elementary Mathematics Task Force shall constitute
	205	+	12 a quorum for the transaction of business. Should a quorum not
	206	+	13 be present on the day appointed for any meeting, those present
	207	+	14 may adjourn from day to day until a quorum is established.
	208	+	15 (e) Each approved assessment system for grades K-5
	209	+	16 shall measure, at a minimum, all of the following:
	210	+	17 (1) Number sequence.
	211	+	18 (2) One-to-one correspondence.
	212	+	19 (3) Cardinality.
	213	+	20 (4) Oral and written names for numbers based on
	214	+	21 grade level standards.
	215	+	22 (5) Subitizing.
	216	+	23 (6) Number relationships.
	217	+	24 (7) Addition, subtraction, multiplication, and
	218	+	25 division in word problems with a variety of problem types and
	219	+	26 structures based on grade level standards.
	220	+	Page 8 1 (8) Connecting addition, subtraction,
	221	+	2 multiplication, and division to place value based on grade
	222	+	3 level standards.
	223	+	4 (9) Computational fluency with whole numbers,
	224	+	5 fractions, and decimals based on grade level standards.
	225	+	6 (10) Spatial reasoning based on grade level
	226	+	7 standards.
	227	+	8 (f) In determining which assessment systems to
	228	+	9 recommend for use by local education agencies, the Elementary
	229	+	10 Mathematics Task Force, in collaboration with the department,
	230	+	11 through the Office of Mathematics Improvement, at a minimum,
	231	+	12 shall also consider all of the following factors:
	232	+	13 (1) The time required to conduct each assessment
	233	+	14 with the intention of minimizing the impact on instructional
	234	+	15 time.
	235	+	16 (2) The level of integration of assessment results
	236	+	17 with instructional support for educators and students.
	237	+	18 (3) The time lines in reporting assessment results
	238	+	19 for educators, administrators, and parents.
	239	+	20 (4) The ability of the formative assessment system
	240	+	21 to produce automatic reports for teachers, administrators, and
	241	+	22 parents as required in Section 6.
	242	+	23 Section 4. (a) There is created in the department an
	243	+	24 Office of Mathematics Improvement, that shall be formed no
	244	+	25 later than 90 days after the effective date of this act. The
	245	+	26 State Superintendent of Education shall appoint a Director of
	246	+	27 the Office of Mathematics Improvement whose exclusive focus is
	247	+	Page 9 1 K-5 mathematics. The director shall have experience in
	248	+	2 administrative duties, as an elementary mathematics specialist
	249	+	3 or coach, and in teaching mathematics in a public elementary
	250	+	4 school. Each AMSTI region of the state shall have at least one
	251	+	5 Office of Mathematics Improvement regional coordinator, based
	252	+	6 on needs of the region, who has experience in training,
	253	+	7 supporting, coaching, and teaching mathematics in elementary
	254	+	8 public schools focused on mathematics data analysis and
	255	+	9 mathematics improvement.
	256	+	10 (b) The Director of the Office of Mathematics
	257	+	11 Improvement, in collaboration with the Elementary Mathematics
	258	+	12 Task Force, shall do all of the following:
	259	+	13 (1) Determine the scope and pace of scaling
	260	+	14 mathematics coaches with the goal of placing one mathematics
	261	+	15 coach for every 500 students before the 2027-2028 school year.
	262	+	16 (2) Monitor the implementation of intensive
	263	+	17 professional development on foundational mathematics content
	264	+	18 knowledge, as recommended by the Elementary Mathematics Task
	265	+	19 Force, for all full support and limited support schools.
	266	+	20 (3) Monitor the implementation of screener
	267	+	21 assessments, diagnostic assessments, and formative assessments
	268	+	22 for grades K-2 and grades four and five to identify students
	269	+	23 in need of support for key numeracy concepts. Implementation
	270	+	24 shall begin with the 2023-2024 school year.
	271	+	25 (4) Recommend training and support for educators for
	272	+	26 the effective implementation and interpretation of diagnostic
	273	+	27 tools. The diagnostic tool shall be used with students who
	274	+	Page 10 1 have been identified as struggling in mathematics based on
	275	+	2 screeners, diagnostic assessments, benchmark assessments,
	276	+	3 teacher observation, or any combination of the forgoing.
	277	+	4 (5) Designate a team of educators to explore the
	278	+	5 connection between difficulties with number sense and
	279	+	6 dyscalculia, as well as possible effective screeners.
	280	+	7 (6) Commit necessary resources to understanding the
	281	+	8 needs of students struggling with number sense or dyscalculia,
	282	+	9 or both, before implementing instructional practices or
	283	+	10 assessments that could adversely affect student learning.
	284	+	11 (7) Monitor AMSTI mathematics specialist support in
	285	+	12 all full support and limited support schools.
	286	+	13 (8) Monitor the implementation and progress of the
	287	+	14 Alabama Summer Mathematics Achievement Program in full support
	288	+	15 schools.
	289	+	16 (9) Recommend changes and improvements to AMSTI, any
	290	+	17 professional learning providers, and local education agencies
	291	+	18 based on data collected and analyzed by the Office of
	292	+	19 Mathematics Improvement.
	293	+	20 (10) Participate in the development of the Alabama
	294	+	21 Instructional Leadership framework.
313	295		22 (c) Each Office of Mathematics Improvement regional
314	296		23 coordinator shall have experience as a K-5 mathematics
315		-	24 specialist or coach and experience teaching K-5 mathematics in
316		-	25 a public school.
317		-	Page 12 SB171
318		-	1 (d) Office of Mathematics Improvement regional
319		-	2 coordinators, with the oversight of the director, shall
320		-	3 perform all of the following duties in full support and
321		-	4 limited support schools:
322		-	5 (1) Support and monitor the implementation of
323		-	6 comprehensive mathematics curricula for core instruction and
324		-	7 intervention programs or curricula, or both, approved by the
325		-	8 Elementary Mathematics Task Force.
326		-	9 (2) Support and monitor the implementation of a
327		-	10 multi-tiered system of support, including response to
328		-	11 intervention to monitor progress of struggling students,
329		-	12 continually evaluate the effectiveness of instruction, and
330		-	13 make more informed instructional decisions.
331		-	14 (3) Support and monitor the implementation of the
332		-	15 intensive professional development series on foundational
333		-	16 mathematics content knowledge.
334		-	17 (4) Support the Director of the Office of
335		-	18 Mathematics Improvement in monitoring the implementation of
336		-	19 approved formative assessments, screening assessments, and
337		-	20 diagnostic assessments recommended by the Elementary
338		-	21 Mathematics Task Force.
339		-	22 (5) Monitor and evaluate data collected from AMSTI
340		-	23 and local education agencies to ensure coaching aligns with
341		-	24 school needs and make recommendations for improvement to the
342		-	Page 13 SB171
343		-	1 mathematics coaches as needed to increase student achievement,
344		-	2 collaboration, and support.
345		-	3 (6) Monitor the implementation and progress of the
346		-	4 Alabama Summer Mathematics Achievement Program in full support
347		-	5 schools.
348		-	6 Section 5. (a) Each K-5 teacher who is providing
349		-	7 instruction in mathematics, with the full support of his or
350		-	8 her principal, shall do all of the following:
351		-	9 (1) Dedicate an average minimum of 60 minutes per
352		-	10 day for Tier 1 mathematics instruction, for a minimum of 164
353		-	11 instructional hours per year.
354		-	12 (2) Use approved comprehensive mathematics curricula
355		-	13 for core instruction recommended by the Elementary Mathematics
356		-	14 Task Force, in addition to high quality print and online
357		-	15 resources to carefully plan units and lessons based on the
358		-	16 grade-level mathematics content standards.
359		-	17 (3) Build fluency with procedures on a foundation of
360		-	18 conceptual understanding, strategic reasoning, and problem
361		-	19 solving over time.
362		-	20 (4) Provide students access to tools, including any
363		-	21 available technology, that support mathematical thinking.
364		-	22 (5) Provide a learning environment that promotes
365		-	23 student reasoning, student discourse, and student questioning
366		-	24 and critiquing the reasoning of their peers.
367		-	Page 14 SB171
368		-	1 (6) Consistently implement the evidence-based
369		-	2 mathematics teaching practices as recommended by the
370		-	3 Elementary Mathematics Task Force.
371		-	4 (7) Gather evidence of student understanding to
372		-	5 inform the planning of next instructional steps.
373		-	6 (8) Provide students with descriptive and timely
374		-	7 feedback on assessments to include strengths, weaknesses, and
375		-	8 next steps for progress toward learning targets.
376		-	9 (b) An elementary school teacher should not engage
377		-	10 in any practice that minimizes sense making and understanding
378		-	11 of mathematics concepts.
379		-	12 Section 6. (a)(1) A kindergarten student or incoming
380		-	13 grades 1-5 student identified with a mathematics deficiency,
381		-	14 or who demonstrates the signs of dyscalculia, shall be
382		-	15 provided intensive mathematics interventions recommended by
383		-	16 the Elementary Mathematics Task Force to address his or her
384		-	17 specific mathematics deficiency. Intensive interventions
385		-	18 should be a part of the multi-tiered system of support of a
386		-	19 school. A K-5 student who exhibits a mathematics deficiency
387		-	20 based on an approved screener assessment, diagnostic
388		-	21 assessment, benchmark assessment, or classroom formative
389		-	22 assessment shall receive immediate mathematics intervention.
390		-	23 (2) The mathematics teacher of the student receiving
391		-	24 mathematics intervention shall prepare reports that coincide
392		-	25 with grading periods and a comprehensive end of year report
393		-	Page 15 SB171
394		-	1 detailing any mathematics intervention provided. Reports shall
395		-	2 be provided to the parent or legal guardian of the student,
396		-	3 and his or her mathematics teacher for the immediately
397		-	4 succeeding school year, and shall include all of the
398		-	5 following:
399		-	6 a. The name of the student.
400		-	7 b. The name of the teacher providing the
401		-	8 intervention.
402		-	9 c. Mathematics deficiencies identified from a
403		-	10 screener, diagnostic, or formative assessment, or any of them.
404		-	11 d. Student growth.
405		-	12 e. Mathematics strengths of the student.
406		-	13 (3) The information provided to the parent or legal
407		-	14 guardian of a student, pursuant to subdivision (2), details
408		-	15 the strengths, deficiencies, and progress of the student. A
409		-	16 report from a screener, diagnostic, or formative assessment
410		-	17 that includes all the information listed in subdivision (2)
411		-	18 may be provided to the parent or legal guardian in lieu of a
412		-	19 separate report.
413		-	20 (b) Each local education agency shall provide
414		-	21 mathematics intervention services for grades K-5 students
415		-	22 identified with mathematics deficiencies. Those services shall
416		-	23 include, but not be limited to, any of the following:
417		-	Page 16 SB171
418		-	1 (1) Working with an effective or highly effective
419		-	2 teacher of mathematics, as demonstrated by student mathematics
420		-	3 performance data and teacher performance evaluations.
421		-	4 (2) Effective instructional strategies to accelerate
422		-	5 student progress provided by a highly qualified teacher who
423		-	6 has training and experience in the implementation of teaching
424		-	7 mathematics through problem solving; providing an environment
425		-	8 for students to make sense of cognitively demanding tasks;
426		-	9 providing justifications for strategies and solutions; making
427		-	10 connections with the mathematics; and receiving feedback about
428		-	11 mathematics ideas.
429		-	12 (3) Mathematics intervention services and supports
430		-	13 to improve any identified area of mathematics deficiency
431		-	14 including, but not limited to, any of the following:
432		-	15 a. Additional instructional time devoted to
433		-	16 evidence-based mathematics instruction and interventions
434		-	17 recommended by the Elementary Mathematics Task Force,
435		-	18 including engaging, high quality, and rigorous supplemental
436		-	19 sessions.
437		-	20 b. Providing daily targeted small group mathematics
438		-	21 intervention based on student needs.
439		-	22 c. Providing supplemental, evidence-based
440		-	23 mathematics interventions before or after school, or both,
441		-	24 delivered by a highly qualified teacher of mathematics or
442		-	25 trained tutor.
443		-	Page 17 SB171
444		-	1 d. Frequently monitoring the progress of the
445		-	2 mathematics skills of each student throughout the school year
446		-	3 and adjusting instruction according to student need.
447		-	4 e. Incorporating material from a previous grade to
448		-	5 link understanding to grade level curriculum.
449		-	6 f. Incorporating a concrete, semi-concrete, abstract
450		-	7 approach.
451		-	8 g. Incorporating explicit systematic strategy
452		-	9 instruction, including summarizing key points and reviewing
453		-	10 vocabulary prior to the lesson.
454		-	11 h. Utilizing mathematics strategies or programs,
455		-	12 grounded in the science of learning, that accelerate student
456		-	13 mathematics achievement.
457		-	14 i. Attending to conceptual understanding as well as
458		-	15 procedural fluency.
459		-	16 j. Providing a home based mathematics plan,
460		-	17 including participation in family training workshops or
461		-	18 regular family-guided home mathematics activities.
462		-	19 (c) Beginning with the 2023-2024 school year:
463		-	20 (1) Kindergarten students shall be assessed by
464		-	21 November using an early numeracy screener recommended by the
465		-	22 Elementary Mathematics Task Force to identify those students
466		-	23 in need of support for key numeracy concepts. A kindergarten
467		-	24 student identified by the screener as having a mathematics
468		-	25 deficiency shall be assessed using the diagnostic assessment
469		-	Page 18 SB171
470		-	1 to identify student misconceptions and gaps in mathematical
471		-	2 knowledge or skills.
472		-	3 (2) Incoming first and second grade students shall
473		-	4 be assessed using an early numeracy screener recommended by
474		-	5 the Elementary Mathematics Task Force a minimum of two times a
475		-	6 year to identify those students in need of support for key
476		-	7 numeracy concepts. A first or second grade student identified
477		-	8 by the screener as having a mathematics deficiency shall be
478		-	9 assessed using the diagnostic assessment to identify student
479		-	10 misconceptions and gaps in mathematical knowledge or skills.
480		-	11 (3) Incoming fourth and fifth grade students shall
481		-	12 be assessed using a fractional reasoning screener approved by
482		-	13 the Elementary Mathematics Task Force a minimum of two times a
483		-	14 year to identify those students in need of support for
484		-	15 fractional reasoning. A fourth or fifth grade student
485		-	16 identified by the screener as having a mathematics deficiency
486		-	17 shall be assessed using the diagnostic assessment to identify
487		-	18 student misconceptions and gaps in mathematical knowledge or
488		-	19 skills.
489		-	20 (4) A K-5 student identified with a mathematics
490		-	21 deficiency through screeners, diagnostics, or formative
491		-	22 assessments shall be provided intensive mathematics
492		-	23 interventions recommended by the Elementary Mathematics Task
493		-	24 Force to address his or her specific needs.
494		-	Page 19 SB171
495		-	1 (d) The Elementary Mathematics Task Force shall
496		-	2 recommend to the Office of Mathematics Improvement a guide for
497		-	3 developmental benchmark formative assessments to be used for
498		-	4 determining appropriate mathematics progress for K-5
499		-	5 mathematics progression. The benchmarks shall include, but not
500		-	6 be limited to, the following grade level progressions:
501		-	7 (1) The kindergarten level shall include all of the
502		-	8 following:
503		-	9 a. Number sequence.
504		-	10 b. One-to-one correspondence.
505		-	11 c. Cardinality.
506		-	12 d. Oral and written names for numbers based on grade
507		-	13 level standards.
508		-	14 e. Subitizing.
509		-	15 f. Number relationships.
510		-	16 g. Computational fluency with whole numbers based on
511		-	17 grade level standards.
512		-	18 h. Addition and subtraction in word problems with a
513		-	19 variety of problem types and structures based on grade level
514		-	20 standards.
515		-	21 i. Spatial reasoning based on grade level standards.
516		-	22 (2) The first and second grade level shall include
517		-	23 all of the following:
518		-	24 a. Counting and recognizing whole numbers.
519		-	25 b. Comparing and ordering numbers.
520		-	Page 20 SB171
521		-	1 c. Composing and decomposing numbers.
	297	+	24 specialist or coach and experience teaching mathematics in a
	298	+	25 public school.
	299	+	26 (d) Office of Mathematics Improvement regional
	300	+	27 coordinators, with the oversight of the director, shall
	301	+	Page 11 1 perform all of the following duties in full support and
	302	+	2 limited support schools:
	303	+	3 (1) Monitor the implementation of comprehensive
	304	+	4 mathematics curricula for core instruction and intervention
	305	+	5 programs or curricula, or both, approved by the Elementary
	306	+	6 Mathematics Task Force.
	307	+	7 (2) Monitor the implementation of a multi-tiered
	308	+	8 system of support, including response to intervention to
	309	+	9 monitor progress of struggling students, continually evaluate
	310	+	10 the effectiveness of instruction, and make more informed
	311	+	11 instructional decisions.
	312	+	12 (3) Monitor the implementation of the intensive
	313	+	13 professional development series on foundational mathematics
	314	+	14 content knowledge.
	315	+	15 (4) Support the Director of the Office of
	316	+	16 Mathematics Improvement in monitoring the implementation of
	317	+	17 approved formative assessments, screening assessments, and
	318	+	18 diagnostic assessments recommended by the Elementary
	319	+	19 Mathematics Task Force.
	320	+	20 (5) Monitor and evaluate data collected from AMSTI
	321	+	21 and local education agencies to ensure coaching aligns with
	322	+	22 school needs and make recommendations for improvement to the
	323	+	23 mathematics coaches as needed to increase student achievement,
	324	+	24 collaboration, and support.
	325	+	25 (6) Monitor the implementation and progress of the
	326	+	26 Alabama Summer Mathematics Achievement Program in full support
	327	+	27 schools.
	328	+	Page 12 1 Section 5. (a) Each K-5 teacher, with the full
	329	+	2 support of his or her principal, shall do all of the
	330	+	3 following:
	331	+	4 (1) Dedicate an average minimum of 60 minutes per
	332	+	5 day for Tier 1 mathematics instruction, for a minimum of 164
	333	+	6 instructional hours per year.
	334	+	7 (2) Use approved comprehensive mathematics curricula
	335	+	8 for core instruction recommended by the Elementary Mathematics
	336	+	9 Task Force, in addition to high quality print and online
	337	+	10 resources to carefully plan units and lessons based on the
	338	+	11 grade-level mathematics content standards.
	339	+	12 (3) Build fluency with procedures on a foundation of
	340	+	13 conceptual understanding, strategic reasoning, and problem
	341	+	14 solving over time.
	342	+	15 (4) Provide students access to tools, including
	343	+	16 technology, that support mathematical thinking.
	344	+	17 (5) Provide a learning environment that promotes
	345	+	18 student reasoning, student discourse, and student questioning
	346	+	19 and critiquing the reasoning of their peers.
	347	+	20 (6) Consistently implement the evidence-based
	348	+	21 mathematics teaching practices as recommended by the
	349	+	22 Elementary Mathematics Task Force.
	350	+	23 (7) Gather evidence of student understanding to
	351	+	24 inform the planning of next instructional steps.
	352	+	25 (8) Provide students with descriptive and timely
	353	+	26 feedback on assessments to include strengths, weaknesses, and
	354	+	27 next steps for progress toward learning targets.
	355	+	Page 13 1 (b) An elementary school teacher should not engage
	356	+	2 in any practice that minimizes sense making and understanding
	357	+	3 of mathematics concepts.
	358	+	4 Section 6. (a)(1) A kindergarten student or incoming
	359	+	5 grades 1-5 student identified with a mathematics deficiency,
	360	+	6 or who demonstrates the signs of dyscalculia, shall be
	361	+	7 provided intensive mathematics interventions recommended by
	362	+	8 the Elementary Mathematics Task Force to address his or her
	363	+	9 specific mathematics deficiency. A K-5 student who exhibits a
	364	+	10 mathematics deficiency based on an approved screener
	365	+	11 assessment, diagnostic assessment, benchmark assessment, or
	366	+	12 classroom formative assessment shall receive immediate
	367	+	13 mathematics intervention.
	368	+	14 (2) The mathematics teacher of the student receiving
	369	+	15 mathematics intervention shall prepare reports that coincide
	370	+	16 with grading periods and a comprehensive end of year report
	371	+	17 detailing any mathematics intervention provided.
	372	+	18 a. Reports shall include all of the following:
	373	+	19 1. The name of the student.
	374	+	20 2. The name of the teacher providing the
	375	+	21 intervention.
	376	+	22 3. The mathematics deficiency or deficiencies
	377	+	23 addressed.
	378	+	24 4. The Elementary Mathematics Task Force recommended
	379	+	25 mathematics intervention programs or curricula, or both, used
	380	+	26 to improve the student's deficiency or deficiencies.
	381	+	Page 14 1 5. Mathematics intervention services and supports
	382	+	2 implemented from the list provided in subsection (c).
	383	+	3 6. Any tools used to monitor student progress.
	384	+	4 7. Student growth.
	385	+	5 b. Reports that coincide with grading periods, and a
	386	+	6 comprehensive end of year report, shall be provided to the
	387	+	7 parent or legal guardian of the student and his or her
	388	+	8 mathematics teacher for the immediately succeeding school
	389	+	9 year. The reports shall include all of the following:
	390	+	10 1. The information provided in the reports under
	391	+	11 paragraph a.
	392	+	12 2. Student growth for the grading period and school
	393	+	13 year based on Elementary Mathematics Task Force approved
	394	+	14 formative mathematics assessments and the State Board of
	395	+	15 Education approved summative mathematics assessment.
	396	+	16 3. Mathematics strengths and areas in need of
	397	+	17 improvement of the student.
	398	+	18 (b) Screener or approved assessment system reports
	399	+	19 may also be included with the grading period and comprehensive
	400	+	20 end of year reports.
	401	+	21 (c) Each local education agency shall provide
	402	+	22 mathematics intervention services for grades K-5 students
	403	+	23 identified with mathematics deficiencies. Those services shall
	404	+	24 include, but not be limited to, any of the following:
	405	+	25 (1) Working with an effective or highly effective
	406	+	26 teacher of mathematics, as demonstrated by student mathematics
	407	+	27 performance data and teacher performance evaluations.
	408	+	Page 15 1 (2) Effective instructional strategies to accelerate
	409	+	2 student progress provided by a highly qualified teacher who
	410	+	3 has training and experience in the implementation of teaching
	411	+	4 mathematics through problem solving; providing an environment
	412	+	5 for students to make sense of cognitively demanding tasks;
	413	+	6 providing justifications for strategies and solutions; making
	414	+	7 connections with the mathematics; and receiving feedback about
	415	+	8 mathematics ideas.
	416	+	9 (3) Mathematics intervention services and supports
	417	+	10 to improve any identified area of mathematics deficiency
	418	+	11 including, but not limited to, any of the following:
	419	+	12 a. Additional instructional time devoted to
	420	+	13 evidence-based mathematics instruction and interventions
	421	+	14 recommended by the Elementary Mathematics Task Force,
	422	+	15 including engaging, high quality, and rigorous supplemental
	423	+	16 sessions.
	424	+	17 b. Providing daily targeted small group mathematics
	425	+	18 intervention based on student needs.
	426	+	19 c. Providing supplemental, evidence-based
	427	+	20 mathematics interventions before or after school, or both,
	428	+	21 delivered by a highly qualified teacher of mathematics or
	429	+	22 trained tutor.
	430	+	23 d. Frequently monitoring the progress of the
	431	+	24 mathematics skills of each student throughout the school year
	432	+	25 and adjusting instruction according to student need.
	433	+	26 e. Incorporating material from a previous grade to
	434	+	27 link understanding to grade level curriculum.
	435	+	Page 16 1 f. Incorporating a concrete, semi-concrete, abstract
	436	+	2 approach.
	437	+	3 g. Incorporating explicit systematic strategy
	438	+	4 instruction, including summarizing key points and reviewing
	439	+	5 vocabulary prior to the lesson.
	440	+	6 h. Utilizing mathematics strategies or programs,
	441	+	7 grounded in the science of learning, that accelerate student
	442	+	8 mathematics achievement.
	443	+	9 i. Attending to conceptual understanding as well as
	444	+	10 procedural fluency.
	445	+	11 j. Providing a home based mathematics plan,
	446	+	12 including participation in family training workshops or
	447	+	13 regular family-guided home mathematics activities.
	448	+	14 (d) Beginning with the 2023-2024 school year:
	449	+	15 (1) Kindergarten students shall be assessed by
	450	+	16 November using an early numeracy screener recommended by the
	451	+	17 Elementary Mathematics Task Force to identify those students
	452	+	18 in need of support for key numeracy concepts. A kindergarten
	453	+	19 student identified by the screener as having a mathematics
	454	+	20 deficiency shall be assessed using the diagnostic assessment
	455	+	21 to identify student misconceptions and gaps in mathematical
	456	+	22 knowledge or skills.
	457	+	23 (2) Incoming first and second grade students shall
	458	+	24 be assessed using an early numeracy screener recommended by
	459	+	25 the Elementary Mathematics Task Force a minimum of two times a
	460	+	26 year to identify those students in need of support for key
	461	+	27 numeracy concepts. A first or second grade student identified
	462	+	Page 17 1 by the screener as having a mathematics deficiency shall be
	463	+	2 assessed using the diagnostic assessment to identify student
	464	+	3 misconceptions and gaps in mathematical knowledge or skills.
	465	+	4 (3) Incoming fourth and fifth grade students shall
	466	+	5 be assessed using a fractional reasoning screener approved by
	467	+	6 the Elementary Mathematics Task Force a minimum of two times a
	468	+	7 year to identify those students in need of support for
	469	+	8 fractional reasoning. A fourth or fifth grade student
	470	+	9 identified by the screener as having a mathematics deficiency
	471	+	10 shall be assessed using the diagnostic assessment to identify
	472	+	11 student misconceptions and gaps in mathematical knowledge or
	473	+	12 skills.
	474	+	13 (4) A K-5 student identified with a mathematics
	475	+	14 deficiency through screeners, diagnostics, or formative
	476	+	15 assessments shall be provided intensive mathematics
	477	+	16 interventions recommended by the Elementary Mathematics Task
	478	+	17 Force to address his or her specific needs.
	479	+	18 (e) The Elementary Mathematics Task Force shall
	480	+	19 recommend to the Office of Mathematics Improvement a guide for
	481	+	20 developmental benchmarks to be used for determining
	482	+	21 appropriate mathematics progress for K-5 mathematics
	483	+	22 progression. The benchmarks shall include, but not be limited
	484	+	23 to, the following grade level progressions.
	485	+	24 (1) The first and second grade level shall include
	486	+	25 all of the following:
	487	+	26 a. Counting and recognizing whole numbers.
	488	+	27 b. Comparing and ordering numbers.
	489	+	Page 18 1 c. Composing and decomposing numbers.
522	490		2 d. Operations with whole numbers.
523		-	3 (3) Incoming third grade level shall include all of
	491	+	3 (2) Incoming third grade level shall include all of
524	492		4 the following:
525	493		5 a. Operations of addition and subtraction.
526	494		6 b. Properties of operations.
527	495		7 c. Counting and recognizing numbers to 1,000.
528	496		8 d. Understanding models for addition and subtraction
529	497		9 within 1,000.
530	498		10 e. Comparing and ordering numbers up to 1,000.
531	499		11 f. Composing and decomposing numbers up to 1,000.
532	500		12 g. Solving one-step and two-step word problems
533	501		13 involving addition and subtraction within 100.
534	502		14 h. Using a variety of strategies and algorithms
535	503		15 based on place value.
536		-	16 (4) Incoming fourth grade level shall include all of
	504	+	16 (3) Incoming fourth grade level shall include all of
537	505		17 the following:
538	506		18 a. Representing unit fractions with area and length
539	507		19 models.
540	508		20 b. Representing equivalent fractions using a variety
541	509		21 of objects and pictorial models.
542	510		22 c. Understanding multiplication and division and
543	511		23 strategies for multiplication and division within 100.
544		-	Page 21 SB171
545		-	1 d. Understanding the meanings of multiplication and
546		-	2 division of whole numbers involving equal-sized groups,
547		-	3 arrays, and measurement quantities.
548		-	4 e. Solving one-step and two-step word problems
549		-	5 involving addition and subtraction within 1,000 using a
550		-	6 variety of strategies and algorithms based on place value.
551		-	7 f. Generating and solving problem situations for a
552		-	8 given mathematical number sentence involving addition and
553		-	9 subtraction of whole numbers using a variety of strategies and
554		-	10 algorithms based on place value.
555		-	11 (5) Incoming fifth grade level shall include all of
556		-	12 the following:
557		-	13 a. Comparing and ordering whole numbers up to
558		-	14 1,000,000.
559		-	15 b. Comparing and ordering fractions and decimals to
560		-	16 hundredths.
561		-	17 c. Using place value understanding and properties of
562		-	18 operations to perform multi-digit arithmetic with whole
563		-	19 numbers.
564		-	20 d. Illustrating and explaining the product of two
565		-	21 factors using equations, rectangular arrays, and area models.
566		-	22 e. Adding and subtracting fractions and mixed
567		-	23 numbers with like denominators using fraction equivalence and
568		-	24 properties of operations.
569		-	Page 22 SB171
570		-	1 f. Understanding the relationship between addition
571		-	2 and subtraction.
572		-	3 g. Multiplying a whole number and a fraction.
573		-	4 Section 7. (a)(1) Subject to the appropriations of
574		-	5 the Legislature, every public K-5 school with a student
575		-	6 population of less than 800 K-5 students shall be allocated
576		-	7 one mathematics coach and every public K-5 school with a
577		-	8 student population of 800, or more, K-5 students shall be
578		-	9 allocated two mathematics coaches.
579		-	10 (2) If a K-5 school is allocated two mathematics
580		-	11 coaches, the local board of education shall attempt to hire
581		-	12 and employ those mathematics coaches simultaneously to ensure
582		-	13 the effectiveness of the mathematics coaches.
583		-	14 (3) The Director of the Office of Mathematics
584		-	15 Improvement shall determine the scope and pace of scaling
585		-	16 mathematics coaches, with the goal of allocating all
586		-	17 mathematics coaches before the 2027-2028 school year. In
587		-	18 determining the allocation of mathematics coaches, full
588		-	19 support schools and limited support schools shall be given
589		-	20 priority.
590		-	21 (b) A mathematics coach shall be employed by the
591		-	22 local education agency with funds appropriated by the
592		-	23 Legislature to support Sections 1 to 19, inclusive.
593		-	24 Mathematics coaches shall be employed as a 10-month employee.
594		-	25 The extra days beyond the nine-months shall be used to train
595		-	Page 23 SB171
596		-	1 teachers, develop units of instruction and materials to
597		-	2 support instruction, as determined by school data, and receive
598		-	3 professional learning. Mathematics coaches shall meet all of
599		-	4 the following qualifications:
600		-	5 (1) Hold a valid Alabama professional educator
601		-	6 certificate in early childhood education, elementary
602		-	7 education, or special education.
603		-	8 (2) Have a minimum of five years of experience as an
604		-	9 early childhood, elementary, or special education teacher.
605		-	10 (3) Demonstrate expertise, as attested by a current
606		-	11 or former employing county or city superintendent of
607		-	12 education, in mathematics instruction and intervention and
608		-	13 early numeracy interventions, including dyscalculia
609		-	14 interventions.
610		-	15 (4) Hold a master's degree or have completed
611		-	16 professional development recommended by the Elementary
612		-	17 Mathematics Task Force, or both.
613		-	18 (c) The duties and responsibilities of a mathematics
614		-	19 coach employed pursuant to Sections 1 to 19, inclusive, shall
615		-	20 include all the following:
616		-	21 (1) Supporting the improvement of instruction with
617		-	22 an emphasis on Tier 1 instruction to ensure students do not
618		-	23 fall behind.
619		-	24 (2) Collaborating with the school principal and
620		-	25 faculty to establish and implement a strategic plan for
621		-	Page 24 SB171
622		-	1 coaching and mathematics instruction to improve student
623		-	2 achievement in mathematics.
624		-	3 (3) Facilitating schoolwide mathematics professional
625		-	4 learning, including job-embedded assistance using coaching
626		-	5 strategies, including joint preplanning, modeling lessons,
627		-	6 co-teaching lessons, targeted observation to collect data, and
628		-	7 debriefing.
629		-	8 (4) Modeling evidence-based mathematics
630		-	9 instructional and intervention strategies for teachers.
631		-	10 (5) Continuously mentoring and coaching teachers.
632		-	11 (6) Assisting teachers in using data to
633		-	12 differentiate mathematics instruction and to identify students
634		-	13 exhibiting the characteristics of dyscalculia and other
635		-	14 exceptionalities.
636		-	15 (7) Monitoring the progress of K-5 students in
637		-	16 mathematics through benchmark formative assessments at least
638		-	17 three times per year and making recommendations for modifying
639		-	18 instruction based on the individual needs of students and
640		-	19 trends in student data.
641		-	20 (8) Focusing solely as a mathematics coach for
642		-	21 schools with elementary grade students.
643		-	22 (9) Collaborating with teachers and grade-level
644		-	23 teams of teachers to foster the use of appropriate
645		-	24 instructional materials, including concrete materials,
646		-	Page 25 SB171
647		-	1 necessary to ensure that students understand mathematical
648		-	2 concepts.
649		-	3 (10) Collaborating with grade-level teams to develop
650		-	4 rigorous tasks, lessons, and assessments aligned with
651		-	5 grade-level mathematics content standards; to facilitate the
652		-	6 analysis of student work samples and assessment data; and to
653		-	7 work in partnership with teachers to provide real-time
654		-	8 feedback and make next-step instructional decisions based on
655		-	9 the student evidence.
656		-	10 (11) Assisting teachers in using formative
657		-	11 assessments and analyzing student work to identify students
658		-	12 with misconceptions, students exhibiting characteristics of
659		-	13 dyscalculia, and students needing acceleration.
660		-	14 (12) Assisting teachers in administering early
661		-	15 numeracy screeners or diagnostic assessments, or both, in
662		-	16 grades K-2. The assistance of a mathematics coach may not
663		-	17 exceed two hours per week.
664		-	18 (13) Assisting teachers with administering
665		-	19 fractional reasoning screeners or diagnostic assessments, or
666		-	20 both, for students in grades four and five, subject to
667		-	21 legislative appropriation. The assistance of a mathematics
668		-	22 coach may not exceed two hours per week.
669		-	23 (14) Advocating, planning, and coordinating
670		-	24 opportunities, in conjunction with the principal, for
671		-	25 school-based family and community engagement in mathematics.
672		-	Page 26 SB171
673		-	1 (15) Actively and cooperatively participating in any
674		-	2 Office of Mathematics Improvement regional coordinator and
675		-	3 AMSTI regional mathematics specialist visits and professional
676		-	4 learning to meet agreed upon personal outcomes and all school,
677		-	5 district, and state established mathematics goals.
678		-	6 (16) Engaging in ongoing learning opportunities to
679		-	7 grow in knowledge, skills, and expertise in mathematics.
680		-	8 (17) Facilitating the use of assessment data in all
681		-	9 tiers of mathematics instruction to assist in making decisions
682		-	10 that will move students to higher levels of performance in
683		-	11 mathematics.
684		-	12 (18) Planning or facilitating, or both, professional
685		-	13 learning opportunities that will assist teachers in targeting
686		-	14 student deficits; facilitate professional conversations;
687		-	15 foster student engagement; assess student learning; reflect on
688		-	16 professional practice; and identify next learning steps to
689		-	17 achieve state, district, and school goals in mathematics.
690		-	18 (19) Recording job duties and time spent with
691		-	19 teachers on a state-specified electronic platform.
692		-	20 (20) Supporting teachers in the authentic
693		-	21 integration of computer science and computational thinking
694		-	22 concepts within the mathematics classroom.
695		-	23 (d) A mathematics coach shall prioritize coaching in
696		-	24 mathematics and may not perform administrative duties, serve
697		-	25 in administrative roles, serve as a substitute teacher, serve
698		-	Page 27 SB171
699		-	1 as a testing coordinator, serve as an interventionist, or
700		-	2 perform other school duties not focused on coaching or the
701		-	3 mathematics improvement of students during the instructional
702		-	4 day.
703		-	5 (e) The State Superintendent of Education and each
704		-	6 local superintendent of education shall execute a memorandum
705		-	7 of understanding that includes a certification by the local
706		-	8 superintendent of education that each mathematics coach
707		-	9 employed satisfies the minimum qualifications established by
708		-	10 this section.
709		-	11 (f) The State Superintendent of Education, in
710		-	12 partnership with the Elementary Mathematics Task Force and the
711		-	13 Office of Mathematics Improvement, shall develop an
712		-	14 evidenced-based accountability system for measuring the
713		-	15 effectiveness of mathematics coaches employed pursuant to
714		-	16 Sections 1 to 19, inclusive, for improving teacher
715		-	17 professional learning and for increasing student growth and
716		-	18 proficiency on formative assessments recommended by the
717		-	19 Elementary Mathematics Task Force and the state approved
718		-	20 summative assessment.
719		-	21 (g) The State Superintendent of Education
720		-	22 shall submit a report to the Governor, the Lieutenant
721		-	23 Governor, the State Board of Education, the Speaker of the
722		-	24 House of Representatives, the President Pro Tempore of the
723		-	25 Senate, the Chair of the House Ways and Means Education
724		-	Page 28 SB171
725		-	1 Committee, the Chair of the Senate Finance and Taxation
726		-	2 Education Committee, the Chair of the House Education Policy
727		-	3 Committee, the Chair of the Senate Education Policy Committee,
728		-	4 the Minority Leader of the House of Representatives, and the
729		-	5 Minority Leader of the Senate, and shall conspicuously publish
730		-	6 the summary on the website of the department, no later than
731		-	7 December 31, annually, on the status of teacher professional
732		-	8 learning and student growth and proficiency based on formative
733		-	9 assessments recommended by the Elementary Mathematics Task
734		-	10 Force and the state approved summative assessment.
735		-	11 Section 8. (a) Beginning August 1, 2022, to
736		-	12 facilitate improvement in mathematics achievement in public
737		-	13 elementary schools, the department, through the Office of
738		-	14 Mathematics Improvement, shall annually identify full support
739		-	15 and limited support schools based on student proficiency at
740		-	16 levels 3 and 4 on the state approved summative assessment.
741		-	17 (b) Initially, full support schools shall consist of
742		-	18 the lowest five percent performing public elementary K-5
743		-	19 schools, as measured by student mathematics proficiency on the
744		-	20 state approved summative assessment, and any K-2 school that
745		-	21 is in the feeder pattern of a grades 3-5 full support school.
746		-	22 Thereafter, the number of full support schools shall be
747		-	23 increased by an additional one percent every two years until
748		-	24 the lowest 10 percent performing public elementary schools are
749		-	25 included. Beginning August 1, 2023, the department, through
750		-	Page 29 SB171
751		-	1 the Office of Mathematics Improvement, shall require full
752		-	2 support schools to do all of the following:
753		-	3 (1) Require all leadership and staff to actively and
754		-	4 collaboratively participate in any support provided by the
755		-	5 Office of Mathematics Improvement or the Office of School
756		-	6 Improvement.
757		-	7 (2) Require principals and assistant principals to
758		-	8 engage in and implement professional learning as determined by
759		-	9 the Office of Mathematics Improvement and the Office of School
760		-	10 Improvement.
761		-	11 (3) Use approved comprehensive mathematics curricula
762		-	12 for core instruction as recommended by the Elementary
763		-	13 Mathematics Task Force.
764		-	14 (4) Use approved mathematics intervention programs
765		-	15 or curricula, or both, for Tier 2 and Tier 3 interventions as
766		-	16 recommended by the Elementary Mathematics Task Force.
767		-	17 (5) Require all teachers involved in mathematics
768		-	18 instruction to engage in and implement professional learning
769		-	19 as determined by the Office of Mathematics Improvement and the
770		-	20 Office of School Improvement.
771		-	21 (6) Use approved formative assessments, screening
772		-	22 assessments, and diagnostic assessments as recommended by the
773		-	23 Elementary Mathematics Task Force.
774		-	24 (7) Implement a multi-tiered system of support,
775		-	25 including response to intervention, to monitor the progress of
776		-	Page 30 SB171
777		-	1 struggling students, continually evaluate the effectiveness of
778		-	2 instruction, and improve instructional decisions.
779		-	3 (8) Support and respond to any request of the Office
780		-	4 of Mathematics Improvement or the Office of School
781		-	5 Improvement.
782		-	6 (c) Initially, limited support schools shall consist
783		-	7 of the lowest six to 25 percent performing public elementary
784		-	8 schools as measured by student mathematics proficiency on the
785		-	9 state approved summative assessment. Thereafter, the number of
786		-	10 limited support schools shall be decreased by an additional
787		-	11 one percent every two years until the lowest 11 to 25 percent
788		-	12 performing public elementary schools are included. Beginning
789		-	13 August 1, 2023, the department, through the Office of
790		-	14 Mathematics Improvement, shall require limited support schools
791		-	15 to do all of the following:
792		-	16 (1) Use approved comprehensive mathematics curricula
793		-	17 for core instruction as recommended by the Elementary
794		-	18 Mathematics Task Force.
795		-	19 (2) Use approved mathematics intervention programs
796		-	20 or curricula, or both, for Tier 2 and Tier 3 interventions as
797		-	21 recommended by the Elementary Mathematics Task Force.
798		-	22 (3) Require all teachers involved in mathematics
799		-	23 instruction to engage in and implement professional learning
800		-	24 as determined by the Office of Mathematics Improvement and the
801		-	25 Office of School Improvement.
802		-	Page 31 SB171
803		-	1 (4) Use approved formative assessments, screening
804		-	2 assessments, and diagnostic assessments as recommended by the
805		-	3 Elementary Mathematics Task Force.
806		-	4 (5) Implement a multi-tiered system of support,
807		-	5 including response to intervention, to monitor the progress of
808		-	6 struggling students, continually evaluate the effectiveness of
809		-	7 instruction, and improve instructional decisions.
810		-	8 (6) Support and respond to any request of the Office
811		-	9 of Mathematics Improvement.
812		-	10 (d) Beginning in the 2023-2024 school year, annually
813		-	11 on or before September 30, each local education agency shall
814		-	12 report in writing to the department all of the following
815		-	13 information relating to the previous school year:
816		-	14 (1) By grade, the number and percentage of all K-5
817		-	15 students identified with a mathematics deficiency on an
818		-	16 Elementary Mathematics Task Force recommended mathematics
819		-	17 assessment.
820		-	18 (2) By grade, the number and percentage of students
821		-	19 screened for dyscalculia characteristics, the number and
822		-	20 percentage of students identified as demonstrating the
823		-	21 characteristics of dyscalculia and receiving dyscalculia
824		-	22 specific intervention, and the name of the dyscalculia
825		-	23 specific intervention being provided.
826		-	24 (3) By grade, the number and percentage of all K-5
827		-	25 students performing on grade level or above grade level; which
828		-	Page 32 SB171
829		-	1 is defined as scoring level 3 or level 4 on the Alabama
	512	+	24 d. Understanding the meanings of multiplication and
	513	+	25 division of whole numbers involving equal-sized groups,
	514	+	26 arrays, and measurement quantities.
	515	+	Page 19 1 e. Solving one-step and two-step word problems
	516	+	2 involving addition and subtraction within 1,000 using a
	517	+	3 variety of strategies and algorithms based on place value.
	518	+	4 f. Generating and solving problem situations for a
	519	+	5 given mathematical number sentence involving addition and
	520	+	6 subtraction of whole numbers using a variety of strategies and
	521	+	7 algorithms based on place value.
	522	+	8 (4) Incoming fifth grade level shall include all of
	523	+	9 the following:
	524	+	10 a. Comparing and ordering whole numbers up to
	525	+	11 1,000,000.
	526	+	12 b. Comparing and ordering fractions and decimals to
	527	+	13 hundredths.
	528	+	14 c. Using place value understanding and properties of
	529	+	15 operations to perform multi-digit arithmetic with whole
	530	+	16 numbers.
	531	+	17 d. Illustrating and explaining the product of two
	532	+	18 factors using equations, rectangular arrays, and area models.
	533	+	19 e. Adding and subtracting fractions and mixed
	534	+	20 numbers with like denominators using fraction equivalence and
	535	+	21 properties of operations.
	536	+	22 f. Understanding the relationship between addition
	537	+	23 and subtraction.
	538	+	24 g. Multiplying a whole number and a fraction.
	539	+	25 Section 7. (a) Subject to the appropriations of the
	540	+	26 Legislature, each K-5 school shall be assigned one mathematics
	541	+	27 coach for every 500 students. If a school earns two or more
	542	+	Page 20 1 mathematics coaches, those coaches shall be hired and employed
	543	+	2 simultaneously to ensure the effectiveness of the coaches. The
	544	+	3 Director of the Office of Mathematics Improvement shall
	545	+	4 determine the scope and pace of scaling mathematics coaches
	546	+	5 with the goal of placing one mathematics coach for every 500
	547	+	6 students before the 2027-2028 school year.
	548	+	7 (b) A mathematics coach shall be employed by the
	549	+	8 local education agency with funds appropriated by the
	550	+	9 Legislature to support Sections 1 to 17, inclusive.
	551	+	10 Mathematics coaches shall be employed pursuant to 200-day
	552	+	11 contracts. The extra days beyond the nine-month contract shall
	553	+	12 be used to train teachers, develop units of instruction and
	554	+	13 materials to support instruction, as determined by school
	555	+	14 data, and receive professional learning. Mathematics coaches
	556	+	15 shall meet all of the following qualifications:
	557	+	16 (1) Hold a valid Alabama professional educator
	558	+	17 certificate in early childhood education, elementary
	559	+	18 education, or special education.
	560	+	19 (2) Have a minimum of five years of experience as an
	561	+	20 early childhood, elementary, or special education teacher.
	562	+	21 (3) Demonstrate expertise, as attested by a current
	563	+	22 or former employing county or city superintendent of
	564	+	23 education, in mathematics instruction and intervention and
	565	+	24 early numeracy interventions, including dyscalculia
	566	+	25 interventions.
	567	+	Page 21 1 (4) Hold a master's degree or have completed
	568	+	2 professional development recommended by the Elementary
	569	+	3 Mathematics Task Force, or both.
	570	+	4 (c) The duties and responsibilities of a mathematics
	571	+	5 coach employed pursuant to Sections 1 to 17, inclusive, shall
	572	+	6 include all the following:
	573	+	7 (1) Supporting the improvement of instruction with
	574	+	8 an emphasis on Tier 1 instruction to ensure students do not
	575	+	9 fall behind.
	576	+	10 (2) Collaborating with the school principal and
	577	+	11 faculty to establish and implement a strategic plan for
	578	+	12 coaching and mathematics instruction to improve student
	579	+	13 achievement in mathematics.
	580	+	14 (3) Facilitating schoolwide mathematics professional
	581	+	15 learning, including job-embedded assistance using coaching
	582	+	16 strategies, including joint preplanning, modeling lessons,
	583	+	17 co-teaching teaching lessons, targeted observation to collect
	584	+	18 data, and debriefing.
	585	+	19 (4) Modeling evidence-based mathematics
	586	+	20 instructional and intervention strategies for teachers.
	587	+	21 (5) Continuously mentoring and coaching teachers.
	588	+	22 (6) Assisting teachers in using data to
	589	+	23 differentiate mathematics instruction and to identify students
	590	+	24 exhibiting the characteristics of dyscalculia and other
	591	+	25 exceptionalities.
	592	+	26 (7) Monitoring the progress of K-5 students in
	593	+	27 mathematics through benchmark assessments at least three times
	594	+	Page 22 1 per year and making recommendations for modifying instruction
	595	+	2 based on the individual needs of students and trends in
	596	+	3 student data.
	597	+	4 (8) Focusing solely as a mathematics coach for
	598	+	5 schools with elementary grade students.
	599	+	6 (9) Collaborating with teachers and grade-level
	600	+	7 teams of teachers to foster the use of appropriate
	601	+	8 instructional materials, including concrete materials,
	602	+	9 necessary to ensure that students understand mathematical
	603	+	10 concepts.
	604	+	11 (10) Collaborating with grade level teams to develop
	605	+	12 rigorous tasks, lessons, and assessments aligned with grade
	606	+	13 level mathematics content standards; to facilitate the
	607	+	14 analysis of student work samples and assessment data; and to
	608	+	15 work in partnership with teachers to provide real-time
	609	+	16 feedback and make next-step instructional decisions based on
	610	+	17 the student evidence.
	611	+	18 (11) Assisting teachers in using formative
	612	+	19 assessments and analyzing student work to identify students
	613	+	20 with misconceptions, students exhibiting characteristics of
	614	+	21 dyscalculia, and students needing acceleration.
	615	+	22 (12) Assisting teachers in administering early
	616	+	23 numeracy screeners or diagnostic assessments, or both, in
	617	+	24 grades K-2. The assistance of a mathematics coach may not
	618	+	25 exceed two hours per week.
	619	+	26 (13) Assisting teachers with administering
	620	+	27 fractional reasoning screeners or diagnostic assessments, or
	621	+	Page 23 1 both, for students in grades four and five, subject to
	622	+	2 legislative appropriation. The assistance of a mathematics
	623	+	3 coach may not exceed two hours per week.
	624	+	4 (14) Advocating, planning, and coordinating
	625	+	5 opportunities, in conjunction with the principal, for
	626	+	6 school-based family and community engagement in mathematics.
	627	+	7 (15) Actively and cooperatively participating in any
	628	+	8 Office of Mathematics Improvement regional coordinator and
	629	+	9 AMSTI regional mathematics specialist visits and professional
	630	+	10 learning to meet agreed upon personal outcomes and all school,
	631	+	11 district, and state established mathematics goals.
	632	+	12 (16) Engaging in ongoing learning opportunities to
	633	+	13 grow in knowledge, skills, and expertise in mathematics.
	634	+	14 (17) Facilitating the use of assessment data in all
	635	+	15 tiers of mathematics instruction to assist in making decisions
	636	+	16 that will move students to higher levels of performance in
	637	+	17 mathematics.
	638	+	18 (18) Planning or facilitating, or both, professional
	639	+	19 learning opportunities that will assist teachers in targeting
	640	+	20 student deficits; facilitate professional conversations;
	641	+	21 foster student engagement; assess student learning; reflect on
	642	+	22 professional practice; and identify next learning steps to
	643	+	23 achieve state, district, and school goals in mathematics.
	644	+	24 (19) Recording job duties and time spent with
	645	+	25 teachers on a state-specified electronic platform.
	646	+	Page 24 1 (20) Supporting teachers in the authentic
	647	+	2 integration of computer science and computational thinking
	648	+	3 concepts within the mathematics classroom.
	649	+	4 (d) A mathematics coach shall prioritize coaching in
	650	+	5 mathematics and may not perform administrative duties, serve
	651	+	6 in administrative roles, serve as a substitute teacher, serve
	652	+	7 as a testing coordinator, serve as an interventionist, or
	653	+	8 perform other school duties not focused on coaching or the
	654	+	9 mathematics improvement of students.
	655	+	10 (e) The State Superintendent of Education and each
	656	+	11 local superintendent of education shall execute a memorandum
	657	+	12 of understanding that includes a certification by the local
	658	+	13 superintendent of education that each mathematics coach
	659	+	14 employed satisfies the minimum qualifications established by
	660	+	15 this section.
	661	+	16 (f) The State Superintendent of Education, in
	662	+	17 partnership with the Elementary Mathematics Task Force and the
	663	+	18 Office of Mathematics Improvement, shall develop an
	664	+	19 evidenced-based accountability system for measuring the
	665	+	20 effectiveness of mathematics coaches employed pursuant to
	666	+	21 Sections 1 to 17, inclusive, for improving teacher
	667	+	22 professional learning and for increasing student growth and
	668	+	23 proficiency on formative assessments recommended by the
	669	+	24 Elementary Mathematics Task Force and the state approved
	670	+	25 summative assessment.
	671	+	26 (g) The State Superintendent of Education
	672	+	27 shall submit a report to the Governor, the Lieutenant
	673	+	Page 25 1 Governor, the State Board of Education, the Speaker of the
	674	+	2 House of Representatives, the President Pro Tempore of the
	675	+	3 Senate, the Chair of the House Ways and Means Education
	676	+	4 Committee, the Chair of the Senate Finance and Taxation
	677	+	5 Education Committee, the Chair of the House Education Policy
	678	+	6 Committee, and the Chair of the Senate Education Policy
	679	+	7 Committee, no later than December 31, annually, on the status
	680	+	8 of teacher professional learning and student growth and
	681	+	9 proficiency based on formative assessments recommended by the
	682	+	10 Elementary Mathematics Task Force and the state approved
	683	+	11 summative assessment.
	684	+	12 Section 8. (a) Beginning August 1, 2022, to
	685	+	13 facilitate improvement in mathematics achievement in public
	686	+	14 elementary schools, the department, through the Office of
	687	+	15 Mathematics Improvement, shall identify full support and
	688	+	16 limited support schools based on student proficiency at levels
	689	+	17 3 and 4 on the state approved summative assessment.
	690	+	18 (b) Initially, full support schools shall consist of
	691	+	19 the lowest five percent performing public elementary schools
	692	+	20 as measured by student mathematics proficiency on the state
	693	+	21 approved summative assessment. Thereafter, the number of full
	694	+	22 support schools shall be increased by an additional one
	695	+	23 percent every two years until the lowest 10 percent performing
	696	+	24 public elementary schools are included. Beginning August 1,
	697	+	25 2023, the department, through the Office of Mathematics
	698	+	26 Improvement, shall require full support schools to do all of
	699	+	27 the following:
	700	+	Page 26 1 (1) Require all leadership and staff to actively and
	701	+	2 collaboratively participate in any support provided by the
	702	+	3 Office of Mathematics Improvement or the Office of School
	703	+	4 Improvement.
	704	+	5 (2) Require principals and assistant principals to
	705	+	6 engage in and implement professional learning as determined by
	706	+	7 the Office of Mathematics Improvement and the Office of School
	707	+	8 Improvement.
	708	+	9 (3) Use approved comprehensive mathematics curricula
	709	+	10 for core instruction as recommended by the Elementary
	710	+	11 Mathematics Task Force.
	711	+	12 (4) Use approved mathematics intervention programs
	712	+	13 or curricula, or both, for Tier 2 and Tier 3 interventions as
	713	+	14 recommended by the Elementary Mathematics Task Force.
	714	+	15 (5) Require all teachers involved in mathematics
	715	+	16 instruction to engage in and implement professional learning
	716	+	17 as determined by the Office of Mathematics Improvement and the
	717	+	18 Office of School Improvement.
	718	+	19 (6) Use approved formative assessments, screening
	719	+	20 assessments, and diagnostic assessments as recommended by the
	720	+	21 Elementary Mathematics Task Force.
	721	+	22 (7) Implement a multi-tiered system of support,
	722	+	23 including response to intervention, to monitor the progress of
	723	+	24 struggling students, continually evaluate the effectiveness of
	724	+	25 instruction, and improve instructional decisions.
	725	+	Page 27 1 (8) Support and respond to any request of the Office
	726	+	2 of Mathematics Improvement or the Office of School
	727	+	3 Improvement.
	728	+	4 (c) Initially, limited support schools shall consist
	729	+	5 of the lowest six to 25 percent performing public elementary
	730	+	6 schools as measured by student mathematics proficiency on the
	731	+	7 state approved summative assessment. Thereafter, the number of
	732	+	8 limited support schools shall be decreased by an additional
	733	+	9 one percent every two years until the lowest 11 to 25 percent
	734	+	10 performing public elementary schools are included. Beginning
	735	+	11 August 1, 2023, the department, through the Office of
	736	+	12 Mathematics Improvement, shall require limited support schools
	737	+	13 to do all of the following:
	738	+	14 (1) Use approved comprehensive mathematics curricula
	739	+	15 for core instruction as recommended by the Elementary
	740	+	16 Mathematics Task Force.
	741	+	17 (2) Use approved mathematics intervention programs
	742	+	18 or curricula, or both, for Tier 2 and Tier 3 interventions as
	743	+	19 recommended by the Elementary Mathematics Task Force.
	744	+	20 (3) Require all teachers involved in mathematics
	745	+	21 instruction to engage in and implement professional learning
	746	+	22 as determined by the Office of Mathematics Improvement and the
	747	+	23 Office of School Improvement.
	748	+	24 (4) Use approved formative assessments, screening
	749	+	25 assessments, and diagnostic assessments as recommended by the
	750	+	26 Elementary Mathematics Task Force.
	751	+	Page 28 1 (5) Implement a multi-tiered system of support,
	752	+	2 including response to intervention, to monitor the progress of
	753	+	3 struggling students, continually evaluate the effectiveness of
	754	+	4 instruction, and improve instructional decisions.
	755	+	5 (6) Support and respond to any request of the Office
	756	+	6 of Mathematics Improvement.
	757	+	7 (d) Beginning in the 2022-2023 school year, annually
	758	+	8 on or before September 30, each local education agency shall
	759	+	9 report in writing to the department all of the following
	760	+	10 information relating to the previous school year:
	761	+	11 (1) By grade, the number and percentage of all K-5
	762	+	12 students identified with a mathematics deficiency on an
	763	+	13 Elementary Mathematics Task Force recommended mathematics
	764	+	14 assessment.
	765	+	15 (2) By grade, the number and percentage of students
	766	+	16 screened for dyscalculia characteristics, the number and
	767	+	17 percentage of students identified as demonstrating the
	768	+	18 characteristics of dyscalculia and receiving dyscalculia
	769	+	19 specific intervention, and the name of the dyscalculia
	770	+	20 specific intervention being provided.
	771	+	21 (3) By grade, the number and percentage of all K-5
	772	+	22 students performing on grade level or above grade level; which
	773	+	23 is defined as scoring level 3 or level 4 on the Alabama
	774	+	24 Comprehensive Assessment Program, or any derivation thereof.
	775	+	25 (4) The number and percentage of students starting
	776	+	26 fifth grade with a mathematics score below grade level; which
	777	+	Page 29 1 is defined as scoring level 1 or level 2 on the Alabama
830	778		2 Comprehensive Assessment Program, or any derivation thereof.
831		-	3 (4) The number and percentage of students starting
832		-	4 fifth grade with a mathematics score below grade level; which
833		-	5 is defined as scoring level 1 or level 2 on the Alabama
834		-	6 Comprehensive Assessment Program, or any derivation thereof.
835		-	7 (5) The number and percentage of fifth grade
836		-	8 students who started third grade with a mathematics deficiency
837		-	9 and completed fifth grade on grade level; which is defined as
838		-	10 scoring level 3 or level 4 on the Alabama Comprehensive
839		-	11 Assessment Program, or any derivation thereof.
840		-	12 (6) By grade, the number and percentage of eligible
841		-	13 students in grades four and five who attended the Alabama
842		-	14 Summer Mathematics Achievement Program in full support
843		-	15 schools, that included intensive mathematics instruction.
844		-	16 (7) By grade, the number and percentage of all
845		-	17 students retained in grades K-5 based on mathematics
846		-	18 deficiencies.
847		-	19 (8) By school, the number of teachers who have
848		-	20 earned the K-5 mathematics coach endorsement.
849		-	21 (9) By school, the number and percentage of incoming
850		-	22 students in grades one and two identified as having a
	779	+	3 (5) The number and percentage of fifth grade
	780	+	4 students who started third grade with a mathematics deficiency
	781	+	5 and completed fifth grade on grade level; which is defined as
	782	+	6 scoring level 3 or level 4 on the Alabama Comprehensive
	783	+	7 Assessment Program, or any derivation thereof.
	784	+	8 (6) By grade, the number and percentage of eligible
	785	+	9 students in grades four and five who attended the Alabama
	786	+	10 Summer Mathematics Achievement Program, that included
	787	+	11 intensive mathematics instruction.
	788	+	12 (7) By grade, the number and percentage of all
	789	+	13 students retained in grades K-5 based on mathematics
	790	+	14 deficiencies.
	791	+	15 (8) By school, the number of teachers who have
	792	+	16 earned the K-5 mathematics coach endorsement.
	793	+	17 (9) By school, the number and percentage of incoming
	794	+	18 students in grades one and two identified as having a
	795	+	19 mathematics deficiency.
	796	+	20 (10) By school, the number and percentage of
	797	+	21 incoming students in grades four and five identified as having
	798	+	22 a fractional reasoning deficiency.
	799	+	23 (e) The State Superintendent of Education shall
	800	+	24 establish a uniform format for local education agencies to use
	801	+	25 in reporting the information required by subsection (d). The
	802	+	26 format shall be developed with input from local boards of
	803	+	27 education and the Elementary Mathematics Task Force and shall
	804	+	Page 30 1 be provided to each local superintendent of education not
	805	+	2 later than 90 days before the annual due date, as established
	806	+	3 by the State Superintendent of Education. On or before
	807	+	4 November 1, annually, the State Superintendent of Education
	808	+	5 shall compile the information received from the local
	809	+	6 education agencies into a state level summary and submit the
	810	+	7 summary to the Governor, the Lieutenant Governor, the State
	811	+	8 Board of Education, the President Pro Tempore of the Senate,
	812	+	9 the Speaker of the House of Representatives, and the Director
	813	+	10 of the Office of Mathematics Improvement, and shall
	814	+	11 conspicuously publish the summary on the website of the
	815	+	12 department.
	816	+	13 (f) The State Superintendent of Education shall also
	817	+	14 report mathematics growth and proficiency targets for all
	818	+	15 students and all subgroups, as based on the state Every
	819	+	16 Student Succeeds Act plan, or its successor, to the State
	820	+	17 Board of Education, the Elementary Mathematics Task Force, and
	821	+	18 the Director of the Office of Mathematics Improvement by
	822	+	19 January 15, annually.
	823	+	20 Section 9. (a) Each local education agency shall
	824	+	21 provide the Alabama Mathematics Summer Achievement Program to
	825	+	22 all students in grades four and five identified with a
851	826		23 mathematics deficiency.
852		-	Page 33 SB171
853		-	1 (10) By school, the number and percentage of
854		-	2 incoming students in grades four and five identified as having
855		-	3 a fractional reasoning deficiency.
856		-	4 (e) The State Superintendent of Education shall
857		-	5 establish a uniform format for local education agencies to use
858		-	6 in reporting the information required by subsection (d). The
859		-	7 format shall be developed with input from local boards of
860		-	8 education and the Elementary Mathematics Task Force and shall
861		-	9 be provided to each local superintendent of education not
862		-	10 later than 90 days before the annual due date, as established
863		-	11 by the State Superintendent of Education. On or before
864		-	12 November 1, annually, the State Superintendent of Education
865		-	13 shall compile the information received from the local
866		-	14 education agencies into a state level summary and submit the
867		-	15 summary to the Governor, the Lieutenant Governor, the State
868		-	16 Board of Education, the President Pro Tempore of the Senate,
869		-	17 the Speaker of the House of Representatives, and the Director
870		-	18 of the Office of Mathematics Improvement, and shall
871		-	19 conspicuously publish the summary on the website of the
872		-	20 department.
873		-	21 (f) The State Superintendent of Education shall also
874		-	22 report mathematics growth and proficiency targets for all
875		-	23 students and all subgroups, as based on the state Every
876		-	24 Student Succeeds Act plan, or its successor, to the State
877		-	25 Board of Education, the Elementary Mathematics Task Force, and
878		-	Page 34 SB171
879		-	1 the Director of the Office of Mathematics Improvement by
880		-	2 January 15, annually.
881		-	3 Section 9. (a) Commencing with the summer after the
882		-	4 2022-2023 school year, each full support school shall provide
883		-	5 the Alabama Mathematics Summer Achievement Program to all
884		-	6 students in grades four and five identified with a mathematics
885		-	7 deficiency.
886		-	8 (b) The Alabama Mathematics Summer Achievement
887		-	9 Program for grades four and five shall satisfy all of the
888		-	10 following:
889		-	11 (1) Be staffed with highly effective teachers of
890		-	12 mathematics as demonstrated by student mathematics performance
891		-	13 data, completion of professional learning as determined by the
892		-	14 Elementary Mathematics Task Force, and teacher performance
893		-	15 evaluations.
894		-	16 (2) Include not less than 40 hours, nor more than 70
895		-	17 hours of time spent in mathematics problem solving, based on
896		-	18 the severity of student need.
897		-	19 (3) Incorporate an Elementary Mathematics Task Force
898		-	20 recommended mathematics assessment system, that shall be
899		-	21 administered both at the beginning and end of each Alabama
900		-	22 Summer Mathematics Achievement Program, to measure student
901		-	23 progress.
902		-	24 (4) Coordinate with existing summer programs
903		-	25 conducted by the local education agency or in partnership with
904		-	Page 35 SB171
905		-	1 community-based summer programs for students similarly
906		-	2 situated.
907		-	3 (c) Any public school that provides an Alabama
908		-	4 Summer Achievement Program for students in grades K-3, as
909		-	5 required by the Alabama Literacy Act, Chapter 6G of Title 16,
910		-	6 Code of Alabama 1975, shall include a portion of mathematics
911		-	7 instruction during the program based on student need.
912		-	8 (d) Each local education agency shall provide a
913		-	9 summer math camp for students in grades K-5 who are identified
914		-	10 with a mathematics deficiency. For students in grade K-3, the
915		-	11 summer mathematics camp shall be embedded in the summer
916		-	12 reading camp, as required by the Alabama Literacy Act, Chapter
917		-	13 6G of Title 16, Code of Alabama 1975. For grades 4 and 5, the
918		-	14 summer mathematics camp shall include from 40 to 70 hours of
919		-	15 time spent in mathematics problem solving, based on the
920		-	16 severity of student need.
921		-	17 Section 10. Beginning August 1, 2022, the State
922		-	18 Superintendent of Education shall provide training to full
923		-	19 support and limited support schools relating to the Alabama
924		-	20 Multi-Tiered System of Support framework. The framework shall
925		-	21 outline the evidence-based best practices of multi-tiered
926		-	22 systems of support, which include response to intervention.
927		-	23 Section 11. The department, through the Office of
928		-	24 School Improvement, shall do all of the following:
929		-	Page 36 SB171
930		-	1 (1) Add educators experienced in the implementation
	827	+	24 (b) The Alabama Mathematics Summer Achievement
	828	+	25 Program for grades four and five shall satisfy all of the
	829	+	26 following:
	830	+	Page 31 1 (1) Be staffed with highly effective teachers of
	831	+	2 mathematics as demonstrated by student mathematics performance
	832	+	3 data, completion of professional learning as determined by the
	833	+	4 Elementary Mathematics Task Force, and teacher performance
	834	+	5 evaluations.
	835	+	6 (2) Include not less than 40 hours, nor more than 70
	836	+	7 hours of time spent in mathematics problem solving, based on
	837	+	8 the severity of student need.
	838	+	9 (3) Incorporate an Elementary Mathematics Task Force
	839	+	10 recommended mathematics assessment system, that shall be
	840	+	11 administered both at the beginning and end of each Alabama
	841	+	12 Summer Mathematics Achievement Program, to measure student
	842	+	13 progress.
	843	+	14 (4) Coordinate with existing summer programs
	844	+	15 conducted by the local education agency or in partnership with
	845	+	16 community-based summer programs for students similarly
	846	+	17 situated.
	847	+	18 Section 10. Beginning January 1, 2023, the State
	848	+	19 Superintendent of Education shall convene a working group,
	849	+	20 including regional or national experts, or both, to create the
	850	+	21 Alabama Multi-Tiered System of Support framework. This
	851	+	22 framework shall outline the evidence-based best practices of
	852	+	23 multi-tiered systems of support, which include response to
	853	+	24 intervention.
	854	+	25 Section 11. The department, through the Office of
	855	+	26 School Improvement, shall do all of the following:
	856	+	Page 32 1 (1) Add educators experienced in the implementation
931	857		2 of teaching elementary mathematics through problem solving to
932	858		3 the Office of School Improvement.
933	859		4 (2) Add highly qualified staff with experience in
934	860		5 elementary school turnaround and improvement, as needed by
935	861		6 region, to the Office of School Improvement.
936	862		7 (3) Participate in professional learning relating to
937	863		8 reliable forms of evidence of teachers implementing
938	864		9 evidence-based mathematics teaching practices.
939	865		10 (4) Ensure that all Office of School Improvement
940	866		11 staff are trained and prepared to train local education agency
941	867		12 leaders, school leaders, and educators in implementing a high
942	868		13 quality multi-tiered system of support, including response to
943	869		14 intervention.
944		-	15 Section 12. (a) Beginning ~~January~~ 1, ~~2024~~, the
	870	+	15 Section 12. (a) Beginning August 1, 2025, the
945	871		16 department, through the Office of School Improvement, the
946		-	17 Office of Mathematics Improvement, any other sections within
947		-	18 the department, and regional and national experts in school
948		-	19 turnaround, shall develop a State Academic Intervention
949		-	20 framework, which shall define a coherent, sustained,
950		-	21 evidence-based system of intensive school turnaround
951		-	22 assistance and support with the goal of improving student
952		-	23 achievement in schools persistently in full support status in
953		-	24 mathematics, reading, or both. This shall include clear
954		-	25 metrics for entering and exiting state academic intervention.
955		-	Page 37 SB171
956		-	1 The Elementary Math Task Force and Literacy Task Force shall
957		-	2 review and provide feedback on the proposed State Academic
958		-	3 Intervention framework. The State Board of Education shall
959		-	4 grant the final approval.
960		-	5 (b) Beginning August 1, 2026, any full support
961		-	6 school, as defined in this act or the Alabama Literacy Act,
962		-	7 that has not attained specified levels of academic progress in
963		-	8 mathematics, reading, or both, as established in the State
964		-	9 Academic Intervention framework, shall enter into state
965		-	10 academic intervention.
966		-	11 (c) A full support school shall have three years of
967		-	12 support before qualifying for state academic intervention.
968		-	13 (d) The Director of the Office of Mathematics
969		-	14 Improvement and the Office of School Improvement shall develop
970		-	15 a policy of state academic intervention for any school
971		-	16 identified, for a minimum of three non-consecutive years, as a
972		-	17 full support school for mathematics, reading, or both.
973		-	18 (e) The department, through the Office of School
974		-	19 Improvement, the Office of Mathematics Improvement, and any
975		-	20 other sections within the department shall work in
976		-	21 coordination with each local education agency to identify a
977		-	22 school improvement team for each full support school that
978		-	23 qualifies for state academic intervention, as provided in
979		-	24 subsection (b).
980		-	Page 38 SB171
981		-	1 (f) The department, through the Office of School
	872	+	17 Office of Mathematics Improvement, and any other sections
	873	+	18 within the department, shall establish a coherent, sustained,
	874	+	19 evidence-based system of assistance and support for schools
	875	+	20 not showing specified levels of academic progress in
	876	+	21 mathematics, reading, or both.
	877	+	22 (b) Any full support school, as defined in this act
	878	+	23 or the Alabama Literacy Act, that has not attained specified
	879	+	24 levels of academic progress in mathematics, reading, or both,
	880	+	25 as determined by the Office of School Improvement, shall
	881	+	26 qualify for state academic intervention.
	882	+	Page 33 1 (c) The department, through the Office of School
982	883		2 Improvement, the Office of Mathematics Improvement, and any
983		-	3 other sections within the department shall clearly define the
984		-	4 powers and duties of each school improvement team.
985		-	5 (g) A school improvement team shall do all of the
986		-	6 following:
987		-	7 (1) Conduct a comprehensive on-site evaluation to
988		-	8 determine any causes for low student performance and lack of
989		-	9 progress of the school. The evaluation shall include, but not
990		-	10 be limited to, consultations with the local superintendent of
991		-	11 education, the local board of education, the school principal,
992		-	12 parents, other school personnel, and any other individual who
993		-	13 possesses pertinent information and knowledge about the
994		-	14 school.
995		-	15 (2) Assist in the development of an intensive school
996		-	16 turnaround plan focused on student achievement, which may
997		-	17 include areas beyond mathematics or reading, to facilitate the
998		-	18 imperative of overall school improvement. An intensive school
999		-	19 turnaround plan shall include, but not be limited to, all of
1000		-	20 the following: Recommendations relating to the reallocation of
1001		-	21 resources and technical assistance, including from external
1002		-	22 partners; changes in school procedures or operations;
1003		-	23 professional learning focused on continuous improvement and
1004		-	24 student achievement for instructional and administrative
1005		-	25 staff; intervention for individual administrators or teachers;
1006		-	Page 39 SB171
1007		-	1 instructional strategies based on evidence based research;
1008		-	2 waivers from state laws or rules; adoption of policies and
1009		-	3 practices to ensure all groups of students satisfy the
1010		-	4 proficiency level established by the state; extended
1011		-	5 instructional time for low-performing students; strategies for
1012		-	6 family engagement; incorporation of a teacher mentoring
1013		-	7 program; and other actions considered appropriate by the
1014		-	8 school improvement team.
1015		-	9 (3) Subject to final approval of the intensive
1016		-	10 school turnaround plan by the State Superintendent of
1017		-	11 Education, present the intensive school turnaround plan to the
1018		-	12 local board of education and the public.
1019		-	13 (4) Monitor the progress of the school in
1020		-	14 implementing the intensive school turnaround plan using
1021		-	15 formative and summative assessment data.
1022		-	16 (h) If a school does not satisfy specified levels of
1023		-	17 progress, as defined by the Office of School Improvement,
1024		-	18 after implementing an intensive school turnaround plan for
1025		-	19 four full academic years, the local board of education shall
1026		-	20 implement one of the following school turnaround options:
1027		-	21 (1) Mandate the complete reconstitution of the
1028		-	22 school, removing all personnel, appointing a new principal,
1029		-	23 and hiring new staff. Existing staff may apply for employment
1030		-	24 at the newly reconstituted school, and shall be on paid
1031		-	25 administrative leave status until the staff for the
1032		-	Page 40 SB171
1033		-	1 reconstituted school has been employed by the new principal
1034		-	2 and approved by the local board of education. Placement on
1035		-	3 paid administrative leave status under this subsection does
1036		-	4 not constitute a reportable action under state law.
1037		-	5 (2) Contract with an external receiver approved by
1038		-	6 the State Superintendent of Education. An external receiver
1039		-	7 may be a two-year or four-year public institution of higher
1040		-	8 education, a nonprofit entity, a charter management
1041		-	9 organization, or an individual with a demonstrated record of
1042		-	10 success in improving low-performing schools. The external
1043		-	11 receiver shall have full managerial and operational control
1044		-	12 over the school. An external receiver shall report directly to
1045		-	13 the local superintendent of education. At the request of the
1046		-	14 external receiver, the State Superintendent of Education may
1047		-	15 overturn any decision made by the local superintendent of
1048		-	16 education.
1049		-	17 (3) Pursue application for public charter school
1050		-	18 status pursuant to Chapter 6F, Title 16, Code of Alabama 1975.
1051		-	19 (i) Nothing in this section shall prohibit the State
1052		-	20 Superintendent of Education, through the Office of Mathematics
1053		-	21 Improvement, the Office of School Improvement, or any other
1054		-	22 section within the department from engaging in strategic
1055		-	23 planning and making recommendations to the local
1056		-	24 superintendent of education or local board of education
1057		-	25 regarding the operation of low-performing schools including,
1058		-	Page 41 SB171
1059		-	1 but not limited to, structural, governance model, grade
1060		-	2 configuration, curriculum and instructional materials, and
1061		-	3 personnel.
1062		-	4 (j) For any school under state academic
1063		-	5 intervention, on or before December 31, annually, the Office
1064		-	6 of School Improvement, the Office of Mathematics Improvement,
1065		-	7 and other relevant offices within the department shall report
1066		-	8 to the Governor, the Lieutenant Governor, the State Board of
1067		-	9 Education, the Speaker of the House of Representatives, the
1068		-	10 President Pro Tempore of the Senate, the Chair of the House
1069		-	11 Ways and Means Education Committee, the Chair of the Senate
1070		-	12 Finance and Taxation Education Committee, the Chair of the
1071		-	13 House Education Policy Committee, the Chair of the Senate
1072		-	14 Education Policy Committee, the Minority Leader of the House
1073		-	15 of Representatives, and the Minority Leader of the Senate on
1074		-	16 the progress of each full support school under state academic
1075		-	17 intervention.
1076		-	18 Section 13. (a) Beginning August 1, 2022, the State
1077		-	19 Superintendent of Education, through the Office of Mathematics
1078		-	20 Improvement, shall convene and oversee a Postsecondary
1079		-	21 Mathematics Task Force to develop guidelines for institutions
1080		-	22 of postsecondary education to train early childhood and
1081		-	23 elementary mathematics teachers based on current research. The
1082		-	24 guidelines shall include course structure and content based on
1083		-	25 the recommendations of the National Council of Teachers of
1084		-	Page 42 SB171
1085		-	1 Mathematics, the Conference Board of the Mathematics Sciences,
1086		-	2 the United States Department of Education, and the Mathematics
1087		-	3 Sciences Research Institute. Guidelines shall go into effect
1088		-	4 on August 1, 2024. The membership of the Postsecondary
1089		-	5 Mathematics Task Force shall include all of the following:
1090		-	6 (1) The Director of the Office of Mathematics
1091		-	7 Improvement.
1092		-	8 (2) A certification administrator appointed by the
1093		-	9 State Superintendent of Education.
1094		-	10 (3) Two instructors employed by a public four-year
1095		-	11 institution of higher education physically located within this
1096		-	12 state, who have experience teaching elementary mathematics
1097		-	13 methods, appointed by the Alabama Commission on Higher
1098		-	14 Education.
1099		-	15 (4) One department head of elementary education
1100		-	16 employed by a public four-year institution of higher education
1101		-	17 physically located within this state, appointed by the
1102		-	18 Governor.
1103		-	19 (5) One local superintendent of education, appointed
1104		-	20 by the School Superintendents of Alabama.
1105		-	21 (6) One K-5 public school teacher with experience
1106		-	22 mentoring teacher interns, employed at a school containing
1107		-	23 grades K-5, appointed by the executive committee of the
1108		-	24 Alabama Council of Teachers of Mathematics.
1109		-	Page 43 SB171
1110		-	1 (7) One K-5 public school special education teacher,
1111		-	2 with experience teaching elementary mathematics, appointed by
1112		-	3 the State Superintendent of Education.
1113		-	4 (8) One public school principal employed at a school
1114		-	5 containing grades K-5, with experience with teacher interns,
1115		-	6 appointed by the Council for Leaders in Alabama Schools.
1116		-	7 (9) Two K-5 school-based mathematics coaches,
1117		-	8 employed at a public school containing grades K-5, appointed
1118		-	9 by the Executive Director of the Alabama STEM Council.
1119		-	10 (10) Two K-5 mathematics specialists, employed at a
1120		-	11 school containing grades K-5, appointed by the State
1121		-	12 Superintendent of Education.
1122		-	13 (11) Three additional members, appointed by the
1123		-	14 Governor.
1124		-	15 (b) The appointing authorities shall coordinate
1125		-	16 their appointments to ensure the Postsecondary Mathematics
1126		-	17 Task Force membership is inclusive and reflects the racial,
1127		-	18 gender, geographic, urban, rural, and economic diversity of
1128		-	19 the state.
1129		-	20 (c) No later than December 31, annually, the Alabama
1130		-	21 Commission on Higher Education shall submit to the Governor,
1131		-	22 the Lieutenant Governor, the Speaker of the House of
1132		-	23 Representatives, the President Pro Tempore of the Senate, the
1133		-	24 Chair of the House Ways and Means Education Committee, the
1134		-	25 Chair of the Senate Finance and Taxation Education Committee,
1135		-	Page 44 SB171
1136		-	1 the Chair of the House Education Policy Committee, the Chair
1137		-	2 of the Senate Education Policy Committee, the Minority Leader
1138		-	3 of the House of Representatives, and the Minority Leader of
1139		-	4 the Senate a report on the status of the implementation and
1140		-	5 adoption of the mathematics education guidelines for
1141		-	6 postsecondary institutions, the number of subject matter
1142		-	7 college level semester hours earned, the status of
1143		-	8 partnerships between educator preparation faculty and
1144		-	9 mathematics faculty, and the percentage of passing scores on
1145		-	10 State Board of Education approved assessments for candidates
1146		-	11 seeking educator certification in mathematics at any grade
1147		-	12 level, as well as the mathematics section on State Board of
1148		-	13 Education approved assessments for those seeking certification
1149		-	14 in early childhood or elementary education. The report shall
1150		-	15 be conspicuously published on the website of the department.
1151		-	16 (d) Educator preparation programs approved by the
1152		-	17 State Board of Education shall incorporate learning specific
1153		-	18 to the condition known as dyscalculia, including early warning
1154		-	19 signs, screening, and recommendations for interventions found
1155		-	20 to be successful.
1156		-	21 (e) As a requirement of initial licensure candidates
1157		-	22 for early childhood or elementary mathematics certification,
1158		-	23 prospective teachers shall receive a passing score, as
1159		-	24 determined by the State Board of Education, on the appropriate
1160		-	Page 45 SB171
1161		-	1 foundational mathematics assessment for the grade band
1162		-	2 associated with each certificate.
1163		-	3 (f) A comprehensive, independent review of the
1164		-	4 requirements of this section shall be conducted every four
1165		-	5 years by an external consultant at the direction of the State
1166		-	6 Superintendent of Education. A report summarizing that review
1167		-	7 shall be provided by the State Superintendent of Education to
1168		-	8 the Director of the Office of Mathematics Improvement. A
1169		-	9 summary of the report shall be conspicuously published on the
1170		-	10 website of the department.
1171		-	11 Section 14. (a) On or before June 30, 2024, the
1172		-	12 State Superintendent of Education shall develop and submit to
1173		-	13 the State Board of Education for approval, recommendations for
1174		-	14 the creation of a K-5 mathematics coach endorsement for
1175		-	15 teachers who hold a valid Alabama professional educator
1176		-	16 certificate in early childhood education, elementary
1177		-	17 education, or special education and have at least three years
1178		-	18 of teaching experience.
1179		-	19 (b) The K-5 mathematics coach endorsement shall be
1180		-	20 offered only as a post baccalaureate program and may not be
1181		-	21 included within an initial educator preparation program.
1182		-	22 (c) The K-5 mathematics coach endorsement
1183		-	23 preparation program described in program planning forms,
1184		-	24 catalogs, and syllabi shall require field experience and a
1185		-	25 minimum of the following four courses:
1186		-	Page 46 SB171
1187		-	1 (1) One course focused on grades K-2 content
	884	+	3 other sections within the department shall work in
	885	+	4 coordination with each local education agency to identify a
	886	+	5 school improvement team for each full support school that
	887	+	6 qualifies for state academic intervention, as provided in
	888	+	7 subsection (b).
	889	+	8 (d) The department, through the Office of School
	890	+	9 Improvement, the Office of Mathematics Improvement, and any
	891	+	10 other sections within the department shall clearly define the
	892	+	11 powers and duties of each school improvement team.
	893	+	12 (e) A school improvement team shall do all of the
	894	+	13 following:
	895	+	14 (1) Conduct a comprehensive on-site evaluation to
	896	+	15 determine any causes for low student performance and lack of
	897	+	16 progress of the school. The evaluation shall include, but not
	898	+	17 be limited to, consultations with the local superintendent of
	899	+	18 education, the local board of education, the school principal,
	900	+	19 parents, other school personnel, and any other individual who
	901	+	20 possesses pertinent information and knowledge about the
	902	+	21 school.
	903	+	22 (2) Assist in the development of an intensive school
	904	+	23 turnaround plan focused on student achievement, which may
	905	+	24 include areas beyond mathematics or reading, to facilitate the
	906	+	25 imperative of overall school improvement. An intensive school
	907	+	26 turnaround plan shall include, but not be limited to, all of
	908	+	27 the following: Recommendations relating to the reallocation of
	909	+	Page 34 1 resources and technical assistance; changes in school
	910	+	2 procedures or operations; professional learning focused on
	911	+	3 student achievement for instructional and administrative
	912	+	4 staff; intervention for individual administrators or teachers;
	913	+	5 instructional strategies based on evidence based research;
	914	+	6 waivers from state laws or rules; adoption of policies and
	915	+	7 practices to ensure all groups of students satisfy the
	916	+	8 proficiency level established by the state; extended
	917	+	9 instructional time for low-performing students; strategies for
	918	+	10 family engagement; incorporation of a teacher mentoring
	919	+	11 program; and other actions considered appropriate by the
	920	+	12 school improvement team.
	921	+	13 (3) Subject to final approval of the intensive
	922	+	14 school turnaround plan by the State Superintendent of
	923	+	15 Education, present the intensive school turnaround plan to the
	924	+	16 local board of education, the Director of the Office of
	925	+	17 Mathematics Improvement, and the State Superintendent of
	926	+	18 Education.
	927	+	19 (4) Monitor the progress of the school in
	928	+	20 implementing the intensive school turnaround plan using
	929	+	21 formative and summative assessment data.
	930	+	22 (f) If a school does not satisfy specified levels of
	931	+	23 progress, as defined by the Office of School Improvement,
	932	+	24 after implementing an intensive school turnaround plan for
	933	+	25 four full academic years, the local board of education shall
	934	+	26 implement one of the following school turnaround options:
	935	+	Page 35 1 (1) Mandate the complete reconstitution of the
	936	+	2 school, removing all personnel, appointing a new principal,
	937	+	3 and hiring new staff. Existing staff may apply for employment
	938	+	4 at the newly reconstituted school.
	939	+	5 (2) Pursue application for public charter school
	940	+	6 status pursuant to Chapter 6F, Title 16, Code of Alabama 1975.
	941	+	7 (g) Nothing in this section shall prohibit the State
	942	+	8 Superintendent of Education, through the Office of Mathematics
	943	+	9 Improvement, the Office of School Improvement, or any other
	944	+	10 section within the department from engaging in strategic
	945	+	11 planning and making recommendations to the local
	946	+	12 superintendent of education or local board of education
	947	+	13 regarding the operation of low performing schools including,
	948	+	14 but not limited to, structural, governance model, grade
	949	+	15 configuration, curriculum and instructional materials, and
	950	+	16 personnel.
	951	+	17 (h) For any school under state academic
	952	+	18 intervention, on or before December 31, annually, the Office
	953	+	19 of School Improvement, the Office of Mathematics Improvement,
	954	+	20 and other relevant offices within the department shall report
	955	+	21 to the Governor, the Lieutenant Governor, the State Board of
	956	+	22 Education, the Speaker of the House of Representatives, the
	957	+	23 President Pro Tempore of the Senate, the Chair of the House
	958	+	24 Ways and Means Education Committee, the Chair of the Senate
	959	+	25 Finance and Taxation Education Committee, the Chair of the
	960	+	26 House Education Policy Committee, and the Chair of the Senate
	961	+	Page 36 1 Education Policy Committee on the progress of each full
	962	+	2 support school under state academic intervention.
	963	+	3 Section 13. (a) Beginning August 1, 2022, the State
	964	+	4 Superintendent of Education, through the Office of Mathematics
	965	+	5 Improvement, shall convene and oversee a Postsecondary
	966	+	6 Mathematics Task Force to develop guidelines for institutions
	967	+	7 of postsecondary education to train early childhood and
	968	+	8 elementary mathematics teachers based on current research. The
	969	+	9 guidelines shall include course structure and content based on
	970	+	10 the recommendations of the National Council of Teachers of
	971	+	11 Mathematics, the Conference Board of the Mathematics Sciences,
	972	+	12 the United States Department of Education, and the Mathematics
	973	+	13 Sciences Research Institute. Guidelines shall go into effect
	974	+	14 on August 1, 2024. The membership of the Postsecondary
	975	+	15 Mathematics Task Force shall include all of the following:
	976	+	16 (1) The Director of the Office of Mathematics
	977	+	17 Improvement.
	978	+	18 (2) A certification administrator appointed by the
	979	+	19 State Superintendent of Education.
	980	+	20 (3) Two instructors employed by a public four-year
	981	+	21 institution of higher education physically located within this
	982	+	22 state, who have experience teaching elementary mathematics
	983	+	23 methods, appointed by the Alabama Commission on Higher
	984	+	24 Education.
	985	+	25 (4) One department head of elementary education
	986	+	26 employed by a public four-year institution of higher education
	987	+	Page 37 1 physically located within this state, appointed by the
	988	+	2 Governor.
	989	+	3 (5) One local superintendent of education, appointed
	990	+	4 by the board of directors of the School Superintendents of
	991	+	5 Alabama.
	992	+	6 (6) One K-5 public school teacher with experience
	993	+	7 mentoring teacher interns, employed at a school containing
	994	+	8 grades K-5, appointed by the executive committee of the
	995	+	9 Alabama Council of Teachers of Mathematics.
	996	+	10 (7) One K-5 public school special education teacher,
	997	+	11 with experience teaching elementary mathematics, appointed by
	998	+	12 the State Superintendent of Education.
	999	+	13 (8) One public school principal employed at a school
	1000	+	14 containing grades K-5, with experience with teacher interns,
	1001	+	15 appointed by the Council for Leaders in Alabama Schools.
	1002	+	16 (9) Two K-5 school-based mathematics coaches,
	1003	+	17 employed at a public school containing grades K-5, appointed
	1004	+	18 by the Executive Director of the Alabama STEM Council.
	1005	+	19 (10) Two K-5 mathematics specialists, employed at a
	1006	+	20 school containing grades K-5, appointed by the State
	1007	+	21 Superintendent of Education.
	1008	+	22 (11) Three additional members, appointed by the
	1009	+	23 Governor.
	1010	+	24 (b) The appointing authorities shall coordinate
	1011	+	25 their appointments to ensure the Postsecondary Mathematics
	1012	+	26 Task Force membership is inclusive and reflects the racial,
	1013	+	Page 38 1 gender, geographic, urban, rural, and economic diversity of
	1014	+	2 the state.
	1015	+	3 (c) No later than December 31, annually, the Alabama
	1016	+	4 Commission on Higher Education shall submit to the Governor,
	1017	+	5 the Lieutenant Governor, the Speaker of the House of
	1018	+	6 Representatives, the President Pro Tempore of the Senate, the
	1019	+	7 Chair of the House Ways and Means Education Committee, the
	1020	+	8 Chair of the Senate Finance and Taxation Education Committee,
	1021	+	9 the Chair of the House Education Policy Committee, and the
	1022	+	10 Chair of the Senate Education Policy Committee, a report on
	1023	+	11 the status of the implementation and adoption of the
	1024	+	12 mathematics education guidelines for postsecondary
	1025	+	13 institutions, the number of subject matter college level
	1026	+	14 semester hours earned, the status of partnerships between
	1027	+	15 educator preparation faculty and mathematics faculty, and the
	1028	+	16 percentage of passing scores on State Board of Education
	1029	+	17 approved assessments for candidates seeking educator
	1030	+	18 certification in mathematics at any grade level, as well as
	1031	+	19 the mathematics section on State Board of Education approved
	1032	+	20 assessments for those seeking certification in early childhood
	1033	+	21 or elementary education.
	1034	+	22 (d) Educator preparation programs approved by the
	1035	+	23 State Board of Education shall incorporate learning specific
	1036	+	24 to the condition known as dyscalculia, including early warning
	1037	+	25 signs, screening, and recommendations for interventions found
	1038	+	26 to be successful.
	1039	+	Page 39 1 (e) As a requirement of initial licensure candidates
	1040	+	2 for early childhood or elementary mathematics certification,
	1041	+	3 prospective teachers shall receive a passing score, as
	1042	+	4 determined by the State Board of Education, on the appropriate
	1043	+	5 foundational mathematics assessment for the grade band
	1044	+	6 associated with each certificate.
	1045	+	7 (f) A comprehensive, independent review of the
	1046	+	8 requirements of this section shall be conducted every four
	1047	+	9 years by an external consultant at the direction of the State
	1048	+	10 Superintendent of Education. A report summarizing that review
	1049	+	11 shall be provided by the State Superintendent of Education to
	1050	+	12 the Director of the Office of Mathematics Improvement.
	1051	+	13 Section 14. (a) On or before June 30, 2024, the
	1052	+	14 State Superintendent of Education shall develop and submit to
	1053	+	15 the State Board of Education for approval, recommendations for
	1054	+	16 the creation of a K-5 mathematics coach endorsement for
	1055	+	17 teachers who hold a valid Alabama professional educator
	1056	+	18 certificate in early childhood education, elementary
	1057	+	19 education, or special education and have at least three years
	1058	+	20 of teaching experience.
	1059	+	21 (b) The K-5 mathematics coach endorsement shall be
	1060	+	22 offered only as a post baccalaureate program and shall not be
	1061	+	23 included within an initial educator preparation program.
	1062	+	24 (c) The K-5 mathematics coach endorsement
	1063	+	25 preparation program described in program planning forms,
	1064	+	26 catalogs, and syllabi shall require field experience and a
	1065	+	27 minimum of the following four courses:
	1066	+	Page 40 1 (1) One course focused on grades K-2 content
1188	1067		2 knowledge and pedagogical content knowledge.
1189	1068		3 (2) One course focused on grades 3-5 content
1190	1069		4 knowledge and pedagogical content knowledge.
1191	1070		5 (3) One course focused on coaching principles.
1192	1071		6 (4) One course focused on literacy in mathematics
1193	1072		7 education to include analyzing student work for instructional
1194	1073		8 decisions.
1195		-	9 (d) The ~~K-5 mathematics coach~~ endorsement program
1196		-	10 ~~shall prepare~~ candidates who demonstrate conceptual
1197		-	11 ~~understanding and~~ procedural fluency regarding major concepts
1198		-	12 ~~of mathematics~~ appropriate for grades K-5. Candidates shall
1199		-	13 ~~satisfy all of~~ the following:
	1074	+	9 (d) The coaching endorsement program shall prepare
	1075	+	10 candidates who demonstrate conceptual understanding and
	1076	+	11 procedural fluency regarding major concepts of mathematics
	1077	+	12 appropriate for grades K-5. Candidates shall satisfy all of
	1078	+	13 the following:
1200	1079		14 (1) Demonstrate coaching principles including:
1201	1080		15 Goals, principles, and approaches in the Alabama Coaching
1202	1081		16 Framework.
1203	1082		17 (2) Understand adult learning principles that
1204	1083		18 support collaboration with the ultimate goal of improved
1205	1084		19 student performance.
1206	1085		20 (3) Possess leadership experience.
1207	1086		21 (4) Understand the roles of school-based mathematics
1208	1087		22 coaches.
1209	1088		23 (5) Understand current research on the science of
1210	1089		24 learning.
1211		-	Page 47 SB171
1212		-	1 (6) Be able to translate research findings into
1213		-	2 effective instruction.
1214		-	3 (7) Know what engages students in learning at
1215		-	4 various stages of growth and development.
1216		-	5 (8) Understand the developmental nature of
1217		-	6 mathematics and the interconnections among mathematical
1218		-	7 concepts.
1219		-	8 (9) Demonstrate knowledge of the phases students
1220		-	9 move through in developing fluency.
1221		-	10 (10) Demonstrate knowledge of common errors and
1222		-	11 misconceptions about the operations and how to help students
1223		-	12 learn.
1224		-	13 (11) Demonstrate knowledge of the basic structures
1225		-	14 and problem types of word problems for all operations and
1226		-	15 proper sequencing to support student understanding of the
1227		-	16 meaning of the operations.
1228		-	17 (12) Demonstrate understanding of teaching
1229		-	18 mathematics through problem solving.
1230		-	19 (13) Demonstrate understanding of algebra as an
1231		-	20 established content strand in grades K-5 that supports
1232		-	21 algebraic thinking in middle school and high school.
1233		-	22 (14) Demonstrate understanding of measurement as a
1234		-	23 continuous quantity with numerical value and its importance to
1235		-	24 the mathematically literate citizen.
1236		-	Page 48 SB171
1237		-	1 (15) Understand the importance of spatial sense in
1238		-	2 students and the connection to academic success in STEM
1239		-	3 fields.
1240		-	4 (16) Understand how to use a variety of mental
1241		-	5 computation techniques.
1242		-	6 (17) Model, explain, and develop a variety of
1243		-	7 computational algorithms.
1244		-	8 (18) Describe and represent mathematical
1245		-	9 relationships.
1246		-	10 (19) Practice coaching cycles.
1247		-	11 (20) Demonstrate ability to work with adults in an
1248		-	12 educational setting.
1249		-	13 (21) Demonstrate ability to work with school
1250		-	14 administrators in disaggregating data and developing
1251		-	15 strategies.
1252		-	16 (22) Demonstrate ability to effectively present
1253		-	17 complex information to and engage with various stakeholders.
1254		-	18 (e) The K-5 mathematics coach endorsement program
1255		-	19 shall prepare candidates to do all of the following:
1256		-	20 (1) Have knowledge of historical developments in
1257		-	21 mathematics, including the contributions of underrepresented
1258		-	22 groups and diverse cultures.
1259		-	23 (2) Use their knowledge of student diversity to
1260		-	24 affirm and support full participation and continued study of
1261		-	25 mathematics by all students. Student diversity includes
1262		-	Page 49 SB171
1263		-	1 gender, ethnicity, socioeconomic background, language, special
1264		-	2 needs, and mathematical learning styles.
1265		-	3 (3) Use appropriate technology to support the
1266		-	4 learning of mathematics.
1267		-	5 (4) Use appropriate formative and summative
1268		-	6 assessment methods to assess student learning and program
1269		-	7 effectiveness.
1270		-	8 (5) Use formative assessments to monitor student
1271		-	9 learning and to adjust instructional strategies and
1272		-	10 activities.
1273		-	11 (6) Use summative assessments to determine student
1274		-	12 achievement and to evaluate the mathematics program.
1275		-	13 (7) Know when and how to use student groupings such
1276		-	14 as collaborative groups, cooperative learning, and peer
1277		-	15 teaching.
1278		-	16 (8) Use instructional strategies based on current
1279		-	17 research.
1280		-	18 (9) Work on an interdisciplinary team and in an
1281		-	19 interdisciplinary environment.
1282		-	20 (10) Participate actively in the professional
1283		-	21 learning community of mathematics educators.
1284		-	22 (11) Analyze and organize data for interpretation
1285		-	23 and application.
1286		-	24 (f) Subject to legislative appropriation, the State
1287		-	25 Superintendent of Education may establish an incentive program
1288		-	Page 50 SB171
1289		-	1 to provide a minimum two thousand five hundred dollar ($2,500)
1290		-	2 annual stipend for any mathematics coach who has earned a K-5
1291		-	3 mathematics coach endorsement.
1292		-	4 Section 15. (a) Beginning October 1, 2022, the State
1293		-	5 Superintendent of Education shall convene a working group to
1294		-	6 create the Alabama Instructional Leadership Framework,
1295		-	7 applicable to all K-5 administrators. The State Superintendent
1296		-	8 of Education shall utilize an external partner to facilitate
1297		-	9 the working group. Implementation of the Alabama Instructional
1298		-	10 Leadership Framework shall begin August 1, 2023. The State
1299		-	11 Superintendent of Education shall ensure the working group
1300		-	12 membership is inclusive and reflects the racial, gender,
1301		-	13 geographic, urban, rural, and economic diversity of the state.
1302		-	14 (b) The framework shall include, but not be limited
1303		-	15 to, all of the following:
1304		-	16 (1) Establishing a clear and shared vision for
1305		-	17 teaching and learning, including all of the following:
1306		-	18 a. Measuring success to include continually
1307		-	19 monitoring the vision.
1308		-	20 b. Providing feedback for school-based academic
1309		-	21 coaches in meeting the vision and support for quality
1310		-	22 professional learning.
1311		-	23 c. Implementing a multi-tiered system of supports to
1312		-	24 improve student achievement.
1313		-	Page 51 SB171
1314		-	1 (2) Establishing norms for participation and
1315		-	2 collaboration in coaching cycles and professional learning to
1316		-	3 strengthen teacher practices.
1317		-	4 (3) Identifying and supporting evidence-based
1318		-	5 teaching practices for all content areas.
1319		-	6 (4) Developing the ability to identify effective
1320		-	7 instructional practices in early childhood and elementary
1321		-	8 classrooms.
1322		-	9 Section 16. (a) Beginning January 1, 2023, the
1323		-	10 department shall lead a working group to develop a School
1324		-	11 Turnaround Academy, to train principals and teacher leaders to
1325		-	12 specialize in evidence-based school turnaround strategies and
1326		-	13 practices. The department shall partner with national or
1327		-	14 state-level partners, or both, with a demonstrated record of
1328		-	15 success in improving academic performance in low-performing
1329		-	16 schools, with the intent to create a pipeline of school
1330		-	17 turnaround principals and teacher leaders to support state
1331		-	18 academic intervention and reconstitution.
1332		-	19 (b) The department shall explore new compensation
1333		-	20 models to incentivize, reward, and retain high-quality
1334		-	21 teachers and leaders in low-performing schools.
1335		-	22 (c) The State Superintendent of Education shall
1336		-	23 ensure the membership of the working group is inclusive and
1337		-	24 reflects the racial, gender, geographic, urban, rural, and
1338		-	25 economic diversity of the state.
1339		-	Page 52 SB171
1340		-	1 (d) The working group shall make initial
1341		-	2 recommendations to the Legislature, as necessary to implement
1342		-	3 changes in the law or funding to support this section no later
1343		-	4 February 1, 2024.
1344		-	5 Section 17. (a) Beginning January 15, 2023, the
1345		-	6 Executive Committee of the Alabama STEM Council shall employ
1346		-	7 an external consultant to evaluate Sections 1 to 19,
1347		-	8 inclusive, the work of mathematics coaches, and the
1348		-	9 implementation and outcomes. The external consultant shall be
1349		-	10 selected through an open request for proposals process adopted
1350		-	11 by the executive committee. Each proposal shall be reviewed by
1351		-	12 a panel of key stakeholders, chosen by the executive
1352		-	13 committee, and shall be assessed using a defined set of
1353		-	14 priority indicators. The executive committee shall appoint a
1354		-	15 panel of 11 stakeholders to review each proposal. The
1355		-	16 membership of each panel shall include all of the following:
1356		-	17 (1) The Director of the Alabama STEM Council.
1357		-	18 (2) An elementary public school based mathematics
1358		-	19 coach.
1359		-	20 (3) Two public elementary mathematics educators.
1360		-	21 (4) Two parents of students who are enrolled in and
1361		-	22 attending a public K-5 school.
1362		-	23 (5) The Director of AMSTI, or his or her designee.
1363		-	24 (6) One AMSTI elementary mathematics specialist.
1364		-	25 (7) One elementary public school principal.
1365		-	Page 53 SB171
1366		-	1 (8) One instructor employed by a public two-year or
1367		-	2 four-year institution of higher education, with experience
1368		-	3 teaching elementary mathematics methods.
1369		-	4 (9) Two additional members appointed by the
1370		-	5 Executive Director of the Alabama STEM Council.
1371		-	6 (b) The appointing authorities shall coordinate
1372		-	7 their appointments to assure the panel membership is inclusive
1373		-	8 and reflects the racial, gender, geographic, urban, rural, and
1374		-	9 economic diversity of the state.
1375		-	10 (c) The external consultant shall design and adopt a
1376		-	11 comprehensive evaluation plan to help with both the success
1377		-	12 and sustainability of the K-5 mathematics coach endorsement
1378		-	13 program. The plan shall include, but not be limited to,
1379		-	14 defining measures, developing instruments, using instruments
1380		-	15 to collect data, analyzing data, the quarterly and annual
1381		-	16 reporting of findings, and the development and implementation
1382		-	17 of a measurement sustainability plan. The findings of the
1383		-	18 external consultant shall be used to recommend any adjustments
1384		-	19 that need to be made for the continuous improvement of both
1385		-	20 the quality of implementation and assurance of desired
1386		-	21 outcomes. The evaluation shall also include a cost benefit
1387		-	22 return on investment study.
1388		-	23 (d) The external consultant shall compile and submit
1389		-	24 an annual report on or before January 30, and quarterly
1390		-	25 reports no later than the last day of the month following each
1391		-	Page 54 SB171
1392		-	1 quarter, to all of the following: The Governor, Lieutenant
1393		-	2 Governor, State Board of Education, Speaker of the House of
1394		-	3 Representatives, President Pro Tempore of the Senate, Chair of
1395		-	4 the House Ways and Means Education Committee, Chair of the
1396		-	5 Senate Finance and Taxation Education Committee, Chair of the
1397		-	6 House Education Policy Committee, Chair of the Senate
1398		-	7 Education Policy Committee, Minority Leader of the House of
1399		-	8 Representatives, Minority Leader of the Senate, Director of
1400		-	9 the Office of Mathematics Improvement, and the Executive
1401		-	10 Committee of the Alabama STEM Council. Copies of all annual
1402		-	11 and quarterly reports shall be conspicuously published on the
1403		-	12 website of both the Alabama STEM Council and the department.
1404		-	13 (e) Continued funding dedicated to K-5 mathematics
1405		-	14 coaches shall be contingent on measurable performance growth,
1406		-	15 as determined by the evaluations of the external consultant.
1407		-	16 (f) The State Superintendent of Education and the
1408		-	17 Director of the Office of Mathematics Improvement shall comply
1409		-	18 with all requests for data and information from the external
1410		-	19 consultant and shall make every effort to assist with any
1411		-	20 recommended improvements.
1412		-	21 Section 18. (a) The State Superintendent of
1413		-	22 Education, through the Office of Mathematics Improvement and
1414		-	23 other sections of the department, shall provide technical
1415		-	24 assistance to local education agencies in complying with this
1416		-	25 section and Sections 1 to 17, inclusive, and Section 19.
1417		-	Page 55 SB171
1418		-	1 (b) The State Board of Education may adopt rules as
1419		-	2 necessary to implement and enforce this section and Sections 1
1420		-	3 to 17, inclusive, and Section 19 .
1421		-	4 Section 19. Funds appropriated by the Legislature in
1422		-	5 support of Sections 1 to 19, inclusive, shall be allocated to
1423		-	6 support all of the following:
1424		-	7 (1) The staff and operations of the Office of
1425		-	8 Mathematics Improvement, including the director and regional
1426		-	9 coordinators, professional learning activities, and
1427		-	10 administrative activities; local school-based mathematics
1428		-	11 coaches; teachers in residence; and AMSTI regional mathematics
1429		-	12 specialists.
1430		-	13 (2) Administration and analysis of mathematics
1431		-	14 screening, formative, diagnostic, and summative assessments to
1432		-	15 guide instruction in full support schools and limited support
1433		-	16 schools.
1434		-	17 (3) Professional development on foundational
1435		-	18 mathematics content knowledge as recommended by the Elementary
1436		-	19 Mathematics Task Force in all full support schools and limited
1437		-	20 support schools.
1438		-	21 (4) The staff and operations of the Alabama Summer
1439		-	22 Mathematics Achievement Program in all full support schools.
1440		-	23 (5) Professional development on instructional
1441		-	24 leadership, as recommended by the Office of Mathematics
1442		-	Page 56 SB171
1443		-	1 Improvement, for principals and assistant principals in all
1444		-	2 full support schools.
1445		-	3 (6) Any additional staff for school improvement
1446		-	4 teams for full support schools in state academic intervention.
1447		-	5 (7) Additional staff for the Office of School
1448		-	6 Improvement.
1449		-	7 (8) External consultants to evaluate the work of
1450		-	8 mathematics coaches' implementation and outcomes described in
1451		-	9 Section 15.
1452		-	10 Section 20. (a) The Legislature finds that the State
1453		-	11 Board of Education, in the fall of 2013, voted to rescind the
1454		-	12 Memorandum of Agreement that involved the State of Alabama in
1455		-	13 adopting the Common Core State Standards, which ceded control
1456		-	14 of Alabama's standards to entities other than the state and
1457		-	15 local educational agencies.
1458		-	16 (b) The Legislature further finds that as part of
1459		-	17 the termination process, the 2017-2018 Alabama Final
1460		-	18 Consolidated State Plan superseded and terminated the
1461		-	19 flexibility waiver agreement with the United States Department
1462		-	20 of Education pertaining to the federal Every Students Succeeds
1463		-	21 Act, which includes the adoption of the Common Core State
1464		-	22 Standards.
1465		-	23 (c) In order to codify the intent of the State Board
	1090	+	25 (6) Be able to translate research findings into
	1091	+	26 effective instruction.
	1092	+	Page 41 1 (7) Know what engages students in learning at
	1093	+	2 various stages of growth and development.
	1094	+	3 (8) Understand the developmental nature of
	1095	+	4 mathematics and the interconnections among mathematical
	1096	+	5 concepts.
	1097	+	6 (9) Demonstrate knowledge of the phases students
	1098	+	7 move through in developing fluency.
	1099	+	8 (10) Demonstrate knowledge of common errors and
	1100	+	9 misconceptions about the operations and how to help students.
	1101	+	10 (11) Demonstrate knowledge of the basic structures
	1102	+	11 and problem types of word problems for all operations and
	1103	+	12 proper sequencing to support student understanding of the
	1104	+	13 meaning of the operations.
	1105	+	14 (12) Demonstrate understanding of teaching
	1106	+	15 mathematics through problem solving.
	1107	+	16 (13) Demonstrate understanding of algebra as an
	1108	+	17 established content strand in grades K-5 that supports
	1109	+	18 algebraic thinking in middle school and high school.
	1110	+	19 (14) Demonstrate understanding of measurement as a
	1111	+	20 continuous quantity with numerical value and its importance to
	1112	+	21 the mathematically literate citizen.
	1113	+	22 (15) Understand the importance of spatial sense in
	1114	+	23 students and the connection to academic success in STEM
	1115	+	24 fields.
	1116	+	25 (16) Understand how to use a variety of mental
	1117	+	26 computation techniques.
	1118	+	Page 42 1 (17) Model, explain, and develop a variety of
	1119	+	2 computational algorithms.
	1120	+	3 (18) Describe and represent mathematical
	1121	+	4 relationships.
	1122	+	5 (19) Practice coaching cycles.
	1123	+	6 (20) Demonstrate ability to work with adults in an
	1124	+	7 educational setting.
	1125	+	8 (21) Demonstrate ability to work with school
	1126	+	9 administrators in disaggregating data and developing
	1127	+	10 strategies.
	1128	+	11 (22) Demonstrate ability to effectively present
	1129	+	12 complex information to and engage with various stakeholders.
	1130	+	13 (e) The K-5 mathematics coach endorsement program
	1131	+	14 shall do all of the following:
	1132	+	15 (1) Prepare candidates to have knowledge of
	1133	+	16 historical developments in mathematics, including the
	1134	+	17 contributions of underrepresented groups and diverse cultures.
	1135	+	18 (2) Prepare candidates to use their knowledge of
	1136	+	19 student diversity to affirm and support full participation and
	1137	+	20 continued study of mathematics by all students. Student
	1138	+	21 diversity includes gender, ethnicity, socioeconomic
	1139	+	22 background, language, special needs, and mathematical learning
	1140	+	23 styles.
	1141	+	24 (3) Prepare candidates to use appropriate technology
	1142	+	25 to support the learning of mathematics.
	1143	+	Page 43 1 (4) Prepare candidates to use appropriate formative
	1144	+	2 and summative assessment methods to assess student learning
	1145	+	3 and program effectiveness.
	1146	+	4 (5) Prepare candidates to use formative assessments
	1147	+	5 to monitor student learning and to adjust instructional
	1148	+	6 strategies and activities.
	1149	+	7 (6) Prepare candidates to use summative assessments
	1150	+	8 to determine student achievement and to evaluate the
	1151	+	9 mathematics program.
	1152	+	10 (7) Prepare candidates to know when and how to use
	1153	+	11 student groupings such as collaborative groups, cooperative
	1154	+	12 learning, and peer teaching.
	1155	+	13 (8) Prepare candidates to use instructional
	1156	+	14 strategies based on current research.
	1157	+	15 (9) Prepare candidates to work on an
	1158	+	16 interdisciplinary team and in an interdisciplinary
	1159	+	17 environment.
	1160	+	18 (10) Prepare candidates to participate actively in
	1161	+	19 the professional learning community of mathematics educators.
	1162	+	20 (11) Prepare candidates to analyze and organize data
	1163	+	21 for interpretation and application.
	1164	+	22 (f) Subject to legislative appropriation, the State
	1165	+	23 Superintendent of Education may establish an incentive program
	1166	+	24 to provide a minimum two thousand five hundred dollar ($2,500)
	1167	+	25 annual stipend for any mathematics coach who has earned a K-5
	1168	+	26 mathematics coach endorsement.
	1169	+	Page 44 1 Section 15. (a) Beginning October 1, 2022, the State
	1170	+	2 Superintendent of Education shall convene a working group to
	1171	+	3 create the Alabama Instructional Leadership Framework,
	1172	+	4 applicable to all K-5 administrators. The State Superintendent
	1173	+	5 shall utilize an external partner to facilitate this work.
	1174	+	6 Implementation of the Alabama Instructional Leadership
	1175	+	7 Framework shall begin August 1, 2023.
	1176	+	8 (b) The framework shall include, but not be limited
	1177	+	9 to, all of the following:
	1178	+	10 (1) Establishing a clear and shared vision for
	1179	+	11 teaching and learning, including all of the following:
	1180	+	12 a. Measuring success to include continually
	1181	+	13 monitoring the vision.
	1182	+	14 b. Providing feedback for school-based academic
	1183	+	15 coaches in meeting the vision and support for quality
	1184	+	16 professional learning.
	1185	+	17 c. Implementing a multi-tiered system of supports to
	1186	+	18 improve student achievement.
	1187	+	19 (2) Establishing norms for participation and
	1188	+	20 collaboration in coaching cycles and professional learning to
	1189	+	21 strengthen teacher practices.
	1190	+	22 (3) Identifying and supporting evidence-based
	1191	+	23 teaching practices for all content areas.
	1192	+	24 (4) Developing the ability to identify effective
	1193	+	25 instructional practices in early childhood and elementary
	1194	+	26 classrooms.
	1195	+	Page 45 1 Section 16. (a) Beginning January 15, 2023, the
	1196	+	2 Executive Committee of the Alabama STEM Council shall employ
	1197	+	3 an external consultant to evaluate this act, the work of
	1198	+	4 mathematics coaches, and the implementation and outcomes. The
	1199	+	5 consultant shall be selected through an open request for
	1200	+	6 proposals process adopted by the executive committee. Each
	1201	+	7 proposal shall be reviewed by a panel of key stakeholders,
	1202	+	8 chosen by the executive committee, and shall be assessed using
	1203	+	9 a defined set of priority indicators. The executive committee
	1204	+	10 shall appoint a panel of 11 stakeholders to review each
	1205	+	11 proposal. The membership of each panel shall include all of
	1206	+	12 the following:
	1207	+	13 (1) The Director of the Alabama STEM Council.
	1208	+	14 (2) An elementary public school based mathematics
	1209	+	15 coach.
	1210	+	16 (3) Two public elementary mathematics educators.
	1211	+	17 (4) Two parents of students who are enrolled in and
	1212	+	18 attending a public K-5 school.
	1213	+	19 (5) The Director of AMSTI, or his or her designee.
	1214	+	20 (6) One AMSTI elementary mathematics specialist.
	1215	+	21 (7) One elementary public school principal.
	1216	+	22 (8) One instructor employed by a public two-year or
	1217	+	23 four-year institution of higher education, with experience
	1218	+	24 teaching elementary mathematics methods.
	1219	+	25 (9) Two additional members appointed by the
	1220	+	26 Executive Director of the Alabama STEM Council.
	1221	+	Page 46 1 (b) The appointing authorities shall coordinate
	1222	+	2 their appointments to assure the panel membership is inclusive
	1223	+	3 and reflects the racial, gender, geographic, urban, rural, and
	1224	+	4 economic diversity of the state.
	1225	+	5 (c) The external evaluation consultant shall design
	1226	+	6 and enact a comprehensive evaluation plan to help with both
	1227	+	7 success and sustainability of the mathematics coaching
	1228	+	8 program. This work shall include, but not be limited to,
	1229	+	9 defining measures, developing instruments, using instruments
	1230	+	10 to collect data, analyzing data, the quarterly and annually
	1231	+	11 reporting of findings, and developing and implementing a
	1232	+	12 measurement sustainability plan. The findings shall be used to
	1233	+	13 determine adjustments to be made for continuous improvement to
	1234	+	14 both quality of implementation and assurance of desired
	1235	+	15 outcomes. The evaluation shall include a cost benefit return
	1236	+	16 on investment study.
	1237	+	17 (d) The external evaluation consultant shall submit
	1238	+	18 an annual report on or before January 30, and shall submit
	1239	+	19 quarterly reports no later than the last day of the month
	1240	+	20 following each quarter. Quarterly and annual reports shall be
	1241	+	21 submitted to the Governor, the Lieutenant Governor, the State
	1242	+	22 Board of Education, the Speaker of the House of
	1243	+	23 Representatives, the President Pro Tempore of the Senate, the
	1244	+	24 Chair of the House Ways and Means Education Committee, the
	1245	+	25 Chair of the House Education Policy Committee, the Chair of
	1246	+	26 the Senate Education Policy Committee, the Director of the
	1247	+	27 Office of Mathematics Improvement, and the Executive Committee
	1248	+	Page 47 1 of the Alabama STEM Council, and shall conspicuously publish
	1249	+	2 the reports on the website of both the Alabama STEM Council
	1250	+	3 and the department.
	1251	+	4 (e) Continued funding dedicated to elementary
	1252	+	5 mathematics coaches shall be contingent on measurable
	1253	+	6 performance growth, as determined by the external evaluation
	1254	+	7 consultant.
	1255	+	8 (f) The State Superintendent of Education and the
	1256	+	9 Director of the Office of Mathematics Improvement shall comply
	1257	+	10 with all requests for data and information from the external
	1258	+	11 evaluation consultant and shall make every effort to assist
	1259	+	12 with any recommended improvements.
	1260	+	13 Section 17. (a) The State Superintendent of
	1261	+	14 Education, through the Office of Mathematics Improvement and
	1262	+	15 other sections of the department, shall provide technical
	1263	+	16 assistance to local education agencies in complying with this
	1264	+	17 section and Sections 1 to 16, inclusive.
	1265	+	18 (b) The State Board of Education may adopt rules as
	1266	+	19 necessary to implement and enforce this section and Sections 1
	1267	+	20 to 16, inclusive.
	1268	+	21 Section 18. Funds appropriated by the Legislature in
	1269	+	22 support of Sections 1 to 17, inclusive, shall be expended for
	1270	+	23 all of the following:
	1271	+	24 (1) The staff and operations of the Office of
	1272	+	25 Mathematics Improvement, including the director and regional
	1273	+	26 coordinators, local mathematics coaches, teachers in
	1274	+	27 residence, AMSTI regional mathematics specialists,
	1275	+	Page 48 1 professional learning activities, and administrative
	1276	+	2 activities.
	1277	+	3 (2) Administration and analysis of mathematics
	1278	+	4 screening, formative, diagnostic, and summative assessments to
	1279	+	5 guide instruction in full support schools and limited support
	1280	+	6 schools.
	1281	+	7 (3) Professional development on foundational
	1282	+	8 mathematics content knowledge as recommended by the Elementary
	1283	+	9 Mathematics Task Force.
	1284	+	10 (4) Any additional staff for school improvement
	1285	+	11 teams for full support schools in state academic intervention.
	1286	+	12 (5) Additional staff for the Office of School
	1287	+	13 Improvement.
	1288	+	14 (6) External consultants to evaluate the work of
	1289	+	15 mathematics coaches' implementation and outcomes described in
	1290	+	16 Section 15.
	1291	+	17 Section 19. (a) The Legislature finds that the State
	1292	+	18 Board of Education, in the fall of 2013, voted to rescind the
	1293	+	19 Memorandum of Agreement that involved the State of Alabama in
	1294	+	20 adopting the Common Core State Standards, which ceded control
	1295	+	21 of Alabama's standards to entities other than the state and
	1296	+	22 local educational agencies.
	1297	+	23 (b) In order to codify the intent of the State Board
1466	1298		24 of Education, the State of Alabama hereby terminates all
1467	1299		25 plans, programs, activities, efforts, and expenditures
1468		-	Page 57 SB171
1469		-	1 relative to the implementation of the educational initiative
1470		-	2 commonly referred to as the Common Core State Standards.
1471		-	3 (d) The Legislature further prohibits the adoption
1472		-	4 or implementation of any national standards or variations of
1473		-	5 national standards from any source that cede control of
1474		-	6 Alabama educational standards in any manner.
1475		-	7 (e) The state shall retain sole control over the
1476		-	8 development, establishment, and revision of K-12 course of
1477		-	9 study standards.
1478		-	10 (f) No education entity or any state official shall
1479		-	11 join any consortium or any other organization when
1480		-	12 participation in that consortium or organization would cede
1481		-	13 any measure of control over any aspect of Alabama public
1482		-	14 education to any such entity.
1483		-	15 (g) Nothing in this section shall be construed to
1484		-	16 affect, prohibit, or inhibit the use of any of the following
1485		-	17 tools, standards, or certifications in the public K-12
1486		-	18 schools, any college entrance examination, workforce skills
1487		-	19 assessment or examination, advanced placement course, career
1488		-	20 technical credential, national board certification, academic
1489		-	21 language therapy certification, Praxis or other core academic
1490		-	22 skills for educators test, armed service vocational aptitude
1491		-	23 test, or International Baccalaureate standard.
1492		-	Page 58 SB171
1493		-	1 Section 21. This act shall become effective
1494		-	2 immediately following its passage and approval by the
1495		-	3 Governor, or its otherwise becoming law.
1496		-	Page 59 SB171
1497		-	1
	1300	+	26 relative to the implementation of the educational initiative
	1301	+	27 commonly referred to as the Common Core State Standards.
	1302	+	Page 49 1 (c) As part of the termination process, the
	1303	+	2 Legislature directs the State Superintendent of Education, the
	1304	+	3 State Board of Education, and any other public education
	1305	+	4 authority to terminate the flexibility waiver agreement with
	1306	+	5 the United States Department of Education pertaining to the
	1307	+	6 federal Every Students Succeeds Act, which includes the
	1308	+	7 adoption of the Common Core State Standards.
	1309	+	8 (d) The Legislature further prohibits the adoption
	1310	+	9 or implementation of any national standards or variations of
	1311	+	10 national standards from any source that cede control of
	1312	+	11 Alabama educational standards in any manner.
	1313	+	12 (e) The state shall retain sole control over the
	1314	+	13 development, establishment, and revision of K-12 course of
	1315	+	14 study standards.
	1316	+	15 (f) No education entity or any state official shall
	1317	+	16 join any consortium or any other organization when
	1318	+	17 participation in that consortium or organization would cede
	1319	+	18 any measure of control over any aspect of Alabama public
	1320	+	19 education to any such entity.
	1321	+	20 (g) Nothing in this section shall be construed to
	1322	+	21 affect, prohibit, or inhibit the use of any of the following
	1323	+	22 tools, standards, or certifications in the public K-12
	1324	+	23 schools, any college entrance examination, workforce skills
	1325	+	24 assessment or examination, advanced placement course, career
	1326	+	25 technical credential, national board certification, academic
	1327	+	26 language therapy certification, Praxis or other core academic
	1328	+	Page 50 1 skills for educators test, armed service vocational aptitude
	1329	+	2 test, or International Baccalaureate standard.
	1330	+	3 Section 20. This act shall become effective
	1331	+	4 immediately following its passage and approval by the
	1332	+	5 Governor, or its otherwise becoming law.
	1333	+	Page 51 1
1498	1334		2
1499		-	3
1500		-	4
1501		-	President and Presiding Officer of the Senate
1502		-
1503		-	5
1504		-	6 Speaker of the House of Representatives
1505		-	SB1717
1506		-	8 Senate 02-MAR-22
1507		-	9 I hereby certify that the within Act originated in and passed
1508		-	10 the Senate, as amended.
1509		-	11
1510		-	12 Patrick Harris,
1511		-	13 Secretary.
	1335	+	3 Senate
	1336	+	Read for the first time and referred to the Senate4
	1337	+	committee on Education Policy.....................5 0.2-FEB-22
	1338	+	6
	1339	+	Read for the second time and placed on the calen-7
	1340	+	dar with 1 substitute and.........................8 0.1-MAR-22
	1341	+	9
	1342	+	Read for the third time and passed as amended ....10 0.2-MAR-22
	1343	+	Yeas 2411
	1344	+	12 Nays 3
	1345	+	13
1512	1346		14
1513		-	15
1514		-	16
1515		-	17 House of Representatives
1516		-	18 Amended and passed 29-MAR-22
1517		-	19
1518		-	20
1519		-	21 Senate concurred in House amendment 29-MAR-22
1520		-	22
1521		-	23
1522		-	24 By: Senator Orr
1523		-	Page 60
	1347	+	15 Patrick Harris,
	1348	+	16 Secretary.
	1349	+	17
	1350	+	Page 52