Mathematics instruction; creating the Oklahoma Math Achievement and Proficiency Act.
Impact
The legislation proposes substantial changes to state education policy, requiring public school districts to implement rigorous assessments and contribute to an individualized math intervention plan for students struggling in math. This act is expected to impact not only teaching methodologies but also outcome accountability for schools, effectively centralizing the focus on math proficiency as critical for overall educational success. The bill mandates that districts allocate funds for professional development geared towards math instruction to improve educational strategies across the board.
Summary
SB215, known as the 'Oklahoma Math Achievement and Proficiency Act', was introduced with the intention of enhancing mathematical proficiency among public school students in Oklahoma. The bill emphasizes the importance of establishing clear goals and methodologies in math instruction and mandates regular assessments to monitor student performance. It aims to ensure that all students demonstrate proficiency in math, which will influence their promotion from one grade to the next. Furthermore, it requires that teachers incorporate foundational elements of math instruction and facilitates the allocation of resources for intervention programs.
Sentiment
Overall, sentiments regarding SB215 display a sense of urgency and optimism among supporters who believe that such measures will improve student outcomes in mathematics. Advocates argue that enhancing math standards is crucial for preparing students for future academic and career opportunities. However, some concerns have also been raised regarding the practicality of implementation, especially in terms of resource allocation and the pressure placed on schools to meet the new standards.
Contention
Notably, points of contention include the additional requirements placed on schools for student screening for dyscalculia, which critics argue may lead to heightened anxiety among students and their families. The bill's emphasis on early intervention also raises questions about the adequacy of resources available for training teachers and the effectiveness of the screening and intervention processes. Overall, while the bill is designed to promote educational excellence, it poses challenges in its execution within the existing educational framework.
Schools; subject matter standards; authorizing school district to issue alternate diploma to students in the Oklahoma Alternate Assessment Program; effective date; emergency.
Schools; subject matter standards; authorizing school district to issue alternate diploma to students in the Oklahoma Alternate Assessment Program; effective date; emergency.
Reading Sufficiency Act; renaming act the Strong Readers Act; removing language prohibiting automatic promotion of certain students. Effective date. Emergency.
Schools; making an appropriation to the State Board of Education; directing establishment of pilot program to employ literacy instructional team. Effective date. Emergency.
Mathematics instruction; directing expenditure of certain funds; creating the Oklahoma Math Achievement and Proficiency Act. Effective date. Emergency.
Alabama Numeracy Act, established for K-5 public school students, Elementary Mathematics Task force and Postsecondary Mathematics Task Forces created, Office of Mathematics Improvement created, use of assessments, intervention services, summer programs, and mathematics coaches provided, use of Common Core State Standards in K-12 schools terminated and prohibited
Mathematics Proficiency and Intervention Act; establish to provide intensive multitiered system of supports for students in kindergarten through Grade 3.