(a)By July 4, 2022, the State Superintendent of Education shall convene an Elementary Mathematics Task Force to provide the State Superintendent of Education and the State Board of Education with vetted and approved recommendations for high quality, evidence-based comprehensive mathematics curricula for core instruction and mathematics intervention programs or curricula, or both; a state continuum of educator development for approved professional learning focusing on foundational mathematics content knowledge including, but not limited to, improving number sense, spatial skills, algebraic reasoning, and mental computations for all full support and limited support schools; and an annual list of vetted and approved assessment systems that are valid and reliable mathematics screening, diagno
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(a) By July 4, 2022, the State Superintendent of Education shall convene an Elementary Mathematics Task Force to provide the State Superintendent of Education and the State Board of Education with vetted and approved recommendations for high quality, evidence-based comprehensive mathematics curricula for core instruction and mathematics intervention programs or curricula, or both; a state continuum of educator development for approved professional learning focusing on foundational mathematics content knowledge including, but not limited to, improving number sense, spatial skills, algebraic reasoning, and mental computations for all full support and limited support schools; and an annual list of vetted and approved assessment systems that are valid and reliable mathematics screening, diagnostic, and formative assessment systems for selection and use by local education agencies.
(b) The membership of the Elementary Mathematics Task Force shall include all of the following:
(1) The State Superintendent of Education.
(2) The Director of the Office of Mathematics Improvement.
(3) Two actively serving public K-2 teachers, with experience in implementing evidence-based mathematics teaching practices, appointed by the Executive Director of the Alabama Education Association.
(4) Two actively serving public 3-5 teachers, with experience in implementing evidence-based mathematics teaching practices, appointed by the Alabama Council of Teachers of Mathematics.
(5) One actively serving public K-5 special education teacher, with experience implementing evidence-based mathematics teaching practices, appointed by the State Superintendent of Education.
(6) One actively serving elementary AMSTI mathematics specialist, with experience supporting school-based mathematics coaches, appointed by the Alabama STEM Council.
(7) One actively serving elementary school-based mathematics coach, with experience in facilitating professional development, appointed by the Alabama Council of Teachers of Mathematics.
(8) Two actively serving public elementary school principals, with experience supporting mathematics coaching, appointed by the Council for Leaders in Alabama Schools.
(9) One actively serving instructor employed by a public institution of higher education, with experience teaching elementary mathematics methods, appointed by the Alabama Commission on Higher Education.
(10) One actively serving local superintendent of education, with experience supporting schools with mathematics coaches, appointed by the School Superintendents of Alabama.
(11) One actively serving local board of education member, appointed by the Alabama Association of School Boards.
(12) One actively serving AMSTI Director or assistant director, with experience teaching and supporting grades K-5 mathematics, appointed by the State Superintendent of Education.
(13) One member of business and industry, with experience in employing individuals in occupations that are STEM focused and in demand, appointed by the Governor.
(14) Three additional members, appointed by the Governor.
(c) Members appointed to the Elementary Mathematics Task Force pursuant to subdivisions (3) through (8) of subsection (b) shall serve an initial term of one year and may be reappointed to serve one additional two-year term. Members appointed to the Elementary Mathematics Task Force pursuant to subdivisions (9) through (14) of subsection (b) shall serve an initial term of two years and may be reappointed to serve one additional two-year term. Thereafter, each member of the Elementary Mathematics Task Force shall be appointed to serve a two-year term and may be reappointed to serve one additional two-year term. All appointing authorities shall coordinate their appointments to ensure the Elementary Mathematics Task Force membership is inclusive and reflects the racial, gender, geographic, urban, rural, and economic diversity of the state. The appointing authorities shall fill vacancies by appointment for the unexpired terms according to the process outlined in this section.
(d) The members of the Elementary Mathematics Task Force shall be reimbursed through the department for expenses incurred in the performance of their duties for the Elementary Mathematics Task Force in the same manner and at the same rate as is provided for state employees. Subject to appropriations, nothing herein shall limit payment for their service.
(1) The Director of the Office of Mathematics Improvement shall serve as chair, and a vice chair shall be elected by the membership of the Elementary Mathematics Task Force. If the position of director is vacant, the vice chair shall serve as chair until the State Superintendent of Education appoints a new director.
(2) The Elementary Mathematics Task Force shall meet at least four times a year. The Elementary Mathematics Task Force shall set meeting dates and times, set agendas, vote, and develop recommendations for the State Board of Education in collaboration with the department, through the Office of Mathematics Improvement. A majority of the members of the Elementary Mathematics Task Force shall constitute a quorum for the transaction of business. Should a quorum not be present on the day appointed for any meeting, those present may adjourn from day to day until a quorum is established.
(e) Each approved assessment system for grades K-5 shall measure, at a minimum, all of the following:
(1) Number sequence.
(2) One-to-one correspondence.
(3) Cardinality.
(4) Oral and written names for numbers based on grade level standards.
(5) Subitizing.
(6) Number relationships.
(7) Addition, subtraction, multiplication, and division in word problems with a variety of problem types and structures based on grade level standards.
(8) Connecting addition, subtraction, multiplication, and division to place value based on grade level standards.
(9) Computational fluency with whole numbers, fractions, and decimals based on grade level standards.
(10) Spatial reasoning based on grade level standards.
(f) In determining which assessment systems to recommend for use by local education agencies, the Elementary Mathematics Task Force, in collaboration with the department, through the Office of Mathematics Improvement, at a minimum, shall also consider all of the following factors:
(1) The time required to conduct each assessment with the intention of minimizing the impact on instructional time.
(2) The level of integration of assessment results with instructional support for educators and students.
(3) The time lines in reporting assessment results for educators, administrators, and parents.
(4) The ability of the formative assessment system to produce automatic reports for teachers, administrators, and parents as required in Section 16-6H-6.