(a)There is created in the department an Office of Mathematics Improvement, that shall be formed by July 4, 2022. The State Superintendent of Education shall appoint a Director of the Office of Mathematics Improvement whose exclusive focus is K-5 mathematics. The director shall have experience in administrative duties, as an elementary mathematics specialist or coach, and in teaching mathematics in a public elementary school. In addition to necessary state level staff, each AMSTI region of the state shall have at least one Office of Mathematics Improvement regional coordinator, or more based on the needs of the full support and limited support schools in the region, as determined by the Director of the Office of Mathematics Improvement. Each regional coordinator shall have experience in t
Free access — add to your briefcase to read the full text and ask questions with AI
(a) There is created in the department an Office of Mathematics Improvement, that shall be formed by July 4, 2022. The State Superintendent of Education shall appoint a Director of the Office of Mathematics Improvement whose exclusive focus is K-5 mathematics. The director shall have experience in administrative duties, as an elementary mathematics specialist or coach, and in teaching mathematics in a public elementary school. In addition to necessary state level staff, each AMSTI region of the state shall have at least one Office of Mathematics Improvement regional coordinator, or more based on the needs of the full support and limited support schools in the region, as determined by the Director of the Office of Mathematics Improvement. Each regional coordinator shall have experience in training, supporting, coaching, and teaching K-5 mathematics in elementary public schools focused on mathematics data analysis and mathematics improvement. No employee of the Office of Mathematics Improvement shall be subject to the state Merit System.
(b) The Director of the Office of Mathematics Improvement, in collaboration with the Elementary Mathematics Task Force, shall do all of the following:
(1) Determine the scope and pace of scaling mathematics coaches as provided in Section 16-6H-7.
(2) Monitor the implementation of intensive professional development on foundational mathematics content knowledge, as recommended by the Elementary Mathematics Task Force, for all full support and limited support schools.
(3) Monitor the implementation of screener assessments, diagnostic assessments, and formative assessments for grades K-5 to identify students in need of support for key numeracy concepts. Implementation shall begin with the 2023-2024 school year.
(4) Recommend training and support for educators for the effective implementation and interpretation of diagnostic tools. The diagnostic tool shall be used with students who have been identified as struggling in mathematics based on screeners, diagnostic assessments, benchmark assessments, teacher observation, or any combination of the foregoing.
(5) Designate a team of educators to explore the connection between difficulties with number sense and dyscalculia, as well as possible effective screeners.
(6) Commit necessary resources to understanding the needs of students struggling with number sense or dyscalculia, or both, before implementing instructional practices or assessments that could adversely affect student learning.
(7) Monitor AMSTI mathematics specialist support in all full support and limited support schools.
(8) Monitor the implementation and progress of the Alabama Summer Mathematics Achievement Program in full support schools.
(9) Recommend changes and improvements to AMSTI, any professional learning providers, and local education agencies based on data collected and analyzed by the Office of Mathematics Improvement.
(10) Participate in the development of the Alabama Instructional Leadership framework, the State Academic Intervention framework, and the Turnaround Leadership Academy.
(c) Each Office of Mathematics Improvement regional coordinator shall have experience as a K-5 mathematics specialist or coach and experience teaching K-5 mathematics in a public school.
(d) Office of Mathematics Improvement regional coordinators, with the oversight of the director, shall perform all of the following duties in full support and limited support schools:
(1) Support and monitor the implementation of comprehensive mathematics curricula for core instruction and intervention programs or curricula, or both, approved by the Elementary Mathematics Task Force.
(2) Support and monitor the implementation of a multi-tiered system of support, including response to intervention to monitor progress of struggling students, continually evaluate the effectiveness of instruction, and make more informed instructional decisions.
(3) Support and monitor the implementation of the intensive professional development series on foundational mathematics content knowledge.
(4) Support the Director of the Office of Mathematics Improvement in monitoring the implementation of approved formative assessments, screening assessments, and diagnostic assessments recommended by the Elementary Mathematics Task Force.
(5) Monitor and evaluate data collected from AMSTI and local education agencies to ensure coaching aligns with school needs and make recommendations for improvement to the mathematics coaches as needed to increase student achievement, collaboration, and support.
(6) Monitor the implementation and progress of the Alabama Summer Mathematics Achievement Program in full support schools.