(a)(1) A kindergarten student or incoming grades 1-5 student identified with a mathematics deficiency, or who demonstrates the signs of dyscalculia, shall be provided intensive mathematics interventions recommended by the Elementary Mathematics Task Force to address his or her specific mathematics deficiency. Intensive interventions should be a part of the multi-tiered system of support of a school. A K-5 student who exhibits a mathematics deficiency based on an approved screener assessment, diagnostic assessment, benchmark assessment, or classroom formative assessment shall receive immediate mathematics intervention.
(2)The mathematics teacher of the student receiving mathematics intervention shall prepare reports that coincide with grading periods and a comprehensive end of year report
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(a)(1) A kindergarten student or incoming grades 1-5 student identified with a mathematics deficiency, or who demonstrates the signs of dyscalculia, shall be provided intensive mathematics interventions recommended by the Elementary Mathematics Task Force to address his or her specific mathematics deficiency. Intensive interventions should be a part of the multi-tiered system of support of a school. A K-5 student who exhibits a mathematics deficiency based on an approved screener assessment, diagnostic assessment, benchmark assessment, or classroom formative assessment shall receive immediate mathematics intervention.
(2) The mathematics teacher of the student receiving mathematics intervention shall prepare reports that coincide with grading periods and a comprehensive end of year report detailing any mathematics intervention provided. Reports shall be provided to the parent or legal guardian of the student, and his or her mathematics teacher for the immediately succeeding school year, and shall include all of the following:
a. The name of the student.
b. The name of the teacher providing the intervention.
c. Mathematics deficiencies identified from a screener, diagnostic, or formative assessment, or any of them.
d. Student growth.
e. Mathematics strengths of the student.
(3) The information provided to the parent or legal guardian of a student, pursuant to subdivision (2), details the strengths, deficiencies, and progress of the student. A report from a screener, diagnostic, or formative assessment that includes all the information listed in subdivision (2) may be provided to the parent or legal guardian in lieu of a separate report.
(b) Each local education agency shall provide mathematics intervention services for grades K-5 students identified with mathematics deficiencies. Those services shall include, but not be limited to, any of the following:
(1) Working with an effective or highly effective teacher of mathematics, as demonstrated by student mathematics performance data and teacher performance evaluations.
(2) Effective instructional strategies to accelerate student progress provided by a highly qualified teacher who has training and experience in the implementation of teaching mathematics through problem solving; providing an environment for students to make sense of cognitively demanding tasks; providing justifications for strategies and solutions; making connections with the mathematics; and receiving feedback about mathematics ideas.
(3) Mathematics intervention services and supports to improve any identified area of mathematics deficiency including, but not limited to, any of the following:
a. Additional instructional time devoted to evidence-based mathematics instruction and interventions recommended by the Elementary Mathematics Task Force, including engaging, high quality, and rigorous supplemental sessions.
b. Providing daily targeted small group mathematics intervention based on student needs.
c. Providing supplemental, evidence-based mathematics interventions before or after school, or both, delivered by a highly qualified teacher of mathematics or trained tutor.
d. Frequently monitoring the progress of the mathematics skills of each student throughout the school year and adjusting instruction according to student need.
e. Incorporating material from a previous grade to link understanding to grade level curriculum.
f. Incorporating a concrete, semi-concrete, abstract approach.
g. Incorporating explicit systematic strategy instruction, including summarizing key points and reviewing vocabulary prior to the lesson.
h. Utilizing mathematics strategies or programs, grounded in the science of learning, that accelerate student mathematics achievement.
i. Attending to conceptual understanding as well as procedural fluency.
j. Providing a home based mathematics plan, including participation in family training workshops or regular family-guided home mathematics activities.
(c) Beginning with the 2023-2024 school year:
(1) Kindergarten students shall be assessed by November using an early numeracy screener recommended by the Elementary Mathematics Task Force to identify those students in need of support for key numeracy concepts. A kindergarten student identified by the screener as having a mathematics deficiency shall be assessed using the diagnostic assessment to identify student misconceptions and gaps in mathematical knowledge or skills.
(2) Incoming first and second grade students shall be assessed using an early numeracy screener recommended by the Elementary Mathematics Task Force a minimum of two times a year to identify those students in need of support for key numeracy concepts. A first or second grade student identified by the screener as having a mathematics deficiency shall be assessed using the diagnostic assessment to identify student misconceptions and gaps in mathematical knowledge or skills.
(3) Incoming fourth and fifth grade students shall be assessed using a fractional reasoning screener approved by the Elementary Mathematics Task Force a minimum of two times a year to identify those students in need of support for fractional reasoning. A fourth or fifth grade student identified by the screener as having a mathematics deficiency shall be assessed using the diagnostic assessment to identify student misconceptions and gaps in mathematical knowledge or skills.
(4) A K-5 student identified with a mathematics deficiency through screeners, diagnostics, or formative assessments shall be provided intensive mathematics interventions recommended by the Elementary Mathematics Task Force to address his or her specific needs.
(d) The Elementary Mathematics Task Force shall recommend to the Office of Mathematics Improvement a guide for developmental benchmark formative assessments to be used for determining appropriate mathematics progress for K-5 mathematics progression. The benchmarks shall include, but not be limited to, the following grade level progressions:
(1) The kindergarten level shall include all of the following:
a. Number sequence.
b. One-to-one correspondence.
c. Cardinality.
d. Oral and written names for numbers based on grade level standards.
e. Subitizing.
f. Number relationships.
g. Computational fluency with whole numbers based on grade level standards.
h. Addition and subtraction in word problems with a variety of problem types and structures based on grade level standards.
i. Spatial reasoning based on grade level standards.
(2) The first and second grade level shall include all of the following:
a. Counting and recognizing whole numbers.
b. Comparing and ordering numbers.
c. Composing and decomposing numbers.
d. Operations with whole numbers.
(3) Incoming third grade level shall include all of the following:
a. Operations of addition and subtraction.
b. Properties of operations.
c. Counting and recognizing numbers to 1,000.
d. Understanding models for addition and subtraction within 1,000.
e. Comparing and ordering numbers up to 1,000.
f. Composing and decomposing numbers up to 1,000.
g. Solving one-step and two-step word problems involving addition and subtraction within 100.
h. Using a variety of strategies and algorithms based on place value.
(4) Incoming fourth grade level shall include all of the following:
a. Representing unit fractions with area and length models.
b. Representing equivalent fractions using a variety of objects and pictorial models.
c. Understanding multiplication and division and strategies for multiplication and division within 100.
d. Understanding the meanings of multiplication and division of whole numbers involving equal-sized groups, arrays, and measurement quantities.
e. Solving one-step and two-step word problems involving addition and subtraction within 1,000 using a variety of strategies and algorithms based on place value.
f. Generating and solving problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers using a variety of strategies and algorithms based on place value.
(5) Incoming fifth grade level shall include all of the following:
a. Comparing and ordering whole numbers up to 1,000,000.
b. Comparing and ordering fractions and decimals to hundredths.
c. Using place value understanding and properties of operations to perform multi-digit arithmetic with whole numbers.
d. Illustrating and explaining the product of two factors using equations, rectangular arrays, and area models.
e. Adding and subtracting fractions and mixed numbers with like denominators using fraction equivalence and properties of operations.
f. Understanding the relationship between addition and subtraction.
g. Multiplying a whole number and a fraction.