(a)Beginning August 1, 2022, to facilitate improvement in mathematics achievement in public elementary schools, the department, through the Office of Mathematics Improvement, shall annually identify full support and limited support schools based on student proficiency at levels 3 and 4 on the state approved summative assessment.
(b)Initially, full support schools shall consist of the lowest five percent performing public elementary K-5 schools, as measured by student mathematics proficiency on the state approved summative assessment, and any K-2 school that is in the feeder pattern of a grades 3-5 full support school. Thereafter, the number of full support schools shall be increased by an additional one percent every two years until the lowest 10 percent performing public elementary scho
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(a) Beginning August 1, 2022, to facilitate improvement in mathematics achievement in public elementary schools, the department, through the Office of Mathematics Improvement, shall annually identify full support and limited support schools based on student proficiency at levels 3 and 4 on the state approved summative assessment.
(b) Initially, full support schools shall consist of the lowest five percent performing public elementary K-5 schools, as measured by student mathematics proficiency on the state approved summative assessment, and any K-2 school that is in the feeder pattern of a grades 3-5 full support school. Thereafter, the number of full support schools shall be increased by an additional one percent every two years until the lowest 10 percent performing public elementary schools are included. Beginning August 1, 2023, the department, through the Office of Mathematics Improvement, shall require full support schools to do all of the following:
(1) Require all leadership and staff to actively and collaboratively participate in any support provided by the Office of Mathematics Improvement or the Office of School Improvement.
(2) Require principals and assistant principals to engage in and implement professional learning as determined by the Office of Mathematics Improvement and the Office of School Improvement.
(3) Use approved comprehensive mathematics curricula for core instruction as recommended by the Elementary Mathematics Task Force.
(4) Use approved mathematics intervention programs or curricula, or both, for Tier 2 and Tier 3 interventions as recommended by the Elementary Mathematics Task Force.
(5) Require all teachers involved in mathematics instruction to engage in and implement professional learning as determined by the Office of Mathematics Improvement and the Office of School Improvement.
(6) Use approved formative assessments, screening assessments, and diagnostic assessments as recommended by the Elementary Mathematics Task Force.
(7) Implement a multi-tiered system of support, including response to intervention, to monitor the progress of struggling students, continually evaluate the effectiveness of instruction, and improve instructional decisions.
(8) Support and respond to any request of the Office of Mathematics Improvement or the Office of School Improvement.
(c) Initially, limited support schools shall consist of the lowest six to 25 percent performing public elementary schools as measured by student mathematics proficiency on the state approved summative assessment. Thereafter, the number of limited support schools shall be decreased by an additional one percent every two years until the lowest 11 to 25 percent performing public elementary schools are included. Beginning August 1, 2023, the department, through the Office of Mathematics Improvement, shall require limited support schools to do all of the following:
(1) Use approved comprehensive mathematics curricula for core instruction as recommended by the Elementary Mathematics Task Force.
(2) Use approved mathematics intervention programs or curricula, or both, for Tier 2 and Tier 3 interventions as recommended by the Elementary Mathematics Task Force.
(3) Require all teachers involved in mathematics instruction to engage in and implement professional learning as determined by the Office of Mathematics Improvement and the Office of School Improvement.
(4) Use approved formative assessments, screening assessments, and diagnostic assessments as recommended by the Elementary Mathematics Task Force.
(5) Implement a multi-tiered system of support, including response to intervention, to monitor the progress of struggling students, continually evaluate the effectiveness of instruction, and improve instructional decisions.
(6) Support and respond to any request of the Office of Mathematics Improvement.
(d) Beginning in the 2023-2024 school year, annually on or before September 30, each local education agency shall report in writing to the department all of the following information relating to the previous school year:
(1) By grade, the number and percentage of all K-5 students identified with a mathematics deficiency on an Elementary Mathematics Task Force recommended mathematics assessment.
(2) By grade, the number and percentage of students screened for dyscalculia characteristics, the number and percentage of students identified as demonstrating the characteristics of dyscalculia and receiving dyscalculia specific intervention, and the name of the dyscalculia specific intervention being provided.
(3) By grade, the number and percentage of all K-5 students performing on grade level or above grade level; which is defined as scoring level 3 or level 4 on the Alabama Comprehensive Assessment Program, or any derivation thereof.
(4) The number and percentage of students starting fifth grade with a mathematics score below grade level; which is defined as scoring level 1 or level 2 on the Alabama Comprehensive Assessment Program, or any derivation thereof.
(5) The number and percentage of fifth grade students who started third grade with a mathematics deficiency and completed fifth grade on grade level; which is defined as scoring level 3 or level 4 on the Alabama Comprehensive Assessment Program, or any derivation thereof.
(6) By grade, the number and percentage of eligible students in grades four and five who attended the Alabama Summer Mathematics Achievement Program in full support schools, that included intensive mathematics instruction.
(7) By grade, the number and percentage of all students retained in grades K-5 based on mathematics deficiencies.
(8) By school, the number of teachers who have earned the K-5 mathematics coach endorsement.
(9) By school, the number and percentage of incoming students in grades one and two identified as having a mathematics deficiency.
(10) By school, the number and percentage of incoming students in grades four and five identified as having a fractional reasoning deficiency.
(e) The State Superintendent of Education shall establish a uniform format for local education agencies to use in reporting the information required by subsection (d). The format shall be developed with input from local boards of education and the Elementary Mathematics Task Force and shall be provided to each local superintendent of education not later than 90 days before the annual due date, as established by the State Superintendent of Education. On or before November 1, annually, the State Superintendent of Education shall compile the information received from the local education agencies into a state level summary and submit the summary to the Governor, the Lieutenant Governor, the State Board of Education, the President Pro Tempore of the Senate, the Speaker of the House of Representatives, and the Director of the Office of Mathematics Improvement, and shall conspicuously publish the summary on the website of the department.
(f) The State Superintendent of Education shall also report mathematics growth and proficiency targets for all students and all subgroups, as based on the state Every Student Succeeds Act plan, or its successor, to the State Board of Education, the Elementary Mathematics Task Force, and the Director of the Office of Mathematics Improvement by January 15, annually.