(Effective through June 30, 2027)
1. Each school district and nonpublic school shall:
a. Ensure the portion of its curriculum which is related to mathematics is based on
evidence and research, includes differentiated instruction, is aligned to the state
standards, and focuses on:
(1)Foundational skills, including:
(a)Numbers and operations;
(c)Geometry and measurement; and
(d)Data, probability, and statistics; and
(2)Competencies, including:
(c)Reasoning and proof.
b. Provide continuing professional development for teachers of mathematics,
including special education teachers, and school leaders which:
(1)Focuses on best practices in mathematics instruction, including:
(a)Explicit and differentiated instruction;
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(Effective through June 30, 2027)
1. Each school district and nonpublic school shall:
a. Ensure the portion of its curriculum which is related to mathematics is based on
evidence and research, includes differentiated instruction, is aligned to the state
standards, and focuses on:
(1) Foundational skills, including:
(a) Numbers and operations;
(b) Algebraic reasoning;
(c) Geometry and measurement; and
(d) Data, probability, and statistics; and
(2) Competencies, including:
(a) Problem solving;
(b) Connections; and
(c) Reasoning and proof.
b. Provide continuing professional development for teachers of mathematics,
including special education teachers, and school leaders which:
(1) Focuses on best practices in mathematics instruction, including:
(a) Explicit and differentiated instruction;
(b) Data-driven decisionmaking; and
(c) The topics under subdivision a.
(2) Includes evidence-based programming on the science of mathematics
which aligns with the topics under subdivision a.
c. Implement formative assessments at regular intervals, adjust teaching practices
accordingly, and provide targeted interventions for each student who needs
additional support.
d. Implement a research-based intervention program suggested by the state and
adopted by the school board, which uses high-quality supplemental materials that
incorporate evidence-based instructional strategies adopted by the school board.
2. To be approved by the superintendent of public instruction, certify each school or
nonpublic school shall:
a. Ensure the placement of qualified teachers in grades four through eight;
b. Have integrated mathematics instruments used to identify deficiencies in the skills
under subdivision a of subsection 1; and
c. Have integrated evidence-based instruction and assessment resources to
support mathematics development and mastery.
15.1-21-12.2. Mathematics curriculum - Professional development and intervention.
(Effective after June 30, 2027)
1. Each school district and nonpublic school shall:
a. Ensure the portion of its curriculum which is related to mathematics is based on
evidence and research, includes differentiated instruction, is aligned to the state
standards, and focuses on:
(1) Foundational skills, including:
(a) Numbers and operations;
(b) Algebraic reasoning;
(c) Geometry and measurement; and
(d) Data, probability, and statistics; and
(2) Competencies, including:
(a) Problem solving;
(b) Connections; and
(c) Reasoning and proof.
b. Provide continuing professional development for teachers of mathematics,
including special education teachers, and school leaders which:
(1) Focuses on best practices in mathematics instruction, including:
(a) Explicit and differentiated instruction;
(b) Data-driven decisionmaking; and
(c) The topics under subdivision a.
(2) Includes evidence-based programming on the science of mathematics
which aligns with the topics under subdivision a.
c. Implement formative assessments at regular intervals, adjust teaching practices
accordingly, and provide targeted interventions for each student who needs
additional support.
d. Implement a research-based intervention program suggested by the state and
adopted by the school board, which uses high-quality supplemental materials that
incorporate evidence-based instructional strategies adopted by the school board.
e. For a student in kindergarten through grade three:
(1) Use a screening process for early identification of mathematics deficiencies
and characteristics of dyscalculia;
(2) Inform the student's parent or legal guardian about the screening process,
the student's results, and the importance of early intervention;
(3) Provide resources and guidance to the student's parent or legal guardian to
support mathematics learning at home; and
(4) If the student is identified as having characteristics of mathematics
deficiencies or dyscalculia, develop an education plan with
accommodations.
2. A school district or special education unit shall provide a screening process under
paragraph 1 of subdivision e of subsection 1 for a student upon request by a parent,
legal guardian, or teacher.
3. To be approved by the superintendent of public instruction, certify each school or
nonpublic school shall:
a. Ensure the placement of qualified teachers in grades four through eight;
b. Have integrated mathematics instruments used to identify deficiencies in the skills
under subdivision a of subsection 1; and
c. Have integrated evidence-based instruction and assessment resources to
support mathematics development and mastery.