SB 29 — MATH REQUIREMENTS FOR TEACHING LICENSE

D.

"mathematics difficulty" means a student's inability to perform at grade level when learning or applying mathematical concepts, as determined by screening or other assessments;

E.

"mathematics instructional leadership framework" means a structured, evidence-based model developed by the department to strengthen mathematics teaching and learning;

F.

"mathematics professional learning plan" means a plan developed by a school district or charter school on a department-provided template that is aligned with the department's mathematics instructional leadership framework;

G.

"mathematics screening assessment" means a department-approved, grade-specific and nondiagnostic assessment administered at the beginning of the school year to assess a student's performance in mathematics;

and H.

"mathematics support plan" means a written plan developed for a student on a department-provided template that identifies individualized and differentiated areas of mathematics learning needs and that describes specific intervention strategies that will be provided at school and strategies that can be used by parents to support student SB 29 Page 4 learning." SECTION 4.

Section 22-15E-3 NMSA 1978 (being Laws 2007, Chapter 44, Section 3 and Laws 2007, Chapter 239, Section 3) is amended to read:

"22-15E-3.

BUREAU CREATED--DUTIES.-- A.

The "mathematics and science bureau" is created in the department.

The secretary shall appoint the chief as provided in the Public Education Department Act.

B.

The bureau shall:

(1) administer the provisions of the Mathematics and Science Education Act;

(2) provide staff support for and coordinate the activities of the council;

(3) work with the council to develop a statewide strategic plan for mathematics and science education in the public schools and coordinate education activities with other state agencies, the federal government, business consortia and public or private organizations or other persons;

(4) ensure that school districts' plans include goals for improving mathematics and science education aligned to the department's strategic plan;

(5) recommend funding mechanisms that support the improvement of mathematics and science education in the state, including web-based mathematics and science SB 29 Page 5 curricula, mentoring and web-based homework assistance;

(6) promote partnerships among public schools, higher education institutions, government, business and educational and community organizations to improve the mathematics and science education in the state;

(7) monitor the use of instructional materials and evaluate instructional programs and professional learning programs in mathematics and science to ensure alignment with state academic content and performance standards;

(8) assess the outcomes of efforts to improve mathematics and science education using existing data;

(9) in collaboration with the council, develop guidelines for school districts and charter schools to use when developing mathematics professional learning plans, mathematics screening assessments in kindergarten through third grade, mathematics support plans and mathematics intervention services;

(10) provide training and technical assistance to school districts and charter schools on developing mathematics professional learning plans, implementing mathematics screening assessments, developing mathematics support plans and mathematics interventions, including selecting evidence-based instructional materials, SB 29 Page 6 monitoring student progress and involving parents;

(11) adopt grade-specific mathematics assessments that can be administered with minimal impact on instructional time;

and (12) provide for timely reporting of assessment results that can be integrated with instructional support for teachers and students." SECTION 5.

A new section of the Mathematics and Science Education Act is enacted to read:

"MATHEMATICS INSTRUCTIONAL LEADERSHIP FRAMEWORK-- MATHEMATICS PROFESSIONAL LEARNING PLANS.-- A.

By December 31, 2026, the department and bureau, in consultation with the council, shall develop and publish a mathematics instructional leadership framework that includes the following:

(1) defined roles and responsibilities of instructional leaders, including principals, instructional coaches and teacher leaders, in supporting mathematics instruction;

(2) standards for high-quality mathematics instruction and professional learning aligned with state academic content and performance standards and evidence-based research;

(3) core competencies for teachers and instructional leaders in mathematics pedagogy, data use and SB 29 Page 7 student engagement;

(4) guidance for implementing mathematics coaching, mentoring and collaborative planning structures to improve classroom practice;

(5) procedures for monitoring, evaluating, supporting and continuously improving mathematics teaching and learning at the public school, school district and state levels;

and (6) a description of technical assistance that may be provided to school districts and charter schools to support mathematics instruction.

B.

Beginning in the 2027-2028 school year, each school district and charter school shall develop and implement elementary and secondary mathematics professional learning plans that include:

(1) goals for teacher content knowledge and instructional practices in mathematics;

(2) a description of professional learning activities and instructional supports;

and (3) a plan to monitor and evaluate professional learning in mathematics over time.

C.

Mathematics professional learning plans shall be aligned to the department's mathematics instructional leadership framework and shall be developed in cooperation with teachers and public school administrators and shall be SB 29 Page 8 updated at least once every two years." SECTION 6.

A new section of the Mathematics and Science Education Act is enacted to read:

"KINDERGARTEN THROUGH THIRD GRADE MATHEMATICS SCREENING AND EVALUATIONS--INTERVENTIONS--SUPPORT.-- A.

Beginning in the 2027-2028 school year, each school district and charter school shall administer a mathematics screening assessment to every student in kindergarten through third grade.

B.

If a school determines that a student in kindergarten through third grade displays characteristics of a mathematics difficulty as determined by an analysis of the student's mathematics screening assessment, the public school shall, within thirty days of the determination, notify the student's parent of the results and provide a mathematics support plan that includes:

(1) a description of the student's mathematics screening assessment results and specific areas of need;

(2) mathematics interventions that will be provided to the student;

(3) an assurance that the parent will receive written reports on the student's progress at least four times each school year;

and (4) strategies that can be used by parents SB 29 Page 9 to support student learning.

C.

Mathematics interventions provided to students shall be aligned to the department's mathematics instructional leadership framework and the school's mathematics professional learning plan and shall:

(1) include a multilayered system of support that progresses from less intensive to more intensive based on the student's needs;

(2) be aligned to core instruction;

(3) be targeted, differentiated and supplemental to core instruction;

and (4) be aligned with evidence-based instructional strategies.

D.

The department shall provide guidance on the interventions and multilayered system of support that a public school is required to provide pursuant to Subsection C of this section." SECTION 7.

A new section of the Mathematics and Science Education Act is enacted to read:

"ADMINISTRATION--REPORTING.-- A.

By December 31, 2026, the department, in consultation with the council, shall promulgate rules to implement the provisions of the Mathematics and Science Education Act.

Rules shall include criteria for approved mathematics screening assessments, standards for the SB 29 Page 10 mathematics instructional leadership framework and mathematics professional learning plans and identified mathematics interventions.

B.

No later than July 1, 2028 and no later than July 1 of each year thereafter, the department shall prepare and submit to the governor and the legislative education study committee a report that includes the following:

(1) the number of students by grade level identified with mathematics difficulty and served through mathematics support plans;

(2) the types and effectiveness of interventions implemented;

(3) implementation status of the mathematics instructional leadership framework and mathematics professional learning plans across school districts and charter schools;

and (4) recommendations for legislative or budgetary action to improve mathematics instruction and student outcomes." SB 29 Page 11 25