(1) Beginning with the 2026–2027 school year, participating districts shall administer the K–5 Mathematics Screener at least three (3) times annually on a schedule set by the department.
(2) For each student identified below benchmark, the school district shall develop an IMP specifying evidence-based interventions, frequency and duration, a progress-monitoring schedule, and exit criteria established by the department. The IMP shall be shared with the student’s parent or guardian in a timely manner and in parent-centered language, both as established by the department.
(3) The department shall provide model IMP templates, intervention menus and progress-monitoring tools, and may provide additional support for students with persistent risk.
(4) The district shall implement the Algebra Readiness Indicator and required interventions through a Multi-Tiered System of Supports (MTSS) for mathematics that includes:(a) Tier 1 core instruction using department-adopted HQIM with fidelity;(b) Tier 2 targeted interventions; and(c) Tier 3 intensive interventions.
(a) Tier 1 core instruction using department-adopted HQIM with fidelity;
(b) Tier 2 targeted interventions; and
(c) Tier 3 intensive interventions.
(5) Students scoring below the Algebra Readiness Indicator shall receive Tier 2 or Tier 3 mathematics interventions, as appropriate, prior to middle-school coursework. The district shall develop an IMP for each student, and the IMP shall serve as the student’s MTSS mathematics intervention plan, specifying the intervention pathway, schedule/dosage and progress-monitoring measures.
(6) Progress monitoring. The district shall monitor student progress at regular intervals and adjust the intensity or type of intervention when data indicates insufficient growth. The department may provide MTSS guidance, crosswalks, templates, and training to support consistent implementation.