(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.
15.1-21-12.3. Mathematics curriculum and professional development - Rules - Reports to the superintendent of public instruction and the legislative management. 1. The superintendent of public instruction, in collaboration with the kindergarten through grade twelve education coordination council, shall adopt rules to implement section 15.1-21-12.2, including rules to monitor implementation. 2. The superintendent of public instruction and the regional education associations shall support school districts with implementation of section 15.1-21-12.2. The superintendent of public instruction shall provide periodic reports to the legislative management on the implementation and effectiveness of section 15.1-21-12.2 in improving educational outcomes and student competency in mathematics and shall publish the reports submitted by school districts on the website of the department of public instruction.