Section 1. Definitions   

• (A) “Department” means the [insert State] Department of Education.  
• (B) “Elementary school” means any public school, not including a charter school, that provides instruction to students in any combination of kindergarten, grade 1, grade 2, grade 3, grade 4, or grade 5.   
• (C) “Evidence-based approaches to teaching math” means teaching practices that are supported by research grounded in quantitative and/or qualitative empirical evidence and are shown to positively impact student math learning outcomes.  
• (D) “Four strands of math proficiency” means a combination of real-world problem-solving skills (connecting math to students’ lives), procedural fluency (the ability to perform math procedures with speed, accuracy, efficiency, and flexibility), conceptual understanding (knowing how and why math “works”) and productive dispositions (seeing math as sensible, useful, and worthwhile).   
• (E) “Middle school” means any public school, not including a charter school, that provides instruction to students in any combination of grades 6, 7, or 8.  
• (F) “Parent” means a parent, guardian, custodian, or other person with authority to act on behalf of a student.  
• (G) “Screening” means an assessment that identifies students who are not meeting grade-level learning goals and checks to see if students might be at risk for math difficulties.  
• (H) “Progress monitoring” means a systematic process of regularly assessing student performance to evaluate learning growth and inform instructional decisions. This allows educators to track progress towards specific goals and adjust instruction to meet individual student needs.  

Section 2. Mathematics Screening Required for Grades K-2  

• (A) Beginning with the [insert years] school year, each elementary school shall administer to all students enrolled in kindergarten, grade 1, and grade 2 screeners approved by the [insert state education department/agency] to identify students at risk of not meeting grade level proficiency.  
• (B) The screeners must:  
  1. Align to [insert state] academic standards for mathematics;  
  2. Measure, at a minimum, the four strands of mathematical proficiency, as such term is defined in this Act, with grade-level appropriate math knowledge and skills;  
  3. Minimize the impact on instructional time and be valid, reliable, and able to identify students who are at risk and need intervention with accuracy;  
  4. Include a vetted and approved list of one or more reliable and valid screeners to be administered 3 times per year (fall, winter, spring) with progress monitoring capabilities and a diagnostic tool to support teachers with targeted instruction based on student needs;  
  5. Identify students who need intervention, as described in Section 3 of this Act;  
  6. Receive a convincing or partially convincing rating for accuracy, reliability, and validity by:  
     • i. The National Center on Intensive Intervention; or  
     • ii. Another third party approved by the [insert state education department/agency].  
  7. Provide screening results to educators and parents no later than 15 calendar days after the screener is administered;  
  8. Provide parents and schools with data analysis guides for interpreting results and comprehensive support for schools to guide classroom instruction and the implementation of mathematics interventions; and  
  9. Provide the [insert state education department/agency] with an annual analysis of statewide data trends to support identification of deficiencies in mathematics and guide targeted intervention efforts.   

Section 3. Mathematics Intervention Required for K-8 Students at Risk of Falling Behind Grade Level Proficiency  

• (A) Beginning with the [insert years] school year, if an elementary school or middle school determines that a student in kindergarten through grade 8 is at risk of not achieving grade level proficiency in mathematics, then the elementary school or middle school shall provide intervention that meets the requirements under subsection C of this section.  
• (B) An elementary school or middle school may deem a student as being at risk of not achieving grade level proficiency in mathematics under subsection A of this section if an analysis of the student’s data from one or more of the following justifies such a determination:  
  1. A grade level screener approved by the [insert state education department/agency]; or  
  2. A statewide assessment.  
• (C) An elementary school or middle school shall provide intervention to a student described in subsection A of this section that meets the following conditions:  
  1. The intervention must be aligned with evidence-based approaches to teaching math and developing the four strands of mathematical proficiency, as such term is defined in this Act;  
  2. The intervention must include targeted individual or small group math intervention for at least 30 minutes 3 times per week, or 60 hours in a school year based on student need;  
  3. The intervention must be delivered by a highly effective math teacher as demonstrated by student math performance data and teacher performance evaluations;  
  4. The intervention must continuously monitor the progress of each student’s math skills throughout the school year and give teachers student data that allows them to adjust instruction based on each student’s needs; and  
  5. The instruction must be implemented during regular school hours and as needed before and after school.  
• (D) The [insert state education department/agency] shall provide guidance on the intervention requirements provided under subsection C of this section.