SENATE BILL 235

57th legislature - STATE OF NEW MEXICO - first session, 2025

INTRODUCED BY

William P. Soules

 

 

 

 

 

AN ACT

RELATING TO PUBLIC SCHOOLS; AMENDING THE MATHEMATICS AND SCIENCE EDUCATION ACT; DEFINING TERMS; PROVIDING THAT THE MATHEMATICS AND SCIENCE BUREAU OF THE PUBLIC EDUCATION DEPARTMENT MONITOR THE IMPLEMENTATION OF INSTRUCTIONAL AND PROFESSIONAL DEVELOPMENT PROGRAMS; REQUIRING SCHOOL DISTRICTS AND CHARTER SCHOOLS TO DEVELOP MATHEMATICS PROFESSIONAL LEARNING PLANS; REQUIRING THE PUBLIC EDUCATION DEPARTMENT TO ESTABLISH A MATHEMATICS INSTRUCTIONAL LEADERSHIP FRAMEWORK; REQUIRING MATHEMATICS COACHES TO HOLD MATHEMATICS SPECIALIST ENDORSEMENTS; REQUIRING MATHEMATICS SCREENERS FOR STUDENTS IN KINDERGARTEN THROUGH FIFTH GRADE; REQUIRING IMMEDIATE INTERVENTIONS AND PARENTAL NOTIFICATION IF A STUDENT IS IDENTIFIED AS HAVING CHARACTERISTICS OF DYSCALCULIA.

 

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF NEW MEXICO:

     SECTION 1. Section 22-15E-2 NMSA 1978 (being Laws 2007, Chapter 44, Section 2 and Laws 2007, Chapter 239, Section 2) is amended to read:

     "22-15E-2. DEFINITIONS.--As used in the Mathematics and Science Education Act:

          A. "bureau" means the mathematics and science bureau;

          B. "chief" means the chief of the bureau; [and]

          C. "council" means the mathematics and science advisory council;

          D. "dyscalculia" means a specific learning disability or a pattern of symptoms characterized by a person's difficulty or inability to:

                (1) process numerical information;

                (2) learn arithmetic facts;

                (3) perform accurate or fluent numerical calculation;

                (4) engage in mathematical reasoning; and

                (5) articulate the person's understanding of mathematical information or how the person engaged in mathematical reasoning; and

          E. "screener" means a grade-specific, nondiagnostic assessment of a student's performance in mathematical content."

     SECTION 2. 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 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) [develop and evaluate curricula] monitor the implementation of instructional materials, instructional programs and professional development programs in mathematics and science to ensure such programs are aligned with state academic content and performance standards; and

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

     SECTION 3. A new section of the Mathematics and Science Education Act is enacted to read:

     "[NEW MATERIAL] MATHEMATICS PROFESSIONAL LEARNING PLANS--INSTRUCTIONAL LEADERSHIP FRAMEWORK--ASSESSMENTS.--

          A. A school district or charter school shall develop and implement an elementary mathematics professional learning plan and a secondary mathematics professional learning plan in accordance with standards established by the department. The professional learning plans shall be developed in cooperation with teachers and public school administrators and shall be updated at least once every two years.

          B. The department shall establish a mathematics instructional leadership framework for public school administrators. The framework shall provide standards for mathematical content, mathematical instruction, ongoing professional learning in mathematics, mathematics coaching and program evaluation.

          C. The department shall determine the minimum course requirements for the following licenses:

                (1) prekindergarten through third grade;

                (2) kindergarten through eighth grade;

                (3) fifth grade through ninth grade;

                (4) special education; and

                (5) alternative licenses. 

          D. A public school that has a mathematics coach shall require that the mathematics coach hold a mathematics specialist endorsement from a department-approved program.

          E. Beginning in the 2026-2027 school year:

                (1) a public school shall begin assessing students' mathematical performance using a department-approved early numeracy screener prior to students' completion of the second grade;

                (2) if a public school identifies a student in kindergarten through fifth grade as having characteristics of dyscalculia or a math difficulty, the public school shall provide that student with interventions during core instruction or targeted or intensive interventions through a multilayered system of support; and

                (3) if a public school identifies a student in kindergarten through fifth grade as having characteristics of dyscalculia or a math difficulty, the public school shall provide written notice to the parents of that student within fifteen days from the date an early numeracy screener was administered or from the date an interim assessment was administered for a student in third through fifth grade, and the notice shall include:

                     (a) an explanation that the student was identified as having characteristics of dyscalculia or a math difficulty and that a mathematics improvement plan for the student will be developed;

                     (b) a description of services currently provided to the student;

                     (c) a description of the proposed research-based mathematics interventions and supplemental instructional services and supports for the student;

                     (d) an explanation that the parents will receive monthly written notification regarding the student's progress; and

                     (e) a description of the student's specific skill deficits and strategies for parents to use at home to address those skill deficits."

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