Mathematics Proficiency and Intervention Act; establish to provide intensive multitiered system of supports for students in kindergarten through Grade 3.
House Bill 1626 creates the "Mathematics Proficiency and Intervention Act" to strengthen early math instruction and intervention for students in kindergarten through grade 3. The bill directs the State Board of Education to adopt regulations establishing a statewide multitiered system of supports for mathematics, and it requires the Department of Education to help districts identify high-quality professional development, screening tools, diagnostic assessments, and evidence-based instructional resources. It also defines key terms such as numeracy, number sense, dyscalculia, universal screener, and mathematics improvement plan.
The bill sets a timeline for early identification and intervention. Beginning with the 2025-2026 school year, all K-3 students must be given a mathematics universal screener within the first 30 days of school, with students flagged as at risk receiving a diagnostic assessment within 45 days. For students needing accelerated support, a mathematics improvement team must develop and implement an intervention plan within 60 days, and parents must receive quarterly written progress reports. By July 1, 2026, districts and charter schools must select at least one approved universal screener and one diagnostic assessment, train teachers on their use, and adopt evidence-based math curricula and instructional resources. The department must also maintain a web-based repository of screening tools, curricula, and lesson supports.
The bill would add new statewide requirements for early mathematics screening, intervention planning, teacher training, and district adoption of approved instructional tools for K-3 students. It would require the State Board of Education to promulgate regulations for a multitiered system of supports and would expand the Department of Education's technical-assistance role. School districts and public charter schools would need to implement universal screening, diagnostic testing, progress monitoring, parent notification, and evidence-based intervention services, while also ensuring compliance with IDEA by clarifying that screening alone is not a special education evaluation.
The bill's text reflects a strongly supportive policy approach toward early math proficiency, emphasizing evidence-based instruction, accelerated intervention, and accountability for student progress. No committee transcripts or recorded votes were provided, so there is no direct record of debate, amendments, or formal opposition in the available materials. Based on the bill language alone, the overall sentiment appears favorable toward proactive intervention and statewide consistency in math instruction.
The main potential points of contention are the operational mandates placed on school districts and charter schools, including required screening timelines, teacher training, adoption of approved assessments and curricula, and the creation of individualized improvement plans. Districts may be concerned about implementation costs, staffing, professional development demands, and the availability of approved tools. Another possible issue is the balance between early intervention and special education processes, though the bill expressly states that screening is not an IDEA evaluation and does not limit initial disability evaluations.