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HOUSE BILL NO. 237
IN THE LEGISLATURE OF THE STATE OF ALASKA
THIRTY-FOURTH LEGISLATURE - SECOND SESSION
BY REPRESENTATIVES UNDERWOOD, Moore, Johnson
Introduced: 1/20/26
Referred: Education, Finance
A BILL
FOR AN ACT ENTITLED
"An Act relating to mathematics education; relating to the duties of the Department of 1
Education and Early Development; and relating to the duties of school districts." 2
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF ALASKA: 3
* Section 1. The uncodified law of the State of Alaska is amended by adding a new section 4
to read: 5
LEGISLATIVE INTENT. It is the intent of the legislature that each student is 6
prepared for success in Algebra I or an equivalent class by taking 60 daily minutes or 300 7
weekly minutes of instruction in mathematics from grades kindergarten through eight and that 8
the student's parent or guardian is regularly informed of the student's progress. It is the intent 9
of the legislature that the instruction builds proficiency in mathematics by providing 10
evidence-based mathematics instruction using effective, standards-aligned instructional 11
materials, providing evidence-based mathematics intervention instruction, providing ongoing 12
support to mathematics educators, and automatically enrolling students in advanced 13
mathematics classes. 14
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HB 237 -2- HB0237a
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* Sec. 2. AS 14.30 is amended by adding new sections to read: 1
Article 17. Mathematics Education. 2
Sec. 14.30.850. Support for mathematics education. (a) To implement the 3
mathematics intervention instruction required under AS 14.30.855 and the advanced 4
mathematics class sequences offered under AS 14.30.860, the department shall 5
(1) make available to districts a list of instructional materials that are 6
aligned with the state content standards adopted in the subject of mathematics as 7
directed by AS 14.07.020(b)(1); the materials must be evaluated and selected based on 8
(A) how well the materials align with state content standards 9
and support building mathematical knowledge and skills; 10
(B) whether the materials support evidence-based instructional 11
practices that develop all aspects of mathematical proficiency; 12
(C) whether the materials are appropriate for intervention 13
instruction required under AS 14.30.855; 14
(2) make available to districts a list of at least one standards-based 15
mathematics assessment that may serve as a tool to monitor student progress in 16
mathematics; an assessment under this paragraph must 17
(A) include a standards-based screening assessment to be 18
administered within the first 30 days of a school term; 19
(B) include a diagnostic tool that allows a teacher to target 20
instruction based on the student's needs; 21
(C) measure the student's progress toward grade-level 22
mathematical proficiency; 23
(D) identify students who are likely to score below proficient 24
on a state standards-based mathematics assessment or other equivalent 25
measure, as determined by the department; 26
(3) create a credential for teachers who provide instruction in 27
mathematics to grades kindergarten through eight and who demonstrate competency in 28
evidence-based mathematics teaching practices relating to mathematics knowledge 29
and skills; the credential must be competency-based and recognize that the teacher has 30
mastered specific teaching practices and effectively uses the practices in the 31
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classroom. 1
(b) To implement the mathematics intervention instruction required under 2
AS 14.30.855 and the advanced mathematics class sequences offered under 3
AS 14.30.860, a district shall 4
(1) assess all students for mathematical proficiency within the first 30 5
days of the school term using a standards-based assessment on the list made available 6
by the department under (a)(2) of this section; 7
(2) establish a program to support teachers who provide instruction in 8
mathematics; the program must include 9
(A) professional development that uses evidence-based 10
practices to support teachers and administrators on topics that include 11
developing mathematical proficiency, using data from the standards-based 12
assessments used by the district to build evidence-based teaching practices, and 13
providing mathematical intervention and advanced mathematics tracks to 14
students as appropriate; 15
(B) on-site teacher training in evidence-based mathematics 16
instruction and data-based decision-making that includes 17
(i) demonstrated lesson plans; 18
(ii) co-writing lesson plans; 19
(iii) teacher collaborations; and 20
(iv) co-teaching or teaching observations that include 21
immediate feedback for improving instruction; and 22
(3) adopt mathematics instructional materials included on the list made 23
available by the department under (a)(1) of this section, foster age-appropriate 24
perseverance in students, and include professional development resources that will 25
increase a teacher's knowledge of best-practices for using the materials. 26
Sec. 14.30.855. Mathematics intervention instruction. (a) A district shall 27
provide a mathematics improvement plan that offers intervention instruction in 28
mathematics to each student in grades kindergarten through eight who scores below 29
proficient on a standards-based mathematics assessment administered under 30
AS 14.30.850(b)(1) or an equivalent assessment, as determined by the department. 31
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Instruction under this subsection must be for at least 30 minutes three times each week 1
or up to 60 hours a school year, according to the student's mathematics improvement 2
plan, and be in addition to the student's regular mathematics instruction. The 3
instruction may occur outside of regular school hours as necessary. The instruction 4
must 5
(1) use evidence-based practices, including clear explanations of 6
concepts, modeling strategies, and immediate feedback to a student; 7
(2) include targeted individual or small-group mathematics instruction 8
and activities; and 9
(3) continuously monitor the student's progress in mathematics and 10
provide data for teachers to adjust instruction according to the student's needs. 11
(b) The district shall implement a mathematics improvement plan required 12
under (a) of this section not later than 10 days after receiving a student's below-13
proficient test score. The district shall create the plan in cooperation with the student's 14
mathematics teachers, the school principal, other applicable school personnel, and the 15
student's parent or guardian. The plan must include a description of the evidence-16
based mathematics intervention instruction and activities in which the student will 17
participate. A plan must be in effect until the student demonstrates mathematical 18
proficiency in all skills in which the student did not previously achieve a score of 19
proficiency. A district shall provide monthly updates to the parent or guardian of a 20
student on the student's progress while in a plan. 21
(c) A district shall provide notice to a parent or guardian of a student in the 22
second semester of kindergarten through grade eight who requires a mathematics 23
improvement plan under (a) of this section. The notice must be written in a language 24
the parent or guardian understands and must include 25
(1) a statement that the student qualifies for a mathematics 26
improvement plan and mathematics intervention instruction offered under (a) of this 27
section, that a teacher, school principal, and other school personnel, as applicable, in 28
cooperation with the student's parent or guardian, will develop a mathematics 29
improvement plan for the student, and that the district will provide updates to the 30
parent or guardian on the student's progress at least once each month; 31
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(2) a description of the mathematics intervention instruction that will 1
immediately be provided to the student; 2
(3) a description of the proposed, evidence-based mathematics 3
interventions, including supplemental instructional services and supports designed to 4
increase mathematical proficiency in the areas in need of mathematics intervention 5
instruction; and 6
(4) strategies the parent or guardian can use at home to help the student 7
succeed in mathematics. 8
Sec. 14.30.860. Advanced mathematics class sequences. (a) A district shall 9
develop a sequence of classes constituting an advanced mathematics track for grades 10
six through eight. The track must be designed to culminate in a student enrolling in 11
Algebra I or an integrated equivalent, as determined by the department, before grade 12
nine and to prepare the student for multiple types of mathematics classes for which the 13
student can earn college credit in grades nine through 12. 14
(b) A district shall develop a sequence of classes constituting an advanced 15
mathematics track for grades nine through 12. The track must be designed to result in 16
a student earning college credit in multiple mathematics classes in grades nine through 17
12. 18
(c) A school shall automatically enroll a student in grades six through 12 who 19
scores at or above proficient on a standards-based mathematics assessment 20
administered under AS 14.30.850(b)(1) or an equivalent assessment, as determined by 21
the department, in a class that is part of an advanced mathematics track under (a) of 22
this section appropriate to the student's level of mathematical proficiency, as 23
determined by the school. The parent or guardian of a student automatically enrolled 24
in an advanced mathematics track class may choose to withdraw the student from the 25
class. The parent or guardian of a student who does not qualify for placement into an 26
advanced mathematics track class may request that the school place the student into an 27
advanced mathematics track class and may appeal a denial to the district 28
superintendent or the superintendent's designee. 29
(d) A district shall provide to a student enrolled in an advanced mathematics 30
track class academic support for successful completion of the class, which may 31
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include additional instruction outside of regular class hours, tutoring, small group 1
instruction, and technology-based activities. 2
(e) The district shall provide information to students and parents or guardians 3
of students on advanced mathematics enrollment in grades six through 12 developed 4
under this section, including information describing 5
(1) how enrollment in advanced mathematics affects the sequence of 6
mathematics classes a student takes; 7
(2) the purpose of automatically enrolling certain students in advanced 8
mathematics classes; and 9
(3) the different educational pathways in mathematics available to 10
students in the district and how those pathways prepare students for college and career 11
opportunities. 12
Sec. 14.30.865. Definitions. In AS 14.30.850 - 14.30.865, 13
(1) "district" has the meaning given in AS 14.17.990; 14
(2) "mathematical proficiency" means a combination of practical 15
problem-solving skills, the ability to perform mathematical operations with speed, 16
accuracy, efficiency, and flexibility, a conceptual understanding of mathematics, and 17
the ability to view mathematics as sensible and worthwhile that are appropriate to the 18
student's grade level as determined by the department. 19