RELATING TO EDUCATION.

HB1781

HOUSE OF REPRESENTATIVES

H.B. NO.

1781

THIRTY-THIRD LEGISLATURE, 2026

STATE OF HAWAII

A BILL FOR AN ACT

relating
to education
.

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF HAWAII:

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SECTION
1.
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This Act shall be known, and may be
cited, as the Hawaii Numeracy Act.

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SECTION 2.
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The legislature finds that mathematics
proficiency is essential for college and career readiness, economic mobility,
and a strong future workforce for the State. Yet statewide math outcomes show
persistent gaps in foundational numeracy skills.
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According to the 2024 National Assessment of
Educational Progress, only forty-two per cent of Hawaii's fourth-grade students
and twenty-three percent of eighth-grade students scored at or above proficient
in mathematics, meaning that a majority of students are not meeting grade-level
expectations.

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The
legislature further finds that other states have demonstrated that rapid,
measurable improvement in student math achievement is possible when schools
implement structured, evidence-based mathematics coaching.
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Alabama and Kentucky, both early adopters of
statewide math coaching models, posted some of the strongest gains in the
nation on recent National Assessment of Educational Progress assessments.
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Alabama's sustained investment in math coaches
contributed to some of the largest fourth-grade math increases nationally in
2022 and continued improvements in 2024.
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Kentucky's statewide coaching model has similarly been associated with
notable gains in elementary mathematics achievement and steady improvement
across student subgroups.
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These examples
show that high-quality, job-embedded instructional coaching can help teachers
implement evidence-based math instruction, strengthen early numeracy, and accelerate
statewide gains.

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Accordingly,
the purpose of this Act is to establish a comprehensive numeracy coaching
program in Hawaii to support teachers, improve instruction, and ensure that all
students develop a strong foundation in mathematics.

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SECTION
3.
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Chapter 302A, Hawaii Revised
Statutes, is amended by adding a new subpart to part IV to be appropriately
designated and to read as follows:

"
.
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numeracy coaching program

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"
�302A-
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Definitions.
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As used in this subpart, unless
the context otherwise requires:

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"Dyscalculia" means a pattern of
learning difficulties characterized by problems processing numerical
informational, learning arithmetic facts, performing accurate or fluent
calculations, difficulties with mathematical reasoning, and difficulties with
word reasoning accuracy.

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"Numeracy" means the ability to
understand and work with numbers.

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�302A-
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Numeracy coaching program; established.
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(a)
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The department shall establish a statewide numeracy
coaching program to strengthen mathematics instruction and improve student
outcomes in numeracy and mathematics.

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(b) The department shall employ and
allocate numeracy coaches to department schools with priority given to:

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(1)
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Elementary schools serving kindergarten
through fifth grade, where early numeracy development has the greatest
long-term impact;

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(2)
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Schools with the lowest mathematics
proficiency rates, as determined by state assessments and the National
Assessment of Educational Progress; and

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(3)
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Middle schools and intermediate schools
serving the eighth grade, where statewide mathematics proficiency remains
significantly below grade-level expectations.

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(c)
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The department shall ensure that the deployment of numeracy coaches
reflect statewide needs and school-level data, with staffing decisions grounded
in student performance, demonstrated demand for instructional support, and
equitable access across complex areas.

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�302A-
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Numeracy coach; qualifications.
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To
qualify as a numeracy coach, an individual shall:

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(1)
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Hold a valid teacher license issued by the
Hawaii teacher standards board;

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(2)
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Have at least three years of successful
experience teaching mathematics or providing mathematics intervention at the
elementary school, middle school, or intermediate school level;

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(3)
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Demonstrate expertise in mathematics
and numeracy
instruction through at
least one of the following:

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(A)
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A mathematics or elementary mathematics
specialist endorsement;

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(B)
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Passing a high-quality mathematics assessment
approved by the department; or

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(C)
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Completion of a department-approved
mathematics coaching preparation program; and

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(4)
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Complete department-approved professional
learning in evidence-based mathematics instruction, numeracy development, and
instructional coaching.

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�302A-
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Numeracy coaches; duties and
responsibilities.
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Numeracy coaches shall support the
improvement of mathematics instruction and student learning through
evidence-based coaching practices.
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The
duties of numeracy coaches shall include but not be limited to:

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(1)
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Providing job-embedded instructional coaching
to teachers, including modeling lessons, co-teaching, observation with
feedback, and collaborative planning;

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(2)
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Supporting teachers in implementing
evidence-based mathematics and numeracy practices that are aligned with state
standards, including practices that strengthen number sense, conceptual
understanding, procedural fluency, and problem-solving;

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(3)
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Assisting teachers in the use of screening,
diagnostic, and formative assessment tools to identify student needs, including
characteristics of dyscalculia, and to monitor student progress in mathematics;

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(4)
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Facilitating ongoing professional learning for
teachers and grade-level teams that build knowledge of mathematics content, the
progression of numeracy development, and effective instructional strategies;

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(5)
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Collaborating with school leadership to
support a coherent schoolwide mathematics improvement plan aligned with
complex-area and statewide goals;

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(6)
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Supporting the use of high-quality
instructional materials and interventions, including concrete, visual, and
representational tools that improve mathematics learning;

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(7)
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Using student performance data to inform
instructional adjustments, intervention supports, and small-group instruction
across all tiers of the school's multi-tiered system of support for mathematics;

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(8)
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Participating in ongoing professional learning
and coach training as required by the department to ensure consistent statewide
coaching quality; and

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(9)
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Engaging families and the school community in
strategies that support numeracy development outside the classroom, as
appropriate.

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�302A-
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Report.
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No later than twenty days prior to the convening of each regular
session, the department shall submit a report to the governor and legislature
on the status of the numeracy coaching program.
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The report shall include:

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(1)
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Student mathematics proficiency and growth on
state assessments and the National Assessment of Educational Progress,
disaggregated by subgroup;

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(2)
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The number of teachers receiving coaching
cycles and the type and duration of coaching provided;

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(3)
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Progress-monitoring data for numeracy in
grades kindergarten through five;

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(4)
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Workforce data related to the numeracy
coaching program, including coach recruitment, retention, licensure pathways,
and whether coaches are hired from within schools or from outside the
department;

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(5)
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Teacher feedback on the effectiveness of
numeracy coaching support; and

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(6)
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Recommendations for improving the numeracy
coaching program and any additional resource needs.

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302A-
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Rules.
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The department shall adopt rules pursuant to
chapter 91 to effectuate this subpart."

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SECTION
4.
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There is appropriated out of the
general revenues of the State of Hawaii the sum of
$ or so much
thereof as may be necessary for fiscal year 2026-2027 for the establishment of
the numeracy coaching program pursuant to section 2 of this Act.

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The sum
appropriated shall be expended by the department of education for the purposes
of this Act.

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SECTION 5.
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This Act shall take effect on July 1, 2026.

INTRODUCED BY:

_____________________________

Report Title:

Department
of Education; Mathematics; Numeracy; Numeracy Coaching Program; Establishment;
Appropriation

Description:

Requires
the Department of Education to establish a Numeracy Coaching Program to provide
numeracy coaches in certain Department of Education elementary schools, middle schools,
and intermediate schools to support teachers, improve instruction, and ensure
that students develop a strong foundation in mathematics.
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Appropriates funds.

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not legislation or evidence of legislative intent.