Bill > SB2213

This bill aims to improve mathematics education in North Dakota by establishing new requirements for teacher licensure, curriculum development, professional development, and student screening. The bill requires that secondary and elementary mathematics teachers demonstrate competency in mathematics instruction through either specialized training or mastery of specific topics, and allows for provisional licensing during a two-year transition period. School districts and nonpublic schools must develop mathematics curricula based on evidence and research, focusing on foundational skills and competencies like problem-solving and algebraic reasoning. The bill mandates ongoing professional development for mathematics teachers, emphasizing best practices such as explicit and differentiated instruction. Additionally, schools must implement regular formative assessments, provide targeted interventions for struggling students, and develop a screening process for early identification of mathematics deficiencies, particularly for students in kindergarten through third grade. The bill also establishes a pilot program from 2025-2027 to provide mathematics screening services for students in grades four through eight, with individualized learning tools aligned to state standards. To support these initiatives, the bill appropriates $1,500,000 for professional development, training, and the pilot program, with the superintendent of public instruction required to report on the implementation and effectiveness of these efforts to the legislative management.

Budget and Finance, Education

https://ndlegis.gov/assembly/69-2025/regular/bill-overview/bo2213.html