FISCAL NOTE

Senate Bill 171 as passed the Senate would increase the annual administrative and financial obligations of the State Department of Education (SDE), paid from the Education Trust Fund, by a department-estimated total of $114 million once fully implemented to implement the Alabama Numeracy Act to improve the mathematic proficiency of public K-5 students, as follows:

(1) Requires the State Superintendent of Education to: (a) convene the 17-member Elementary Mathematics Task Force to provide recommendations to the State Superintendent and the State Board of Education for comprehensive mathematics programs and curricula; a state continuum of educator development for approved professional learning; and an annual list of mathematics screening, formative, and diagnostic assessment systems, with implementation for grades K-2 and grades 4-5 beginning with the 2023-2024 school year, for selection and use by the local education agencies (LEAs); (b) convene a working group to create, by January 1, 2023, the Alabama Multi-Tiered System of Support framework to outline the evidence-based best practices; (c) convene a working group to create, with an external partner, the Alabama Instructional Leadership Framework applicable to all K-5 administrators beginning August 1, 2023; and (d) report to certain elected officials the status of teacher professional learning and student growth and proficiency.

(2) Creates the Office of Mathematics Improvement (OMI), within SDE with a director to focus on K-5 mathematics, and whose responsibilities include: (a) developing and procuring diagnostic interview tools for grades K-2; (b) recommending training and supports for educators; (c) convening and overseeing the 16-member Postsecondary Mathematics Task Force to develop guidelines for institutions of postsecondary education to train elementary teachers based on current research; and (d) provide reports to certain elected officials. In addition to the director, this bill requires OMI to employ at least one regional coordinator for each AMSTI region of the state (currently 11), whose responsibilities will include monitoring the Alabama Mathematics Summer Achievement Program; implementation of mathematics curricula and intervention programs; implementation of appropriate professional learning approved by the Elementary Mathematics Task Force; and monitoring and evaluating data collected from AMSTI and LEAs. Per SDE, the estimated annual costs for OMI, the regional coordinators, and to implement the Alabama Mathematics Summer Achievement Program is $19.5 million.

(3) Requires the LEAs to: (a) employ mathematic coaches on 200-day contracts to be assigned one coach for every 500 students, fully implemented before the 2027-2028 school year, in a K-5 school; (b) employ coaches simultaneously for schools that earn two or more coaches; (c) provide the Alabama Mathematics Summer Achievement Program to all students in grades four and five with an identified mathematics deficiency. Per SDE, the estimated annual cost for the mathematics coaches is $80 million.

(4) Requires the Executive Committee of the Alabama STEM Council to secure an external consultant to: (a) evaluate the work of mathematics coaches, beginning January 15, 2023, and evaluate the implementation and outcomes, and (b) design and enact a comprehensive evaluation plan, including quarterly and annual reporting, for the mathematics coaching program.

This bill will further increase the administrative obligations of SDE by requiring SDE to: (1) comply with all data requests from the external consultant and to assist with recommended improvements; (2) execute a memorandum of understanding with each local superintendent that includes a certification that each mathematics coach employed satisfies the minimum qualifications provided by this bill; (3) develop, in partnership with the Elementary Mathematics Task Force and OMI, an evidence-based accountability system to measure the effectiveness of mathematics coaches; (4) meet the reporting requirements required by this bill; (5) identify "full support" and "limited support" schools based on student proficiency at certain levels on a state approved summative assessment; (6) establish an evidence-based system of assistance and support for schools not showing specified levels of academic progress in mathematics, reading, or both; (7) coordinate with each LEA to identify school improvement teams for each full support school that qualifies for state academic intervention; (8) provide an annual report by December 31 for any school under state academic intervention; (9) develop and submit to the State Board of Education (SBE) for approval, recommendations for the creation of a K-5 mathematics coach endorsement for eligible teachers; (10) allow an external consultant to conduct a comprehensive review of mathematic teacher preparation programs every four years; and (11) subject to legislative appropriation, establish an incentive program to provide a minimum of $2,500 annual stipend for any mathematics coach that has a K-5 mathematics coach endorsement.

This bill will also increase the administrative obligations of the Alabama Commission on Higher Education to report certain information annually to certain elected officials and implement the guidelines developed by the Postsecondary Mathematics Task Force.

This bill will increase the obligations of LEAs by requiring the LEAs to: (1) provide specific math intervention services to K-5 students with identified mathematics deficiencies; (2) report to the State Superintendent of Education the information required by the provisions of this bill; (3) provide Alabama Mathematics Summer Achievement Program mathematic camps to all K-5 students with mathematics deficiencies, to be held in conjunction with existing LEA summer programs or with community based partners. In addition, this bill will increase the administrative obligations of LEAs with schools that have not satisfied specified levels of progress after implementing an intensive school turnaround plan for four full academic years, to either: (i) complete reconstitution of the school with all new staff; or (ii) pursue application for public charter school status.

This bill will also increase the administrative obligations of the SBE by requiring the Board to adopt rules, as necessary to implement the provisions of this bill.

The Education Trust Fund Appropriation bill, as reported by the Committee on Ways and Means Education, includes an appropriation of $48,299,318 for the Operations and Maintenance for the Alabama Math, Science and Technology Initiative (AMSTI) which includes an earmark of $15 million to be expended in accordance with the provisions of SB171 (the Numeracy Act) of the 2022 Regular Session.