Alabama Numeracy ACT
The Alabama Numeracy Act was established to implement steps to improve mathematics proficiency of public schools K-5 grade students and ensure that those students are proficient in mathematics at or above grade level by the end of the fifth grade by monitoring the progression of each student from one grade to the other.
OVERVIEW
- Math coaches in every elementary school (by 2027)
- Standard aligned instructional material and curricula
- Professional development for teachers and principals
- Intensive interventions for struggling students
- Accountability to make sure schools are making progress
What Does It Look Like In the Classroom
Each K-5 teacher who is providing instruction in mathematics, with the full support of his or her principal, shall do all the following: (1) Dedicate an average minimum of 60 minutes per day for Tier I instruction, for a minimum of 164 instructional hours per year. (2) Use approved comprehensive mathematics curricula for core instruction, recommended by the Elementary Mathematics Task Force (EMTF). Find a comprehensive list teacher requirements in SECTION 5, PGS. 14 15 of the Alabama Numeracy Act (ANA).
How Are Students With Math Deficiencies Identified
A K-5 student who exhibits a mathematics deficiency based on an approved screener assessment, diagnostic assessment, benchmark assessment, or classroom formative assessment shall receive immediate mathematics intervention. - ANA, SECTION 6, PG. 15
What Happens When Students Are Identified
Students identified with a mathematics deficiency, or who demonstrates the signs of dyscalculia, shall be provided intensive mathematics interventions recommended by the EMTF to address his or her specific mathematics deficiency. Intensive interventions should be a part of the multi-tiered system of support of a school. - ANA, SECTION 6, PG. 15
Each LEA shall provide a summer math camp for students in grades K-5 who are identified with a mathematics deficiency. - ANA, SECTION 9, PG. 36
How Are Parents/Guardians Notified About Progress
The mathematics teacher of the student receiving mathematics intervention shall prepare reports that coincide with grading periods and a comprehensive end of year report detailing any mathematics intervention provided.
A report from a screener, diagnostic, or formative assessment that includes all the information in subdivision (2) may be provided to the parent or legal guardian in lieu of a separate report. - ANA, SECTION 6, PGS. 15 - 16
ANA and Summer Learning
- Each LEA shall provide a summer math camp for students in grades K-5 who are identified with a mathematics deficiency. — ANA, SECTION 9, PG. 36
- For students in grades K-3, the summer mathematics camp shall be embedded in the summer reading camp, as required by the Alabama Literacy Act. - ANA, SECTION 9, PGS 35 - 36
- For grades 4 and 5, the summer mathematics camp shall include from 40 to 70 hours of time spent in mathematics problem solving, based on the severity of student need. – ANA, SECTION 9, PGS 35 - 36
- Summer camps shall be staffed with highly effective teachers, of mathematics as demonstrated by student mathematics performance data, completion of professional learning as determined by the EMTF, and teacher performance evaluations. ANA, SECTION 9.