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_ 156 Item Details($) Appropriations($) ITEM 117. First Year Second Year First Year Second Year FY2025 FY2026 FY2025 FY2026 descent, as part of the History and Social Science Standards of Learning and supporting programming for Asian American and Pacific Islander History Month. O. The Superintendent of Public Instruction shall enter into a statewide contract with a provider experienced in attendance recovery services for at-risk students to assist public school divisions with outreach and support for disengaged, chronically absent, or struggling students. The provider should be able to scale up the number of students served if necessary based on demand from school divisions. School divisions may opt to purchase services through this contract. P.1. Out of this appropriation, $11,000,000 the first year and $1,000,000 the second year from the general fund is provided to improve student performance in mathematics in public elementary and secondary schools in the Commonwealth. 2. The Department shall: (i) oversee and track mathematics instruction, assessment scores, and learning outcomes in the Commonwealth to identify potential areas for improvement; (ii) identify evidence-based and proven best practices to improve mathematics instruction and student performance; (iii) establish the framework for and support the implementation of professional development strategies for educators and school systems; (iv) administer state funds provided to school divisions as appropriate; (v) collaborate with school boards and division superintendents to support the implementation of competency-based and evidence- based mathematics learning, provide recommendations on best practices, and facilitate professional development opportunities for educators; (vi) oversee the statewide professional development framework for evidence-based teacher training, provide instructional guides and evidence-based resources, and facilitate regional professional development networks on improving mathematics; and (vii) collect data to analyze student mathematics progress and report the impact on student success across the Commonwealth. 3. The Department shall establish and oversee a Mathematics Advisory Task Force to provide recommendations on improving mathematics education in elementary, middle, and high school. Task Force members shall include mathematics teachers, instructional coaches, school administrators, parents, business leaders, a division superintendent, a higher education representative, a school board member, and other stakeholders. 4.a. Of this amount, $10,000,000 the first year from the general fund is provided for grants to local school divisions for mathematics curriculum, high quality instructional materials, competency-based/mastery learning models, and regional network support to improve instruction for high-need student groups. Priority shall be given to schools preliminarily identified as off track and needs intensive support and that had performance gaps in overall grade level math or math student group performance as identified in 2024 Standards of Learning (SOL) mathematics assessment results. b. Any funds appropriated for this purpose that are unexpended by June 30, 2025, shall not revert and shall be reappropriated in the second year for the same purpose. The Department shall administer grant funds and establish guidelines and an application process by November 1, 2025. 5. Of this amount, $1,000,000 the first year from the general fund is provided for expanded access to online advanced math programming and expanded math experts through innovative math teacher credentialing options. Any funds appropriated for this purpose that are unexpended by June 30, 2025, shall not revert to the general fund and shall be reappropriated in the second year for the same purpose. 6. The Department shall report to the Board of Education and the Chairs of the Senate Finance and Appropriations, Senate Education and Health, House Appropriations, and House Education Committees by November 1, 2025, and annually thereafter on: (i) the overall program activities and strategies used to impact student mathematics outcomes; (ii) the status of grant funds provided to school divisions and related outcomes; (iii) the impact of expanded advanced virtual mathematics course offerings and increased math educator professionals; (iv) the activities and recommendations of the Mathematics Advisory Task Force; and (v) recommendations for future improvements to mathematics instruction and support programs.