Adopted

AMENDMENT NO 1 PROPOSED TO

Senate Bill No. 2294

BY: Committee

     Amend by striking all after the enacting clause and inserting in lieu thereof the following:

SECTION 1.  (1)  Sections 1 through 11 of this act shall be known and may be cited as the "Adolescent Literacy Initiative."

     (2)  It is the intent of the Legislature that each student's progression from one grade to another be determined, in part:  upon proficiency in reading and writing; that district school board policies facilitate reading instruction and intervention services to address student reading and writing needs; and that each student and his or her parent or guardian be informed of that student's progress.

     The fundamental goal of an education system is to enable each student to develop the skills necessary for success in school and life.  The Nation's Report Card reflects no statistically significant improvement in Grade 8 National Assessment of Educational Progress (NAEP) Reading scores in thirty (30) years, from 1992 through 2024, with one-third (1/3) of the nation's eighth grade students reading below the basic level.  It is the ultimate goal of this Legislature that every student becomes a skilled reader through: (i) the implementation of evidence-based reading instruction, which has been proven to accelerate the progress of all students, including those exhibiting a reading deficiency; and (ii) the coordinated integration of content areas in text reading, text discussion, and writing in response to reading.

     Therefore, the Legislature finds that it is essential for a system of supports to be provided for students in middle grades who continue to demonstrate difficulty with foundational reading and writing skills.

SECTION 2.  As used in Sections 1 through 11 of this act, the following terms shall have the meanings ascribed in this section, unless the context of use clearly requires otherwise:

          (a)  "Science of reading" refers to the large body of evidence that informs how proficient reading and writing develop; why some students have difficulty; and how educators can most effectively assess, teach and, therefore, improve student outcomes through prevention of and intervention for reading difficulties.

          (b)  "Three-cueing system" is any model of teaching students to read based on meaning, structure and syntax, and visual cues, which may also be known as "MSV".  This model is antiquated, misaligned with the science of reading, and largely ineffective, especially for students with dyslexia.

          (c)  "System of assessments" means a comprehensive assessment system which provides screening, diagnostic, and summative assessments for use in a school district or charter school.  The system of assessments shall assess key indicators of reading success, including word recognition, vocabulary, fluency and comprehension.

          (d)  "Universal screener" means an assessment that is administered three (3) times per year (beginning, middle, and end) to identify or predict students who may be at risk for reading failure and is typically brief and conducted with all students at a particular grade level.

          (e)  "Multi-Tiered System of Support (MTSS)" is a framework for supporting and increasing academic, behavioral, and social-emotional outcomes for all students.

          (f)  "High-Quality Instructional Materials (HQIM)" refers to instructional curricula and intervention programs, including, but not limited to, textbooks, teacher guides and supplemental materials, that are grounded in the science of reading and evidenced-based research approaches which help all students achieve grade level learning goals.  HQIM incorporates best practices for building skills essential to reading, follow a sequential order of lessons which are explicit, systematic, and cumulative, contain challenging texts that build student background knowledge, support academic language development, and critical thinking skills across core content areas, and are aligned to a state's academic standards.  These materials are rigorous, comprehensive and regularly reviewed and updated to align to research and best practices.  They also provide curriculum-specific professional development that prepares teachers to effectively plan and prepare lessons and assessments, differentiate instruction and monitor student progress.

          (g)  "Evidence-based" references instructional strategies or practices with clear and convincing proof from scientifically based research studies which have been peer-reviewed.

          (h)  "Scientifically based reading research" applies rigorous, systematic, and objective methods to gain knowledge from multiple disciplines to understand how children learn to read, strategies and methods which can be used to teach children to read, and how they can overcome reading difficulties.

          (i)  "Department" is the State Department of Education.

          (j)  "Dyslexia" is a specific learning disability that is neurobiological in origin.  Dyslexia is characterized by difficulties with accurate and fluent word recognition and poor spelling and decoding abilities.  These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.  Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

          (k)  "Dyslexia screening" is a brief assessment which measures critical skills which identify potential risks and is a predictor of future reading success.

          (l)  "Comprehensive dyslexia evaluation" is the process of gathering information to identify factors contributing to a student's difficulty learning to read and spell.  An evaluation encompasses identification, screening, testing, diagnosis and all the other information gathering involved when the student, his or her family, and a team of professionals work together to determine why the student is having difficulty.

          (m)  "Dyslexia diagnosis" is a clear diagnostic statement included in a written evaluation report to document the presence of dyslexia.  The evaluation is conducted by a professional psychologist, psychometrist, or speech-language pathologist.

          (n)  "Structured literacy" is an evidence-based approach to teaching oral and written language aligned to the science of reading.  It is based on the science of how kids learn to read and is characterized by direct explicit, systematic, sequential, cumulative, and diagnostic instruction in phonology, phonemic awareness, sound-symbol association, syllable instruction, morphology, syntax and semantics.

          (o)  "Reading intervention" includes evidence-based strategies from scientifically based reading research frequently used to improve reading where deficiencies exist and includes, but is not limited to, individual instruction, multisensory approaches, dyslexia therapy, tutoring, mentoring, or the use of technology that targets specific reading skills and abilities.

          (p)  "Accommodations" allow a student to complete the same assignment or test as other students, but with a change in the timing, formatting, setting, scheduling, response and presentation.  Accommodation is provided for both testing and instruction and changes the way students access information and demonstrate their knowledge, skills and abilities without lowering learning or performance expectations and without changing academic standards or what is being measured.  The purpose is to ensure equal access to the full school experience for students with dyslexia or other learning disabilities (e.g., providing extended exam time for a student who has slow processing speed affecting academic fluency).  Accommodation does not change the content of instruction, give students an unfair advantage, or change the skills or knowledge that a test measures.

          (q)  "Educator Preparation Program" or "EPP" means any program that prepares individuals for certification as educators, school administrators, or other school personnel.

          (r)  "Content area teacher" includes all subject area teachers.

          (s)  "Multilingual students" include newcomers or students with limited or interrupted education.

SECTION 3.  The department shall provide a system of support for school and district instructional leaders, content area teachers, literacy coaches, dyslexia therapists, interventionists, tutors, and other identified personnel across content areas of fourth, fifth, sixth, seventh and eighth grade students to ensure that they have the knowledge and skills to support students with reading difficulties.  The system of support shall include:

          (a)  Professional learning for district instructional leaders, principals, school level literacy leaders, content area teachers, special education teachers, literacy coaches, dyslexia therapists, interventionists, tutors, ELL teachers and other identified personnel across content areas of fourth, fifth, sixth, seventh and eighth grade students on the following:

              (i)  Comprehensive training grounded in the science of reading to ensure all teachers have the knowledge and skills to support a range of students with diverse needs, students with reading difficulties, multilingual students, and students with characteristics of or diagnosis of dyslexia, including:

                   1.  Explicit, systematic, developmentally and age-appropriate instruction in phonological awareness, the alphabetic principle, oral language development, decoding, encoding, fluency including accuracy, morphology – including morphological awareness and etymology, vocabulary, syntax, comprehension and building content knowledge;

                   2.  Strategies to increase educator knowledge of reading and writing basics for students in Grades 4 through 8;

                   3.  Evidence-based strategies for motivating and engaging adolescent learners;

                   4.  Scientifically researched and evidenced-based reading strategies for accommodations and scaffolding instruction for struggling readers and writers; and

                   5.  Approaches to assist educators in determining causes of reading difficulties, including dyslexia, and other learning differences, for students in Grades 4 through 8 and how word reading, vocabulary, content knowledge, comprehension and writing are affected; and

              (ii) The department-approved assessment system selected by school districts to ensure teachers have the knowledge and skills to administer the assessment and use the assessment data to inform instruction based on student needs (i.e., universal screening, diagnostic screening, summative assessment);

          (b)  Job-embedded coaching support for teachers of Grades 4 through 8 that shall include the following:

              (i)  Provide on-site teacher training on evidence-based reading strategies and data-based decision making;

              (ii)  Demonstrate lessons;

              (iii)  Co-teach and/or observe teaching;

              (iv)  Provide immediate feedback for improvement; and

              (v)  Provide support to teachers and administrators in data-based decision making; and

          (c)  Educator preparation programs that equip candidates seeking certification for elementary, special education and secondary education with training and instruction to:

              (i)  Effectively teach reading aligned to scientifically researched and evidenced-based reading instruction, including explicit and systematic instruction in phonological awareness, the alphabetic principle, decoding, encoding, fluency, morphology including etymology, syntax, vocabulary, comprehension and building content knowledge;

              (ii)  Implement reading instruction using high-quality instructional materials;

              (iii)  Provide training on the identification of students not reading on grade level, the selection of appropriate interventions, and effective instruction and interventions for a range of students with diverse needs, including multilingual students, students with characteristics of dyslexia, or diagnosed with dyslexia;

              (iv)  Understand and use student data to make instructional decisions; and

              (v)  Incorporate literacy instruction across content areas.

SECTION 4.  (1)  State standards for literacy in kindergarten through Grade 8 shall align with evidence-based strategies and scientifically based reading research, and all students shall have access to high-quality Tier 1 core instruction that is differentiated to meet students' diverse needs.

     (2)  The State Department of Education shall develop a list of High-Quality Instructional Materials (HQIM) core literacy curricula, interventions and supplemental materials aligned with scientifically researched and evidenced-based reading instruction and state standards for use in districts for students in Grades 4 through 8.  Standards, as well as HQIM, shall be designed to address word recognition and language comprehension skills, build background knowledge and expand students' knowledge across content areas.  Balanced literacy, including, but not limited to, the three-cueing systems model, which research shows is inconsistent with scientifically based reading instruction and the science of reading, shall not be used to teach reading in Mississippi public schools, state agencies or by anyone who receives state funding.  The list shall be approved by the State Board of Education.

     (3)  The department shall provide an approved list of one or more reliable and valid reading assessment systems for school district use for screening and monitoring student progress toward becoming a skilled reader.  The reading assessment system shall:

          (a)  Provide a screener to be administered three (3) times per year (beginning, middle, and end) with progress monitoring capabilities and a diagnostic tool to support teachers with targeting instruction based on student needs;

          (b)  Measure, at a minimum, fluency and comprehension; and

          (c)  For students who demonstrate difficulty with these skills, additional diagnostic screening in foundational skills (phonological awareness and phonics) is provided to identify specific skill deficits.

     (4)  In determining which assessment systems to approve for use by school districts, the department shall also consider, at a minimum, the following factors:

          (a)  The time required to conduct the assessment, with the intention of minimizing the impact on instructional time;

          (b)  The availability of accommodation for students with specialized plans;

          (c)  The timeliness in reporting assessment results to teachers, administrators, and parents; and

          (d)  The integration of assessment and instruction the system provides.

     (5)  Districts shall offer reading intervention services to each fourth, fifth, sixth, seventh, and eighth grade student who exhibits deficiencies in reading based upon the approved literacy screener administered within the first thirty (30) days of school, middle of the year, and end of the year and subsequently administered diagnostics to inform targeted interventions.  Reading intervention shall be provided to struggling students in addition to core reading instruction that is provided to all students in the general education classroom.  School districts should adhere to the MTSS guidance process for Mississippi and shall consider multiple data points.  These services shall:

          (a)  Ensure that all students in Grades 4 through 8 who are identified with reading deficiencies, as determined by the department, must be provided with appropriate interventions.  This includes students who meet the approved assessments system cut scores, fourth grade students promoted from third grade with a good cause exemption, students receiving special education services, students diagnosed with or showing characteristics of dyslexia, and multilingual learners; 

          (b)  Ensure the determination for the need for intervention will be made by the examination of multiple data points, including a diagnostic assessment within the first thirty (30) days of school;

          (c)  Provide explicit and systematic instruction in age and developmentally appropriate phonological awareness, phonics including decoding and encoding, fluency, vocabulary, morphology and comprehension, as applicable;

          (d)  Provide explicit and systematic reading strategies to develop reading strategies in phonemic awareness, phonics, fluency, vocabulary, and comprehension, with more extensive opportunities for guided practice, error correction and feedback;

          (e)  Monitor the reading progress of each student's reading skills throughout the school year and provide differentiated instruction based on screening, diagnostic and progress monitoring to adjust instruction to meet students' specific needs;

          (f)  Be implemented during regular school hours in addition to any offerings provided before, during or after school with a trained educator;

          (g)  Be implemented by a reading specialist, dyslexia therapist, interventionist or school-based coach who shall have training in scientifically researched and evidenced-based reading instruction, fidelity to the selected intervention and evidence-based literacy instruction practices; and

          (h)  Be age and developmentally appropriate interventions should primarily be delivered by a trained educator.  If technology is used, it will serve as supplemental support.

     (6)  Local school boards, in collaboration with district literacy leaders, shall develop and implement programs of prevention, intervention, or remediation for students who are educationally at-risk including, but not limited to, those who fail to achieve a passing score on the English-Language Arts state summative assessment in Grades 3 through 8, multilingual students and students who show characteristics of or diagnosed with dyslexia in middle grades.  Such programs shall include strategies and methods that are proven through scientifically researched and evidence-based instruction.  Local school boards shall also implement programs in Grades 4 through 8 to enhance success.

     (7)  Each local school board shall employ at least one (1) reading specialist, interventionist, and/or dyslexia therapist in any school serving fourth, fifth, sixth, seventh or eighth grade students.  Each such reading specialist shall be required to participate in professional learning grounded in the science of reading to include:

          (a)  Training in the identification of and the use of appropriate interventions, accommodations and teaching techniques for students with dyslexia or a related reading disorder and shall serve as an advisor on dyslexia and related reading disorders; and

          (b)  State approved training on the definition of dyslexia and knowledge of:

              (i)  Techniques to help a student with dyslexia on the continuum of skills;

              (ii)  Dyslexia characteristics that may manifest at different ages and grade levels;

              (iii)  The basic foundational keys to reading, including direct, explicit, sequential, systematic and multisensory and multimodal reading instruction; and

              (iv)  Appropriate interventions, accommodations and assistive technology support for students with dyslexia.

SECTION 5.  Any fourth, fifth, sixth, seventh or eighth  grade student who exhibits deficiencies in reading at any time, based upon the vetted and approved assessment system, shall receive an individual reading plan no later than thirty (30) days after the identification of the reading deficiency.  The individual reading plan shall be created by the teacher, interventionist, principal, other pertinent school personnel and the parent or legal guardian, and shall describe the scientifically researched and evidenced-based reading intervention services the student shall receive to remedy the reading deficit. If at all possible, students and parents should have a voice in scheduling decisions especially when changes affect classes or electives the student values.  Each student shall receive intensive reading intervention until the student no longer has a deficiency in reading as determined by multiple data points, including an approved literacy screener, diagnostic assessment, and the state's summative assessment.  The individual reading plan shall follow the template provided by the department and include the documentation of reading intervention services and strategies outlined within the MTSS Guidance Document, which, at a minimum, shall include:

          (a)  The student's specific deficiencies in reading as determined or identified by diagnostic assessment data or the literacy screener provided or approved by the department;

          (b)  The goals and benchmark cut scores for student growth in reading;

          (c)  A description of the specific measures that will be used to evaluate and monitor the student's reading progress;

          (d)  The alignment to an Individualized Education Plan (IEP) for students who receive special education services;

          (e)  The specific evidence-based literacy instruction that the student will receive;

          (f)  The strategies, resources, and materials that will be provided to the student's parent or guardian to support their student at home in making reading progress;

          (g)  Any additional services the teacher deems available and appropriate to accelerate the student's reading development; and

          (h)  May include the following services for the student: instruction from a reading specialist, dyslexia therapist, trained paraprofessional, or classroom teacher with support from an aide, extended instructional time in the school day or school year, or, for students in Grades 6 through 8, a literacy course, in addition to the required core English-Language Arts course, that provides the specific evidence-based literacy instruction identified in the student's reading plan.

SECTION 6.  The parents of any students in fourth, fifth, sixth, seventh or eighth grade who exhibits deficiencies in reading at any time during the school year shall be notified in writing within ten (10) business days after the identification of the reading deficiency, and the written notification shall be made available in the parent's home language, follow the template provided by the department, and include the following:

          (a)  That his or her child has been identified as having deficiencies in reading, and an individual reading plan will be developed by the teacher(s), interventionist, dyslexia therapist, principal, other pertinent school personnel and the parent or legal guardian;

          (b)  A description of the current services that are provided to the student;

          (c)  A description of the proposed interventions and supplemental instructional services or dyslexia therapy which are from scientifically researched and evidenced-based reading instruction and supports that will be provided to the child that are designed to remedy the identified area(s) of reading deficiency;

          (d)  Notification that the parent will be informed in writing of their child's progress towards becoming a skilled reader with each progress report; and

          (e)  Strategies for parents to use at home to help their child succeed in reading.

SECTION 7.  (1)  Any incoming student in fourth, fifth, sixth, seventh and eighth grades identified with deficiencies in reading shall be provided with supplemental or intensive interventions dependent upon the severity of the deficit skills to address his or her specific deficiency.  Intervention services shall include effective instructional strategies to accelerate student progress and be delivered by a reading teacher, reading specialist, dyslexia therapist or an interventionist who has received intensive training in remediation of reading difficulties and fidelity to the selected intervention curriculum.  The district shall provide the following:

          (a)  Access to a reading teacher, reading specialist, dyslexia therapist, or interventionist who has received intensive training in remediation of reading difficulties; and

          (b)  Reading intervention services and supports from a vetted and approved list to address the identified area(s) of reading deficiency, including, but not limited to:

              (i)  Use of reading strategies and/or programs that are verified by scientifically and evidenced-based research and have proven results in accelerating student reading achievement within the same school year;

              (ii)  Prescribed targeted small group reading intervention or dyslexia therapy based on student needs, including explicit and systematic instruction with detailed explanations, extensive opportunities for guided practice, and opportunities for error correction and feedback; and

              (iii)  Scheduled progress monitoring throughout the time in which the student is in intervention to adjust instruction according to student needs.

     (2)  Summer school remediation programs or other forms of remediation appropriate to the academic needs of the students may be offered to students based on the results of the universal screener, diagnostic assessment, intervention progress monitoring data and ELA state summative assessment.  Summer school remediation shall not be used to promote a student who failed the grade level prior to summer school.

     (3)  A Read-at-Home plan shall be provided in the family's home language by the district which includes strategies for parents to use at home to help their child succeed in reading.

SECTION 8.  (1)  (a)  The school district shall conduct an annual review of individual reading plans during the first twenty (20) days of school for students who had a plan from the previous school year.  The review shall assess the effectiveness of prior interventions, and any additional support and services needed to address the identified areas of reading deficiency.  This may include supplemental, scientifically-researched and evidenced-based reading interventions provided before or after school by a teacher or tutor with specialized reading training.

          (b)  Current screener and diagnostic data shall be used to determine continued reading intervention support.

     (2)  Each local school board shall annually report in writing to the department and publish on its website by October 1 of each year, the following information on the prior school year:

          (a)  By grade, the number and percentage of all students in Grades 4 through 8 performing below grade level on local or statewide assessments;

          (b)  By grade, the number and percentage of students in Grades 4 through 8 who received supplemental or intensive reading intervention the previous year; 

          (c)  By grade, the number and percentage of students in Grades 4 through 8 who had an individual reading plan but no longer qualify for them;

          (d)  By grade, the number and percentage of students retained in kindergarten through Grade 8; and

          (e)  By grade, the number and percentage of students retained in Grades 4 through 8 who have an individual reading plan.

SECTION 9.  (1)  The department shall provide a uniform format for school districts to report the required information no later than ninety (90) days prior to the annual due date.

     (2)  The department shall provide guidance and technical assistance to aid school districts in implementing Sections 1 through 11 of this act.

SECTION 10.  Education preparation programs shall require all candidates graduating from educator preparation programs in the State of Mississippi in the areas of social studies, science, and English-Language Arts Education for Grades 4 through 8 shall be required to successfully complete AIM Pathways to Proficient Reading training or an equivalent reading training program approved by the State Department of Education before certification.

SECTION 11.  (1)  The State Board of Education shall have authority to enforce Sections 1 through 11 of this act.

     (2)  The Legislature shall allocate sufficient funding for the implementation of Sections 1 through 11 of this act.

SECTION 12.  Sections 12 through 24 of this act shall be known and may be cited as the "Mississippi Math Act."

SECTION 13.  (1)  The Legislature finds that:

          (a)  Early numeracy and fluency with whole-number operations, decimals and fractions are foundational to secondary mathematics;

          (b)  Sustained, job-embedded mathematics coaching improves teacher practice and student outcomes;

          (c)  Systematic screening and targeted interventions in the elementary grades reduce later remediation; and

          (d)  Ensuring Algebra readiness before middle school coursework strengthens the state's workforce pipeline.

     (2)  It is the intent of this act to establish a statewide framework, Moving Mathematics in Mississippi (M³) to:

          (a)  Expand mathematics coaching;

          (b)  Implement kindergarten through Grade 5 mathematics screening with aligned interventions;

          (c)  Establish a cut score as the Algebra Readiness Indicator using the Grade 5 statewide mathematics assessment;

          (d)  Provide grade-band professional development aligned to Mississippi's College- and Career-Readiness Standards and assessments; and

          (e)  Require that all mathematics coaching, professional development, and implementation supports funded, provided, or approved by the department under M3 are aligned to and emphasize:

              (i)  The Standards for Mathematical Practice (SMPs);

              (ii)  Effective Mathematics Teaching Practices (EMTPs), meaning evidence-based instructional practices that support high-quality mathematics instruction and student learning; and

              (iii)  Instruction that reflect the Focus, Coherence, and Rigor required by the Mississippi College- and Career-Readiness Standards (MS-CCRS) for Mathematics.

SECTION 14.  As used in Sections 12 through 24 of this act, the following terms shall have the meanings ascribed in this section, unless context of use clearly requires otherwise:

          (a)  "Board" means the State Board of Education.

          (b)  "Department" means the State Department of Education.

          (c)  "M³" means the Moving Mathematics in Mississippi Program established in Sections 12 through 24 of this act.

          (d)  "Coach" means a mathematics instructional coach employed or contracted by the department or a participating district, trained in the department's coaching model.

          (e)  "High-Quality Instructional Materials (HQIM)" means standards-aligned, evidence-based mathematics curricula and assessments approved by the department.

          (f)  "K–5 Mathematics Screener" means a universal screening system for kindergarten through Grade 5 addressing grade-appropriate mathematics domains and skill progressions, as determined by the department.

          (g)  "Algebra readiness indicator" means a cut score on the Grade 5 Statewide Mathematics Assessment established by the Department that suggests student readiness for Algebra I and is used to guide supports and placement.

          (h)  "Individualized Math Plan (IMP)" means a written plan for a student identified by a screener as at-risk of not meeting grade-level expectations, specifying interventions, progress monitoring and exit criteria.

          (i)  "MIOP" means the Mathematics Instructional Observation Protocol adopted by the department for classroom observation and administrator calibration.

          (j)  "Professional learning community" means educational stakeholders who meet regularly to share expertise, analyze data, plan instruction, and collaborate to improve teaching capacity and student performance.

SECTION 15.  (1)  There is created within the State Department of Education the Moving Mathematics in Mississippi (M³) Program.

     (2)  The department, through the State Board of Education:

          (a)  Shall administer M³;

          (b)  May promulgate rules and regulations;

          (c)  May enter into contracts; and

          (d)  May partner with institutions of higher learning, school districts and nonprofit entities for implementation, evaluation and professional learning.

     (3)  The department may issue guidance for district participation, including model schedules, PLC structures, intervention blocks, and family engagement resources.

SECTION 16.  (1)  The program shall consist of the following components:

          (a)  The department shall place mathematics coaches in schools serving students in kindergarten through Grade 12, with priority placement in Grades 2 through 6 to provide:

              (i)  On-site and virtual coaching cycles;

              (ii)  Modeling;

              (iii)  Professional Learning Communities facilitation;

              (iv)  Data meetings;

              (v)  Administrator walk-throughs using MIOP; and                 (vi)  Family math resources;

          (b)  The department's implementation of kindergarten through Grade 5 screenings and intervention protocols, which require:

              (i)  Adoption or development of a kindergarten through Grade 5 mathematics screener;

              (ii)  Well-defined scores and skill maps;

              (iii)  Development and implementation of Individualized Math Plans (IMPs) for students below benchmark;

              (iv)  Training for teachers and administrators; and              (v)  Periodic progress monitoring;

          (c)  Use of the Grade 5 Statewide Mathematics Assessment cut score designated by the department as the Algebra Readiness Indicator, which provides for the development and implementation of IMPs for students below the established cut score prior to middle school mathematics course work; and

          (d)  Ongoing regional training, virtual courses and school-based professional development cycles providing lesson guides, teacher-facing supports and assessment references aligned to HQIM and effective mathematics teaching practices.

     (2)  Coaching shall be organized by grade band to include elementary (K through Grade 6) and secondary (Grades 7 through 12) and may include college- and career-readiness coaches to align mathematics with workforce pathways and statewide assessments.

     (3)  The department may develop crosswalks and training to support intervention pathways based on students' Grade 5 results.

     (4)  (a)  The department shall convene an Algebra-Readiness Teacher Council composed of fifth-grade mathematics teachers, including representation from all geographical regions of the state.  With technical support provided by the department, the council shall review Grade 5 Statewide Mathematics Assessment performance level information, item/standard evidence, and other relevant evidence and shall recommend a cut score for the Algebra Readiness Indicator to the State Board of Education or the department, as applicable.  The department shall publish the designated cut score and shall review and, if necessary, update the cut score at least once every four (4) years or upon a material change to the assessment.

          (b)  An IMP shall be a written plan, developed by the school in collaboration with the student's parent or guardian, that includes, at minimum:

              (i)  The student's Grade 5 CUT score and a summary of relevant skill evidence aligned to the Mississippi College- and Career-Readiness Standards for Mathematics;

              (ii)  Identified priority learning needs, including prerequisite skill gaps, and measurable, time-bound goals;

              (iii)  The specific intervention pathway to be provided, including intensity (minutes per week), duration and delivery model, which consists of small group, tutoring, intervention block or other evidence-based supports, and the evidence-based instructional materials to be used;

              (iv)  A schedule for progress monitoring at regular intervals and the data sources to be used;

              (v)  Criteria for exiting the intervention pathway or revising the plan; and

              (vi)  The staff responsible for implementation and communication with the parent or guardian.

          (c)  The department may develop and provide crosswalks, guidance, model IMP templates and training to support intervention pathways and placement decisions based on students' Grade 5 results, including guidance that aligns interventions to the focus, coherence and rigor required by the Mississippi College- and Career-Readiness Standards for Mathematics.

SECTION 17.  (1)  Coaches shall meet qualifications set by the department, including (a) demonstrated content knowledge; (b) training in the department's coaching model; and (c) experience facilitating adult learning.

     (2)  The department may employ coaches as state personnel, educators-in-residence, or through personal service or professional contracts, and may authorize participating districts to host coaches via agreements with the department.

     (3)  The department shall establish coach playbooks, dosage targets and fidelity expectations; may prioritize placements based on student need, vacancies and regional access; and shall provide administrator calibration using MIOP.

SECTION 18.  (1)  Beginning with the 2026–2027 school year, participating districts shall administer the kindergarten through Grade 5 Mathematics Screener at least three (3) times annually (e.g., beginning-, middle- and end-of-year cycles) on a schedule established by the department.

     (2)  For each student identified below benchmark, the school district shall develop an Individualized Math Plan (IMP) specifying evidence-based interventions, frequency and duration, the progress-monitoring schedule and exit criteria established by the department.  The IMP shall be shared with the student's parent or guardian within a timely manner and in parent-centered language both established by the department.

     (3)  The department shall provide model IMP templates, intervention menus and progress-monitoring tools, and may provide additional support for students with persistent risk.

     (4)  The district shall implement the Algebra Readiness Indicator and required interventions through a Multi-Tiered System of Supports (MTSS) for mathematics that includes:

          (a)  Tier 1 core instruction using MDE-adopted HQIM with fidelity;

          (b)  Tier 2 targeted interventions; and

          (c)  Tier 3 intensive interventions.

     (5)  Students scoring below the Algebra Readiness Indicator shall receive Tier 2 or Tier 3 mathematics interventions, as appropriate, prior to middle school coursework.  The district shall develop an Individualized Mathematics Plan (IMP) for each such student, and the IMP shall serve as the student's MTSS mathematics intervention plan, specifying the intervention pathway, schedule/dosage and progress-monitoring measures.

     (6)  Progress monitoring.  The district shall monitor student progress at regular intervals and adjust the intensity or type of intervention when data indicate insufficient growth.  The department may provide MTSS guidance, crosswalks, templates, and training to support consistent implementation.

SECTION 19.  (1)  Beginning with the 2026–2027 school year, the department shall designate and publish an Algebra Readiness Indicator cut score for the Grade 5 Statewide Mathematics Assessment pursuant to a standard-setting process approved by the State Board of Education.

     (2)  Districts shall use the Algebra Readiness Indicator to inform placement, acceleration and the development of Individualized Math Plans (IMPs) for students scoring below the cut score prior to entry into middle school mathematics.

     (3)  The Algebra Readiness Indicator shall be used as an measure of readiness not criterion for student promotion or retention; local policies shall consider multiple measures consistent with department guidance.

     (4)  The department shall recommend the indicator cut score, ensure alignment to content standards, and establish validity and reliability evidence.  The department shall review the indicator at least every four (4) years.  Exit criteria for students receiving interventions informed by the indicator shall be set by the department and may include sustained proficiency on subsequent mathematics assessments.

SECTION 20.  (1)  The department shall invite districts to participate and shall prioritize high-need districts based on achievement gaps, vacancies, rural access and other equity factors, while ensuring math coaching regional coverage.

     (2)  As a condition of a district's receipt or expenditure of state funds for the purchase, licensing, subscription, or other acquisition of instructional materials, the district shall purchase only high-quality instructional materials (HQIM) that have been reviewed, approved and adopted by the State Department of Education.  The department shall require a memorandum of understanding (MOU) between itself and the district specifying roles and responsibilities, data sharing consistent with federal and state law, coaching schedules, fidelity expectations and the obligatory use of MDE-adopted HQIM for all grade levels and content areas supported with such state funds.

SECTION 21.  (1)  All student-level data collected under this act shall be maintained in compliance with the Family Educational Rights and Privacy Act (FERPA) and applicable state law.

     (2)  The department may develop a public dashboard with district-level results and implementation indicators. Student-level data shall not be publicly released.

SECTION 22.  (1)  There is created in the State Treasury a special fund to be known as the "Moving Mathematics in Mississippi (M³) Fund".  The fund shall consist of money appropriated by the Legislature, grants, gifts and other monies as authorized by law.

     (2)  Monies in the fund shall be used by the department solely for the purposes administering the provisions of Sections 12 through 24 of this act, including, but not limited to:

          (a)  Personnel or contracts for mathematics coaches;

          (b)  Adoption, licensing or development of the K–5 Mathematics Screener and technical work to set, report and maintain the Grade 5 Statewide Assessment Algebra Readiness Indicator and related data systems;

          (c)  Professional development content and delivery;

          (d)  Regional trainings and travel;

          (e)  Evaluation and reporting; and

          (f)  Program management and operations.

SECTION 23.  (1)  Of the funds appropriated in Section ___ of House Bill No. ____, 2026, Regular Session for Fiscal Year 2027, any unexpended balances as of June 30, 2027, not otherwise obligated, shall be reappropriated and authorized for expenditure in Fiscal Year 2028 for the same purposes.  Such funds shall not lapse into the State General Fund at the end of the fiscal year.   (2)  The Department of Finance and Administration shall be authorized to carry forward such funds in accordance with Section 27-104-25, Mississippi Code of 1972.

SECTION 24.  (1)  The department may adopt emergency and permanent rules necessary to implement Sections 12 through 24 of this act, including establishing cut scores, benchmarking windows, intervention guidance and reporting templates.

     (2) The department shall publish an initial implementation timeline not later than beginning with the 2026-2027 school year, including recruitment and placement of coaches, screener procurement and training calendars and establishment of the Grade 5 Statewide Mathematics Assessment Algebra Readiness Indicator cut score no later than December 1, 2026.

SECTION 25.  (1)  Beginning with the 2026-2027 academic school year, the State Board of Education shall incorporate financial literacy components within the existing curriculum offered in Grades 6 through 8.  This section shall be applicable to all schools accredited by the State Department of Education and public charter schools.

     (2)  Beginning with the graduating class of 2031, each public school student during Grade 9, 10, 11 or 12, shall take and pass a one-half (1/2) Carnegie Unit credit course in personal finance or a full Carnegie Unit course where half the course standards are financial literacy in order to earn a high school diploma.

     (3)  There is established in the State Treasury a special fund to be known as the "Financial Literacy Trust Fund" to provide financial literacy education for this program.  The fund shall be administered by the State Board of Education and may accept private contributions, publicly or privately funded grants, any eligible funds from settlements or penalties collected by the state or any state agency, and funds appropriated by the state or federal government.  No expenditure from the fund shall cause the fund to be in deficiency at the close of the fiscal year.  Unexpended monies remaining in the fund at the end of the fiscal year shall not lapse into the General Fund but shall be available for expenditure in the subsequent fiscal year.  The fund shall be an expendable trust fund and shall not be subject to appropriation or allotment.

     (4)  The State Board of Education shall develop rules and regulations for the implementation of the trust.  The trust may expend funds to administer the fund, which shall include an independent audit of the financial activities of the fund every three (3) years.  The trust also may enter into contracts with private corporations to manage and implement the programmatic, fiduciary or administrative goals of the trust, subject to the approval of the board.  The board shall annually report to the Legislature all programmatic and financial activities and balances of the fund on or before December 31 of each year.

     SECTION 26.  Section 37-16-7, Mississippi Code of 1972, is amended as follows:

     37-16-7.  (1)  Each district school board shall establish standards for graduation from its schools which shall include as a minimum:

          (a)  Mastery of minimum academic skills as measured by assessments developed and administered by the State Board of Education * * *.; and

          (b)  Completion of a minimum number of academic credits, including a one-half (1/2) Carnegie Unit credit course in personal finance or a full Carnegie Unit course where half the course standards are financial literacy as set forth in Section 186 of this act, and all other applicable requirements prescribed by the district school board.

     ( * * *c2)  By school, each school district shall maintain and report information on high school graduation rates.  High schools with graduation rates lower than eighty percent (80%) must submit a detailed plan to the * * *Mississippi State Department of Education to restructure the high school experience to improve graduation rates.

     ( * * *23)  A student who meets all requirements prescribed in subsection (1) of this section shall be awarded a standard diploma in a form prescribed by the State Board of Education.

     ( * * *34)  The State Board of Education may establish student proficiency standards for promotion to grade levels leading to graduation.

     ( * * *45)  The State Board of Education shall develop a curriculum related to the study of sign language.  Any such class developed by the board may count as an academic credit for foreign languages for the purposes of high school graduation requirements.

     SECTION 27.  Section 37-7-301, Mississippi Code of 1972, is amended as follows:

     37-7-301.  The school boards of all school districts shall have the following powers, authority and duties in addition to all others imposed or granted by law, to wit:

          (a)  To organize and operate the schools of the district and to make such division between the high school grades and elementary grades as, in their judgment, will serve the best interests of the school;

          (b)  To introduce public school music, art, manual training and other special subjects into either the elementary or high school grades, as the board shall deem proper;

          (c)  To be the custodians of real and personal school property and to manage, control and care for same, both during the school term and during vacation;

          (d)  To have responsibility for the erection, repairing and equipping of school facilities and the making of necessary school improvements;

          (e)  To suspend or to expel a pupil or to change the placement of a pupil to the school district's alternative school or homebound program for misconduct in the school or on school property, as defined in Section 37-11-29, on the road to and from school, or at any school-related activity or event, or for conduct occurring on property other than school property or other than at a school-related activity or event when such conduct by a pupil, in the determination of the school superintendent or principal, renders that pupil's presence in the classroom a disruption to the educational environment of the school or a detriment to the best interest and welfare of the pupils and teacher of such class as a whole, and to delegate such authority to the appropriate officials of the school district;

          (f)  To visit schools in the district, in their discretion, in a body for the purpose of determining what can be done for the improvement of the school in a general way;

          (g)  To support, within reasonable limits, the superintendent, principal and teachers where necessary for the proper discipline of the school;

          (h)  To exclude from the schools students with what appears to be infectious or contagious diseases; * * *provided, however, such student may be allowed to return to school upon presenting a certificate from a public health officer, duly licensed physician or nurse practitioner that the student is free from such disease;

          (i)  To require those vaccinations specified by the State Health Officer as provided in Section 41-23-37;

          (j)  To see that all necessary utilities and services are provided in the schools at all times when same are needed;

          (k)  To authorize the use of the school buildings and grounds for the holding of public meetings and gatherings of the people under such regulations as may be prescribed by * * *said the board;

          (l)  To prescribe and enforce rules and regulations not inconsistent with law or with the regulations of the State Board of Education for their own government and for the government of the schools, and to transact their business at regular and special meetings called and held in the manner provided by law;

          (m)  To maintain and operate all of the schools under their control for such length of time during the year as may be required;

          (n)  To enforce in the schools the courses of study and the use of the textbooks prescribed by the proper authorities;

          (o)  To make orders directed to the superintendent of schools for the issuance of pay certificates for lawful purposes on any available funds of the district and to have full control of the receipt, distribution, allotment and disbursement of all funds provided for the support and operation of the schools of such school district whether such funds be derived from state appropriations, local ad valorem tax collections, or otherwise.  The local school board shall be authorized and empowered to promulgate rules and regulations that specify the types of claims and set limits of the dollar amount for payment of claims by the superintendent of schools to be ratified by the board at the next regularly scheduled meeting after payment has been made;

          (p)  To select all school district personnel in the manner provided by law, and to provide for such employee fringe benefit programs, including accident reimbursement plans, as may be deemed necessary and appropriate by the board;

          (q)  To provide athletic programs and other school activities and to regulate the establishment and operation of such programs and activities;

          (r)  To join, in their discretion, any association of school boards and other public school-related organizations, and to pay from local funds other than total funding formula funds, any membership dues;

          (s)  To expend local school activity funds, or other available school district funds, other than total funding formula funds, for the purposes prescribed under this paragraph.  "Activity funds" shall mean all funds received by school officials in all school districts paid or collected to participate in any school activity, such activity being part of the school program and partially financed with public funds or supplemented by public funds.  The term "activity funds" shall not include any funds raised and/or expended by any organization unless commingled in a bank account with existing activity funds, regardless of whether the funds were raised by school employees or received by school employees during school hours or using school facilities, and regardless of whether a school employee exercises influence over the expenditure or disposition of such funds.  Organizations shall not be required to make any payment to any school for the use of any school facility if, in the discretion of the local school governing board, the organization's function shall be deemed to be beneficial to the official or extracurricular programs of the school.  For the purposes of this provision, the term "organization" shall not include any organization subject to the control of the local school governing board.  Activity funds may only be expended for any necessary expenses or travel costs, including advances, incurred by students and their chaperons in attending any in-state or out-of-state school-related programs, conventions or seminars and/or any commodities, equipment, travel expenses, purchased services or school supplies which the local school governing board, in its discretion, shall deem beneficial to the official or extracurricular programs of the district, including items which may subsequently become the personal property of individuals, including yearbooks, athletic apparel, book covers and trophies.  Activity funds may be used to pay travel expenses of school district personnel.  The local school governing board shall be authorized and empowered to promulgate rules and regulations specifically designating for what purposes school activity funds may be expended.  The local school governing board shall provide:  (i) that such school activity funds shall be maintained and expended by the principal of the school generating the funds in individual bank accounts * * *,; or (ii) that such school activity funds shall be maintained and expended by the superintendent of schools in a central depository approved by the board.  The local school governing board shall provide that such school activity funds be audited as part of the annual audit required in Section 37-9-18.  The State Department of Education shall prescribe a uniform system of accounting and financial reporting for all school activity fund transactions;

          (t)  To enter into an energy performance contract, energy services contract, on a shared-savings, lease or lease-purchase basis, for energy efficiency services and/or equipment as provided for in Section 31-7-14;

          (u)  To maintain accounts and issue pay certificates on school food service bank accounts;

          (v)  (i)  To lease a school building from an individual, partnership, nonprofit corporation or a private for-profit corporation for the use of such school district, and to expend funds therefor as may be available from any sources other than total funding formula funds * * * as set by Sections 37-151-200 through 37-151-215.  The school board of the school district desiring to lease a school building shall declare by resolution that a need exists for a school building and that the school district cannot provide the necessary funds to pay the cost or its proportionate share of the cost of a school building required to meet the present needs.  The resolution so adopted by the school board shall be published once each week for three (3) consecutive weeks in a newspaper having a general circulation in the school district involved, with the first publication thereof to be made not less than thirty (30) days prior to the date upon which the school board is to act on the question of leasing a school building.  If no petition requesting an election is filed prior to such meeting as hereinafter provided, then the school board may, by resolution spread upon its minutes, proceed to lease a school building.  If at any time * * *prior to said before the meeting a petition signed by not less than twenty percent (20%) or fifteen hundred (1500), whichever is less, of the qualified electors of the school district involved shall be filed with the school board requesting that an election be called on the question, then the school board shall, not later than the next regular meeting, adopt a resolution calling an election to be held within such school district upon the question of authorizing the school board to lease a school building.  Such election shall be called and held, and notice thereof shall be given, in the same manner for elections upon the questions of the issuance of the bonds of school districts, and the results thereof shall be certified to the school board.  If at least three-fifths (3/5) of the qualified electors of the school district who voted in such election shall vote in favor of the leasing of a school building, then the school board shall proceed to lease a school building.  The term of the lease contract shall not exceed twenty (20) years, and the total cost of such lease shall be either the amount of the lowest and best bid accepted by the school board after advertisement for bids or an amount not to exceed the current fair market value of the lease as determined by the averaging of at least two (2) appraisals by certified general appraisers licensed by the State of Mississippi.  The term "school building" as used in this paragraph (v)(i) shall be construed to mean any building or buildings used for classroom purposes in connection with the operation of schools and shall include the site therefor, necessary support facilities, and the equipment thereof and appurtenances thereto such as heating facilities, water supply, sewage disposal, landscaping, walks, drives and playgrounds.  The term "lease" as used in this paragraph (v)(i) may include a lease-purchase contract;

              (ii)  If two (2) or more school districts propose to enter into a lease contract jointly, then joint meetings of the school boards having control may be held but no action taken shall be binding on any such school district unless the question of leasing a school building is approved in each participating school district under the procedure hereinabove set forth in paragraph (v)(i).  All of the provisions of paragraph (v)(i) regarding the term and amount of the lease contract shall apply to the school boards of school districts acting jointly.  Any lease contract executed by two (2) or more school districts as joint lessees shall set out the amount of the aggregate lease rental to be paid by each, which may be agreed upon, but there shall be no right of occupancy by any lessee unless the aggregate rental is paid as stipulated in the lease contract.  All rights of joint lessees under the lease contract shall be in proportion to the amount of lease rental paid by each;

          (w)  To employ all noninstructional and * * *noncertificated nonlicensed employees and fix the duties and compensation of such personnel deemed necessary pursuant to the recommendation of the superintendent of schools;

          (x)  To employ and fix the duties and compensation of such legal counsel as deemed necessary;

          (y)  Subject to rules and regulations of the State Board of Education, to purchase, own and operate trucks, vans and other motor vehicles, which shall bear the proper identification required by law;

          (z)  To expend funds for the payment of substitute teachers and to adopt reasonable regulations for the employment and compensation of such substitute teachers;

          (aa)  To acquire in its own name by purchase all real property which shall be necessary and desirable in connection with the construction, renovation or improvement of any public school building or structure.  Whenever the purchase price for such real property is greater than Fifty Thousand Dollars ($50,000.00), the school board shall not purchase the property for an amount exceeding the fair market value of such property as determined by the average of at least two (2) independent appraisals by certified general appraisers licensed by the State of Mississippi.  If the board shall be unable to agree with the owner of any such real property in connection with any such project, the board shall have the power and authority to acquire any such real property by condemnation proceedings pursuant to Section 11-27-1 et seq., * * *Mississippi Code of 1972, and for such purpose, the right of eminent domain is hereby conferred upon and vested in * * *said the board.  * * *Provided further, that The local school board is authorized to grant an easement for ingress and egress over sixteenth section land or lieu land in exchange for a similar easement upon adjoining land where the exchange of easements affords substantial benefit to the sixteenth section land; * * *provided, however, the exchange must be based upon values as determined by a competent appraiser, with any differential in value to be adjusted by cash payment.  Any easement rights granted over sixteenth section land under such authority shall terminate when the easement ceases to be used for its stated purpose.  No sixteenth section or lieu land which is subject to an existing lease shall be burdened by any such easement except by consent of the lessee or unless the school district shall acquire the unexpired leasehold interest affected by the easement;

          (bb)  To charge reasonable fees related to the educational programs of the district, in the manner prescribed in Section 37-7-335;

          (cc)  Subject to rules and regulations of the State Board of Education, to purchase relocatable classrooms for the use of such school district, in the manner prescribed in Section 37-1-13;

          (dd)  Enter into contracts or agreements with other school districts, political subdivisions or governmental entities to carry out one or more of the powers or duties of the school board, or to allow more efficient utilization of limited resources for providing services to the public;

          (ee)  To provide for in-service training for employees of the district;

          (ff)  As part of their duties to prescribe the use of textbooks, to provide that parents and legal guardians shall be responsible for the textbooks and for the compensation to the school district for any books which are not returned to the proper schools upon the withdrawal of their dependent child.  If a textbook is lost or not returned by any student who drops out of the public school district, the parent or legal guardian shall also compensate the school district for the fair market value of the textbooks;

          (gg)  To conduct fund-raising activities on behalf of the school district that the local school board, in its discretion, deems appropriate or beneficial to the official or extracurricular programs of the district * * *; provided that, subject to the following:

              (i)  Any proceeds of the fund-raising activities shall be treated as "activity funds" and shall be accounted for as are other activity funds under this section; and

              (ii)  Fund-raising activities conducted or authorized by the board for the sale of school pictures, the rental of caps and gowns or the sale of graduation invitations for which the school board receives a commission, rebate or fee shall contain a disclosure statement advising that a portion of the proceeds of the sales or rentals shall be contributed to the student activity fund;

          (hh)  To allow individual lessons for music, art and other curriculum-related activities for academic credit or nonacademic credit during school hours and using school equipment and facilities, subject to uniform rules and regulations adopted by the school board;

          (ii)  To charge reasonable fees for participating in an extracurricular activity for academic or nonacademic credit for necessary and required equipment such as safety equipment, band instruments and uniforms;

          (jj)  To conduct or participate in any fund-raising activities on behalf of or in connection with a tax-exempt charitable organization;

          (kk)  To exercise such powers as may be reasonably necessary to carry out the provisions of this section;

          (ll)  To expend funds for the services of nonprofit arts organizations or other such nonprofit organizations who provide performances or other services for the students of the school district;

          (mm)  To expend federal No Child Left Behind Act funds, or any other available funds that are expressly designated and authorized for that use, to pay training, educational expenses, salary incentives and salary supplements to employees of local school districts; except that incentives shall not be considered part of the local supplement, nor shall incentives be considered part of the local supplement paid to an individual teacher for the purposes of Section 37-19-7(1);

          (nn)  To use any available funds, not appropriated or designated for any other purpose, for reimbursement to the state-licensed employees from both in state and out of state, who enter into a contract for employment in a school district, for the expense of moving when the employment necessitates the relocation of the licensed employee to a different geographical area than that in which the licensed employee resides before entering into the contract.  The reimbursement shall not exceed One Thousand Dollars ($1,000.00) for the documented actual expenses incurred in the course of relocating, including the expense of any professional moving company or persons employed to assist with the move, rented moving vehicles or equipment, mileage in the amount authorized for county and municipal employees under Section 25-3-41 if the licensed employee used his personal vehicle or vehicles for the move, meals and such other expenses associated with the relocation.  No licensed employee may be reimbursed for moving expenses under this section on more than one (1) occasion by the same school district.  Nothing in this section shall be construed to require the actual residence to which the licensed employee relocates to be within the boundaries of the school district that has executed a contract for employment in order for the licensed employee to be eligible for reimbursement for the moving expenses.  However, the licensed employee must relocate within the boundaries of the State of Mississippi.  Any individual receiving relocation assistance through the Critical Teacher Shortage Act as provided in Section 37-159-5 shall not be eligible to receive additional relocation funds as authorized in this paragraph;

          (oo)  To use any available funds, not appropriated or designated for any other purpose, to reimburse persons who interview for employment as a licensed employee with the district for the mileage and other actual expenses incurred in the course of travel to and from the interview at the rate authorized for county and municipal employees under Section 25-3-41;

          (pp)  Consistent with the report of the Task Force to Conduct a Best Financial Management Practices Review, to improve school district management and use of resources and identify cost savings as established in Section 8 of Chapter 610, Laws of 2002, local school boards are encouraged to conduct independent reviews of the management and efficiency of schools and school districts.  Such management and efficiency reviews shall provide state and local officials and the public with the following:

              (i)  An assessment of a school district's governance and organizational structure;

              (ii)  An assessment of the school district's financial and personnel management;

              (iii)  An assessment of revenue levels and sources;

              (iv)  An assessment of facilities utilization, planning and maintenance;

              (v)  An assessment of food services, transportation and safety/security systems;

              (vi)  An assessment of instructional and administrative technology;

              (vii)  A review of the instructional management and the efficiency and effectiveness of existing instructional programs; and

              (viii)  Recommended methods for increasing efficiency and effectiveness in providing educational services to the public;

          (qq)  To enter into agreements with other local school boards for the establishment of an educational service agency (ESA) to provide for the cooperative needs of the region in which the school district is located, as provided in Section 37-7-345; 

          (rr)  To * * *implement a incorporate financial literacy * * *program components within the current curriculum offered to for students in Grades * * *10 and 11.  The board may review the national programs and obtain free literature from various nationally recognized programs.  After review of the different programs, the board may certify a program that is most appropriate for the school districts' needs.  If a district implements a financial literacy program, then any student in Grade 10 or 11 may participate in the program 6 through 8.  The current curriculum for Grades 6 through 12 shall include content on financial literacy education.  Each student during Grade 9, 10, 11 or 12 shall take and pass a one-half (1/2) Carnegie Unit course in personal finance or a full Carnegie Unit course where half the course standards are financial literacy in order to earn a high school diploma.  The financial literacy program shall include, but is not limited to, instruction in the same areas of personal business and finance as required under Section 37-1-3(2)(b).  The school board may coordinate with volunteer teachers from local community organizations, including, but not limited to, the following:  United States Department of Agriculture Rural Development, United States Department of Housing and Urban Development, Junior Achievement, bankers and other nonprofit organizations.  * * * Nothing in this paragraph shall be construed as to require school boards to implement a financial literacy program In addition to any financial literacy standards required by the State Department of Education in the College and Career Readiness Standards, the financial literacy program for students in Grades 9, 10, 11 and 12 shall include:

(i)  Decision making;

(ii)  Earning an income;

(iii)  Saving and spending;

(iv)  Use of credit; and

(v)  Budgeting.

The school board shall require schools to make best efforts to cover as many of these topics as possible through the curriculum implemented for Grades 6 through 8;

          (ss)  To collaborate with the State Board of Education, Community Action Agencies or the Department of Human Services to develop and implement a voluntary program to provide services for a prekindergarten program that addresses the cognitive, social, and emotional needs of four-year-old and three-year-old children.  The school board may utilize any source of available revenue to fund the voluntary program.  Effective with the 2013-2014 school year, to implement voluntary prekindergarten programs under the Early Learning Collaborative Act of 2013 pursuant to state funds awarded by the State Department of Education on a matching basis;

          (tt)  With respect to any lawful, written obligation of a school district, including, but not limited to, leases (excluding leases of sixteenth section public school trust land), bonds, notes, or other agreement, to agree in writing with the obligee that the Department of Revenue or any state agency, department or commission created under state law may:

              (i)  Withhold all or any part (as agreed by the school board) of any monies which such local school board is entitled to receive from time to time under any law and which is in the possession of the Department of Revenue, or any state agency, department or commission created under state law; and

              (ii)  Pay the same over to any financial institution, trustee or other obligee, as directed in writing by the school board, to satisfy all or part of such obligation of the school district.

     The school board may make such written agreement to withhold and transfer funds irrevocable for the term of the written obligation and may include in the written agreement any other terms and provisions acceptable to the school board.  If the school board files a copy of such written agreement with the Department of Revenue, or any state agency, department or commission created under state law then the Department of Revenue or any state agency, department or commission created under state law shall immediately make the withholdings provided in such agreement from the amounts due the local school board and shall continue to pay the same over to such financial institution, trustee or obligee for the term of the agreement.

     This paragraph (tt) shall not grant any extra authority to a school board to issue debt in any amount exceeding statutory limitations on assessed value of taxable property within such school district or the statutory limitations on debt maturities, and shall not grant any extra authority to impose, levy or collect a tax which is not otherwise expressly provided for, and shall not be construed to apply to sixteenth section public school trust land;

          (uu)  With respect to any matter or transaction that is competitively bid by a school district, to accept from any bidder as a good-faith deposit or bid bond or bid surety, the same type of good-faith deposit or bid bond or bid surety that may be accepted by the state or any other political subdivision on similar competitively bid matters or transactions.  This paragraph (uu) shall not be construed to apply to sixteenth section public school trust land.  The school board may authorize the investment of any school district funds in the same kind and manner of investments, including pooled investments, as any other political subdivision, including community hospitals;

          (vv)  To utilize the alternate method for the conveyance or exchange of unused school buildings and/or land, reserving a partial or other undivided interest in the property, as specifically authorized and provided in Section 37-7-485;

          (ww)  To delegate, privatize or otherwise enter into a contract with private entities for the operation of any and all functions of nonacademic school process, procedures and operations including, but not limited to, cafeteria workers, janitorial services, transportation, professional development, achievement and instructional consulting services materials and products, purchasing cooperatives, insurance, business manager services, auditing and accounting services, school safety/risk prevention, data processing and student records, and other staff services; however, the authority under this paragraph does not apply to the leasing, management or operation of sixteenth section lands.  Local school districts, working through their regional education service agency, are encouraged to enter into buying consortia with other member districts for the purposes of more efficient use of state resources as described in Section 37-7-345;

          (xx)  To partner with entities, organizations and corporations for the purpose of benefiting the school district;

          (yy)  To borrow funds from the Rural Economic Development Authority for the maintenance of school buildings;

          (zz)  To fund and operate voluntary early childhood education programs, defined as programs for children less than five (5) years of age on or before September 1, and to use any source of revenue for such early childhood education programs.  Such programs shall not conflict with the Early Learning Collaborative Act of 2013;

          (aaa)  To issue and provide for the use of procurement cards by school board members, superintendents and licensed school personnel consistent with the rules and regulations of the Mississippi Department of Finance and Administration under Section 31-7-9; and

          (bbb)  To conduct an annual comprehensive evaluation of the superintendent of schools consistent with the assessment components of paragraph (pp) of this section and the assessment benchmarks established by the Mississippi School Board Association to evaluate the success the superintendent has attained in meeting district goals and objectives, the superintendent's leadership skill and whether or not the superintendent has established appropriate standards for performance, is monitoring success and is using data for improvement.

     SECTION 28.  Section 37-28-45, Mississippi Code of 1972, is amended as follows:

     37-28-45.  (1)  Charter schools are subject to the same civil rights, health and safety requirements applicable to noncharter public schools in the state, except as otherwise specifically provided in this chapter.

     (2)  Charter schools are subject to the student assessment and accountability requirements applicable to noncharter public schools in the state; however, this requirement does not preclude a charter school from establishing additional student assessment measures that go beyond state requirements if the authorizer approves those measures.

     (3)  Although a charter school is geographically located within the boundaries of a particular school district and * * *enrolls may enroll students who reside within the school district, the charter school may not be considered a school within that district under the purview of the school district's school board.  The rules, regulations, policies and procedures established by the school board for the noncharter public schools that are in the school district in which the charter school is geographically located do not apply to the charter school unless otherwise required under the charter contract or any contract entered into between the charter * * *school school's governing board and the local school board.

     (4)  Whenever the provisions of Title 37, Mississippi Code of 1972, relating to the elementary and secondary education of public school students establish a requirement for or grant authority to local school districts, their school boards and the schools within the respective school districts, the language "school districts," "school boards," "boards of trustees," "the schools within a school district," or any other similar phraseology does not include a charter school and the governing board of a charter school unless the statute specifically is made applicable to charter schools as well as noncharter public schools.

     (5)  A charter school is not subject to any rule, regulation, policy or procedure adopted by the State Board of Education or the State Department of Education unless otherwise required by the authorizer or in the charter contract.

     (6)  Charter schools and their governing boards, when conducting charter school business, are not exempt from the following statutes:

          (a)  Chapter 41, Title 25, Mississippi Code of 1972, which relate to open meetings of public bodies.

          (b)  Chapter 61, Title 25, Mississippi Code of 1972, which relate to public access to public records.

          (c)  Section 37-3-51, which requires notice by the district attorney of licensed school employees who are convicted of certain sex offenses.

          (d)  Section 37-3-53, which requires publication of the Mississippi Report Card by the State Board of Education.

          (e)  Section 37-11-18, which requires the automatic expulsion of a student possessing a weapon or controlled substance on educational property.

          (f)  Section 37-11-18.1, which requires expulsion of certain habitually disruptive students.

          (g)  Section 37-11-19, which requires suspension or expulsion of a student who damages school property.

          (h)  Section 37-11-20, which prohibits acts of intimidation intended to keep a student from attending school.

          (i)  Section 37-11-21, which prohibits parental abuse of school staff.

          (j)  Section 37-11-23, which prohibits the willful disruption of school and school meetings.

          (k)  Sections 37-11-29 and 37-11-31, which relate to reporting requirements regarding unlawful or violent acts on school property.

          (l)  Section 37-11-67, which prohibits bullying or harassing behavior in public schools.

          (m)  Section 37-13-3, which prohibits doctrinal, sectarian or denominational teaching in public schools.

          (n)  Sections 37-13-5 and 37-13-6, which require the flags of the United States and the State of Mississippi to be displayed near the school building.

          (o)  Section 37-13-63(1), which prescribes the minimum number of days which public schools must be kept in session during a scholastic year.

          (p)  Section 37-13-91, which is the Mississippi Compulsory School Attendance Law.

          (q)  Section 37-13-171(2) and (4), which requires any course containing sex-related education to include instruction in abstinence-only or abstinence-plus education.

          (r)  Section 37-13-173, which requires notice to parents before instruction on human sexuality is provided in public classrooms.

          (s)  Section 37-13-193, which relates to civil rights and human rights education in the public schools.

          (t)  Sections 37-15-1 and 37-15-3, which relate to the maintenance and transfer of permanent student records in public schools.

          (u)  Section 37-15-6, which requires the State Department of Education to maintain a record of expulsions from the public schools.

          (v)  Section 37-15-9, which establishes minimum age requirements for kindergarten and first grade enrollment in public schools.

          (w)  Section 37-15-11, which requires a parent, legal guardian or custodian to accompany a child seeking enrollment in a public school.

          (x)  Sections 37-16-1, 37-16-3, 37-16-4 and 37-16-9, which relate to the statewide assessment testing program.

          (y)  Section 37-18-1, which establishes the Superior-Performing Schools Program and Exemplary Schools Program to recognize public schools that improve.

(z)  Sections 37-7-301 and Section 1 of this act, which requires all high school students to pass a one-half (1/2) Carnegie Unit credit course in personal finance or a full Carnegie Unit course where half the course standards are financial literacy as a requirement for earning a high school diploma.

     SECTION 29.  This act shall take effect and be in force from and after July 1, 2026.

     Further, amend by striking the title in its entirety and inserting in lieu thereof the following:

     AN ACT TO ESTABLISH THE ADOLESCENT LITERACY INITIATIVE FOR GRADES FOUR THROUGH EIGHT TO IMPROVE READING AND WRITING PROFICIENCY THROUGH EVIDENCE-BASED AND SCIENTIFICALLY RESEARCHED INSTRUCTION; TO DEFINE KEY TERMS RELATED TO THE SCIENCE OF READING, DYSLEXIA, ASSESSMENTS, INTERVENTIONS AND HIGH-QUALITY INSTRUCTIONAL MATERIALS; TO REQUIRE STATEWIDE ALIGNMENT OF LITERACY STANDARDS, ASSESSMENTS AND CURRICULA WITH THE SCIENCE OF READING AND TO PROHIBIT THE USE OF BALANCED LITERACY AND THREE-CUEING SYSTEMS; TO PROVIDE COMPREHENSIVE PROFESSIONAL LEARNING, JOB-EMBEDDED COACHING AND EDUCATOR PREPARATION REQUIREMENTS FOR CONTENT AREA TEACHERS AND SCHOOL PERSONNEL; TO REQUIRE UNIVERSAL SCREENING, DIAGNOSTIC ASSESSMENTS, TARGETED INTERVENTIONS AND INDIVIDUAL READING PLANS FOR STUDENTS WITH READING DEFICIENCIES; TO MANDATE PARENTAL NOTIFICATION, ONGOING PROGRESS MONITORING, ANNUAL REPORTING AND STATE OVERSIGHT; TO REQUIRE THE EMPLOYMENT AND TRAINING OF READING SPECIALISTS AND DYSLEXIA THERAPISTS; TO AUTHORIZE ENFORCEMENT AND FUNDING BY THE STATE BOARD OF EDUCATION; TO ESTABLISH THE MISSISSIPPI MATH ACT AND THE MOVING MATHEMATICS IN MISSISSIPPI (M3) PROGRAM TO STRENGTHEN EARLY NUMERACY, ALGEBRA READINESS AND MATHEMATICS INSTRUCTION STATEWIDE; TO PROVIDE FOR MATHEMATICS COACHING, K–5 SCREENING, INDIVIDUALIZED MATH PLANS, AN ALGEBRA READINESS INDICATOR AND ALIGNED PROFESSIONAL DEVELOPMENT; TO CREATE THE MOVING MATHEMATICS IN MISSISSIPPI FUND; TO PROVIDE FOR DATA PRIVACY, REPORTING, RULEMAKING, IMPLEMENTATION TIMELINES AND CONTINUED APPROPRIATIONS; TO REQUIRE THE STATE BOARD OF EDUCATION TO INCORPORATE COMPONENTS WITHIN THE EXISTING FINANCIAL LITERACY CURRICULUM FOR STUDENTS IN GRADES 6 THROUGH 8 BEGINNING WITH THE 2026-2027 SCHOOL YEAR; TO REQUIRE PASSAGE OF A ONE-HALF CARNEGIE UNIT COURSE IN FINANCIAL LITERACY AS A GRADUATION REQUIREMENT FOR ALL PUBLIC SCHOOL STUDENTS, INCLUDING THOSE IN CHARTER SCHOOLS, BEGINNING WITH THE 2031 GRADUATING CLASS; TO ESTABLISH THE FINANCIAL LITERACY TRUST FUND IN THE STATE TREASURY TO SUPPORT FINANCIAL LITERACY EDUCATION; TO REQUIRE THE STATE BOARD OF EDUCATION TO ADMINISTER THE FUND; TO AMEND SECTIONS 37-7-301, 37-16-7 AND 37-28-45, MISSISSIPPI CODE OF 1972, IN CONFORMITY THERETO; AND FOR RELATED PURPOSES.