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SB 2213

AN ACT to create and enact a new section to chapter 15.1-13 and two new sections to chapter 15.1-21 of the North Dakota Century Code, relating to mathematics curriculum, professional development, screening and intervention, related administrative rules and reporting requirements, and mathematics instructor competency; to provide for a legislative management report; to provide for a department of public instruction mathematics screening pilot program; to provide an appropriation; and to provide an effective date.

69th Legislative Assembly (2025-26) Introduced by Michelle Axtman and 4 co-sponsors

SB 2213 requires math-teacher licensure competency, evidence-based K-12 math curricula and screening/interventions, plus DPI pilot and funding to implement statewide standards.

Filed with Secretary Of State 05/02
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Bill Summary · SB 2213

Summary — SB 2213 (North Dakota, 2025)

Status: Enacted (signed by Governor May 1, 2025; filed with Secretary of State May 2, 2025). Introduced March 11, 2025.

Main purpose

SB 2213 strengthens statewide expectations for mathematics instruction by (1) setting teacher licensure competency requirements for mathematics instruction, (2) requiring K–12 school curriculum, professional development, assessment, screening and intervention practices in mathematics to be evidence‑based, and (3) creating administrative rules, reporting requirements, a Department of Public Instruction (DPI) screening pilot, and an appropriation to support implementation.

Key provisions

1. Teacher licensure — mathematics competency

  • The State Board (of Higher Education/Teaching Board) must ensure teacher licensure candidates who will be certified as elementary and/or secondary mathematics teachers demonstrate competency in direct and explicit mathematics instruction and pedagogy.
  • Candidates satisfy the requirement by either:
    • completing training through an accredited or approved program, or
    • demonstrating mastery of the specific mathematics topics identified in the bill (see curriculum topics below).
  • The board may issue a provisional teaching license for up to two years if a candidate does not meet the competency requirement.

2. Mathematics curriculum and instructional expectations

  • School districts and nonpublic schools must ensure their math curriculum is evidence‑ and research‑based, differentiated, aligned to state standards, and focuses on:
    • Foundational skills: numbers & operations; algebraic reasoning; geometry & measurement; data, probability & statistics.
    • Competencies: problem solving; connections; reasoning & proof.
  • Districts must provide continuing professional development (including for special education teachers and school leaders) emphasizing explicit/differentiated instruction, data‑driven decisionmaking, and evidence‑based “science of mathematics” programming.

3. Assessment, screening and interventions

  • Implement regular formative assessments, adjust instruction accordingly, and provide targeted interventions for students needing additional support.
  • Districts must adopt a state‑suggested research‑based intervention program and high‑quality supplemental materials.
  • For K–3 students, require a screening process for early identification of math deficiencies and characteristics of dyscalculia; parents must be informed of screening, results, and provided resources; students identified may receive an education plan with accommodations.
  • Districts or special education units must provide screening upon request by a parent, guardian, or teacher.

4. Administrative rules, certification and reporting

  • The Superintendent of Public Instruction, with the K–12 coordination council, will adopt rules to implement and monitor the statute.
  • To be approved by the Superintendent, each (public or nonpublic) school must ensure qualified teacher placement in grades 4–8, use integrated mathematics diagnostic instruments, and have integrated evidence‑based instructional/assessment resources.
  • The Superintendent and regional education associations will support implementation and make periodic reports to the Legislative Management.

5. DPI pilot and appropriation

  • The act provides for a DPI mathematics screening pilot program and includes an appropriation to support implementation. (The bill text provided does not specify the dollar amount.)

Who is affected

  • Teacher candidates seeking elementary or secondary math certification and teacher preparation programs.
  • Current math and special education teachers, school leaders, and school boards (PD, materials, and program adoption).
  • School districts and nonpublic schools (curriculum, screening, diagnostics, staffing).
  • K–3 students and their parents/guardians (screening and early intervention), and special education units.
  • Superintendent of Public Instruction/DPI and regional education associations (rulemaking, oversight, technical support).

Procedural / timeline notes

  • Passed both chambers (conference committee adopted, second readings recorded) and signed by the Governor May 1, 2025; filed with Secretary of State May 2, 2025.
  • The Superintendent must promulgate implementing rules and monitor district compliance; the law requires periodic reporting to the legislature.

Potential implementation considerations

  • Needs for funding (appropriation noted), PD delivery, procurement of validated screening instruments and intervention materials, and capacity for screening and intervention (staffing/time).
  • Impact on teacher preparation programs to align curricula with new competency expectations and on licensing processes (use of provisional licenses during transition).

Compiled from official sources — confirm details with the bill’s official record.

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