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HCR 137

REQUIRING THE DEPARTMENT OF EDUCATION TO REVIEW AND REPORT ON DELAWARE MATHEMATICS INSTRUCTION AND MULTI-TIERED SYSTEM OF SUPPORT.

153rd General Assembly (2025-2026) Introduced by Alonna Berry and 6 co-sponsors

Delaware DOE will conduct a comprehensive review of K-12 math instruction and MTSS implementation and report findings, gaps, and recommendations to improve math outcomes.

Passed By Senate. Votes: 20 YES 1 ABSENT
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Bill Summary · HCR 137

Bill Overview

  • Bill: HCR 137
  • Session: 153
  • Jurisdiction: Delaware
  • Title: REQUIRING THE DEPARTMENT OF EDUCATION TO REVIEW AND REPORT ON DELAWARE MATHEMATICS INSTRUCTION AND MULTI-TIERED SYSTEM OF SUPPORT
  • Sponsor(s): Primary sponsor not listed; Co-sponsors include Dave Wilson, Claire Snyder-Hall, Josue Ortega, Alonna Berry, and Marie Pinkney
  • Action History: Introduced and assigned to the Education Committee in the House on May 20, 2026

Purpose and Intent

HCR 137 authorizes and directs the Delaware Department of Education (DOE) to conduct a formal review of current mathematics instruction and the implementation of the Multi-Tiered System of Support (MTSS) for mathematics. The resolution seeks an official report detailing findings, assessments of effectiveness, identified gaps or inequities, and recommendations aimed at improving math instruction and MTSS delivery across Delaware schools.

Key Provisions

  • Direction to DOE: The resolution requires the Department of Education to undertake a comprehensive review of:
    • Delaware’s current mathematics instructional practices in K-12 settings
    • The implementation, effectiveness, and consistency of MTSS as it applies to mathematics
  • Reporting Requirement: DOE must prepare and submit a formal report to the General Assembly (and potentially other stakeholders) with:
    • Findings from the review
    • An evaluation of student outcomes related to mathematics and MTSS
    • Identified barriers, disparities, or areas needing improvement
    • Specific recommendations or action steps to enhance math instruction and MTSS implementation
  • Scope and Timeline: While the exact duration is not specified in the provided information, such resolutions typically outline a reporting deadline and may include interim updates or required milestones for DOE oversight.
  • Stakeholder Considerations: The review is generally expected to consider impact on students, teachers, administrators, and families, including considerations of equity and access to high-quality math instruction.

Who Is Affected

  • Primary: Delaware Department of Education (DOE) as the conducting agency
  • Students: All K-12 students receiving mathematics instruction, with attention to MTSS intervention processes
  • Educators and Schools: Teachers, school leaders, and MTSS teams responsible for implementing math instruction and intervention supports
  • Families/Communities: Stakeholders with interest in educational quality and equity in math education

Procedural and Timeline Aspects

  • Legislative Step: The measure has been introduced and assigned to the House Education Committee, indicating the bill will undergo committee review, potential amendments, and a vote before the full House.
  • Reporting Expectation: A formal report to the General Assembly is anticipated, outlining findings and recommendations.
  • Possible Follow-ons: Depending on the report’s conclusions, the General Assembly could consider further legislation or budget actions to implement recommended improvements.

Potential Impacts

  • Policy and Practice: The bill could lead to an official, data-informed assessment of how Delaware teaches math and uses MTSS, potentially prompting targeted policy or instructional changes.
  • Equity and Access: By evaluating MTSS and math instruction, the review may identify gaps affecting student subgroups and spur corrective actions.
  • Resource Allocation: Recommendations may influence funding, professional development, and supports for math instruction and MTSS implementation.

Notes for Readers

  • The text provided does not include specific deadlines, metrics, or the exact scope of the review. The final report’s contents and any mandated actions would emerge from the DOE’s submission and subsequent legislative consideration.
  • For stakeholders seeking to engage, watching the Education Committee discussions and the final DOE report will be important to understand practical changes that may follow.

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

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