Senate Bill 235 (SB 235) amends the Mathematics and Science Education Act. SB 235 defines terms. SB 235 provides the Mathematics and Science Bureau of the Public Education Department monitor the implementation of instructional and professional development programs. SB 235 requires school districts and charter schools to develop mathematics professional learning plans. SB 235 requires the Public Education Department to establish a mathematics instructional leadership framework. SB 235 requires mathematics screeners for students in kindergarten through fifth grade. SB 235 requires immediate interventions and parental notification if a student is identified as having characteristics of dyscalculia.  

 Senate Bill 235 amends and adds to Public Schools in the Mathematics and Science Education Act (Act) as follows:
SECTION 1 amends Definitions to insert Subsection D and E.
D. "dyscalculia" means a specific learning disability or a pattern of symptoms characterized by a person's difficulty or inability to: (1) process numerical information; (2) learn arithmetic facts; (3) perform accurate or fluent numerical calculation; (4) engage in mathematical reasoning; and (5) articulate the person's understanding of mathematical information or how the person engaged in mathematical reasoning; and
E. "screener" means a grade-specific, nondiagnostic assessment of a student's performance in mathematical content." 
SECTION 2 amends the Act in Bureau created duties Subsection B(7) to require the bureau to monitor the implantation of instructional materials and to ensure such programs are aligned with state academic content and performance standards.
SECTION 3 adds new section of the Act titled Mathematics Professional Learning Plans as follows:
A. A school district or charter school shall develop and implement an elementary mathematics professional learning plan and a secondary mathematics professional learning plan in accordance with standards established by the department. The professional learning plans shall be developed in cooperation with teachers and administrators and shall be updated at least once every two years. 
B. The department shall establish a mathematics instructional leadership framework for public school administrators. The framework shall provide standards as specified.
C. The department shall determine the minimum course requirements for the following licenses: (1) prekindergarten through third grade; (2) kindergarten through eighth grade; (3) fifth grade through ninth grade; (4) special education; and (5) alternative licenses. 
D. A public school that has a mathematics coach shall require that the mathematics coach hold a mathematics specialist endorsement. 
E. Beginning in the 2026-2027 school year: 
(1) a public school shall begin assessing students' mathematical performance using a department-approved early numeracy screener prior to students' completion of the second grade; 
(2) if a public school identifies a student in kindergarten through fifth grade as having characteristics of dyscalculia or a math difficulty, the public school shall provide that student with interventions; and 
(3) if a public school identifies a student in kindergarten through fifth grade as having characteristics of dyscalculia or a math difficulty, the public school shall provide written notice to the parents. The notice shall include the information specified in this subsection. 

 Senate Bill 235 would make additions to the following codes to provide mathematical screening and implement an elementary mathematics learning plan not specified in current law:  
Section 22-15E-2 NMSA 1978 (being Laws 2007, Chapter 44, Section 2 and Laws 2007, Chapter 239, Section 2)
Section 22-15E-3 NMSA 1978 (being Laws 2007, Chapter 44, Section 3 and Laws 2007, Chapter 239, Section 3) 

 CS/SB 235/a was amended by the Senate Education Committee in Section 4, Subsection E to delete “dyscalculia” throughout this section. 

 CS/Senate Bill 235/a (CS/SB 235/a) replaces Senate Bill 235 (SB 235).
The Senate Education Committee Substitute includes the following changes:
CS/SB235/a changes the title to insert: 
“REQUIRING PUBLIC SCHOOLS TO ADOPT, BEGINNING IN THE 2026-2027 SCHOOL YEAR, A MATHEMATICS INTERVENTIONS PROCESS THAT INCLUDES MATHEMATICS SCREENERS FOR STUDENTS IN KINDERGARTEN THROUGH FIFTH GRADE, PARENTAL NOTIFICATION IF A STUDENT IS IDENTIFIED AS HAVING CHARACTERISTICS OF A MATH DIFFICULTY AND THE PROVISIONS OF INTERVENTIONS FOR THE STUDENT.
The term”dyscalculia” is removed from the title.
CS/SB 235/a inserts Section 1: Providing that Chapter 22, Article 15E NMSA 1978 may be cited as the Mathematics and Science Education Act (Act).
CS/SB 235/a provides Definitions as used in the Act in Section 2 with the following changes from SB 235: 
Subsection D replaces the definition of “dyscalculia" with “math difficulty”.
D. "math difficulty" means a student's inability to perform at grade level when learning or applying mathematical concepts and includes the student's inability to: (1) process numerical information; (2) learn arithmetic facts; (3) perform accurate or fluent numerical calculation;
CS/SB 235/a in Section 4 deletes SB 235 Subsection B
CS/SB 235/a inserts Subsection D to provide a mathematics instructional leadership framework for public school administrators:
D. The department shall establish a mathematics instructional leadership framework for public school administrators. The framework shall provide standards for mathematical content, mathematical instruction, ongoing professional learning in mathematics, mathematics coaching and program evaluation.
Subsection E is revised as follows:
E. Beginning in the 2026-27 school year and subject to the availability of funding, all school districts shall adopt the mathematics instructional leadership framework established by the department pursuant to Subsection D of this section and the following mathematics intervention process:
(2) if a public school identifies a student in kindergarten through fifth grade as having characteristics of dyscalculia or a math difficulty, the public school shall provide written notice to the parents of that student within fifteen days from the date an early numeracy screener was administered or from the date an interim assessment was administered for a student in third through fifth grade, and the notice shall include: 
(a) an explanation that the student was identified as having characteristics of dyscalculia or a math difficulty and that a mathematics improvement plan for the student will be developed; 
(b) a description of services currently provided to the student; 
(c) a description of the proposed research-based mathematics interventions and supplemental instructional services and supports for the student; 
(d) an explanation that interventions will be provided to the student and that the parents will receive monthly written notification regarding the student's progress; and 
(e) a description of the student's specific skill deficits and strategies for parents to use at home to address those skill deficits; and
(3) if a public school identifies a student in kindergarten through fifth grade as having characteristics of dyscalculia or a math difficulty, the public school shall provide the student with interventions during core instruction or targeted or intensive interventions through a multilayered system of support after written notice is provided the student's parents.
CS /SB 235/a inserts Subsection F:
F. Notwithstanding the provisions of Subsection E of this section, beginning July 1, 2025 and subject to the availability of funding, the department shall conduct outreach to school districts to strongly encourage early adoption of the mathematics instructional leadership framework and the mathematics intervention process for the 2025-2026 school year.