1. 1. Rationale. The Alabama Coaching Endorsement is for teachers who hold a valid Alabama professional educator certificate in early childhood education, elementary education, or special education and have at least three years of teaching experience.

2. 2. The K-5 mathematics coach endorsement shall be offered only as a post baccalaureate program and may not be included within an initial educator preparation program.

   1. a. Overview of Content Knowledge and Pedagogical Content Knowledge: Numeracy Coursework. In accordance with the Alabama Numeracy Act, the Alabama State Board of Education (State BOE) modified its standards relative to teaching of numeracy, including algebraic reasoning, cardinality, computational fluency, and conceptual understanding, in the early childhood education, early childhood special education, elementary education, and collaborative special education Educator Preparation Programs (EPPs). Each program shall contain no less than 12 credit hours in numeracy, including learning specific to dyscalculia. Number and operations, treated algebraically, with attention to properties of operation and problem solving should occupy six of those hours. With the remaining six hours devoted to additional ideas: fractions, measurement, data, and geometry. The numeracy standards in this Rule are to be implemented in coursework by August 2026.

      1. i. Numeracy. Numeracy is defined herein as the ability to understand and work with numbers. Numeracy is the knowledge, skills, behaviors, and dispositions that students need to use mathematics in the world and having the dispositions and capacities to use mathematical knowledge and skills purposely.
      2. ii. Analyze, apply, and synthesize are professional dispositions and practices, including respecting and maintaining objectivity and clarity in the best interest of all learners, including those struggling with number sense, and maintaining public trust using current scientifically supported best practices.

      3. iii. A Numeracy Framework, developed by Willis and Hogan (2000) for teachers of numeracy incorporates a blend of three types of thinking or knowledge:

         1. a. Mathematical—the skills, concepts, and techniques for solving quantitative problems
         2. b. Contextual—the awareness and knowledge of how the context affects the mathematics being used
         3. c. Strategic—the ability to recognize the appropriate mathematics needed to solve a problem, to apply and adapt it as necessary, and to question the use of mathematics in context.

   2. b. Curriculum. The curriculum is reflective of the recommendations of the National Council of Teachers of Mathematics (NCTM), the Conference Board of the Mathematics Sciences (CBMS), the U.S. DOE, and the Mathematics Sciences Research Institute (MSRI). These standards have been aligned with the Alabama Course of Study to ensure that candidates in programs that span grades K-5 have a deep knowledge and understanding of all the numerical practices that students in this grade band should develop.

      Additionally, these standards reflect the efforts of the Council for Accreditation of Educator Preparation (CAEP). They outline the mathematical knowledge and ability statements that completers of these programs should demonstrate to ensure that each student learns and develops to his/her fullest potential.

   3. c. Pedagogical Framework. The pedagogy undergirds the content for each of the mathematical content areas. The teachers of numeracy will utilize these teaching practices from NCTM to ensure that content is being delivered in a way to optimize student understanding and application. The eight core pedagogical principles are:

      1. i.   Establish mathematics goals to focus on learning.
      2. ii.  Implement tasks that promote reasoning and problem- solving.
      3. iii.  Use and connect mathematical representations.
      4. iv.   Facilitate meaningful mathematical discourse.
      5. v.    Pose purposeful questions.
      6. vi. Build procedural fluency from conceptual understanding.
      7. vii. Support productive struggle in learning mathematics.
      8. viii. Elicit and use evidence of student thinking.

   4. d. Mathematical Practices. Mathematical practices are the skills and habits that faculty must provide opportunities for candidates to develop and become proficient in mathematics. Teachers of mathematics will understand, explain, and model how these mathematical practices define processes in which students must engage in everyday as their mathematical maturity develops. Faculty must provide opportunities for the candidate to make connections between the mathematical practices and mathematics content within mathematics instruction. These practices include:

      1. i.   Making sense of problems and persevering in solving them.
      2. ii.   Reasoning abstractly and quantitatively
      3. iii.  Constructing viable arguments and critiquing the reasoning of others
      4. iv.   Modeling with mathematics
      5. v.    Using appropriate tools strategically
      6. vi.   Attending to precision
      7. vii.  Looking for and making use of structure
      8. viii. Looking for and expressing regularity in repeated reasoning

   5. e. Assessing, Planning and Designing Contexts for Learning. Assessing, planning, and designing contexts for learning support the development of a coherent curriculum and an understanding of how content topics and expectations are connected to each other throughout the elementary grades. This connection from academic to curricular, across grade levels requires teachers of mathematics to demonstrate understanding related to student learning, curricular practices and standards, academic language and assessments as they consider learning progressions within and across grade levels.

      1. i. Analyze, apply, and synthesize data to plan sequences of instruction that includes goals, appropriate materials, activities and assessments, and supports engagement in learning through evidence-based practices.
      2. ii. Analyze, apply, and synthesize data from formative and summative assessments to determine student competencies and learning needs, and use this assessment data to provide feedback, improve instruction and monitor learning.
      3. iii. Analyze, apply, and synthesize data to differentiate instructional plans to meet the needs of students in the classroom.

      4. iv. Analyze, apply, and synthesize data to develop accommodations for students with dyscalculia or a math learning disability and provide specific strategies to assist them such as:

         1. a. Early warning signs, screening, and recommendations for intervention
         2. b. Use of visual representations
         3. c. Use of instructional examples and concrete objects
         4. d. Student verbalization
         5. e. Use of heuristic/multiple strategies
         6. f. Provide ongoing feedback
         7. g. Review strategies and connect to previous learning

   6. f. Four Courses comprise the coaching endorsement:

      1. i. K-2 Content Knowledge and Pedagogical Content Knowledge Coursework. Effective elementary numeracy teachers understand, explain, and model knowledge and understanding of major numeracy concepts, algorithms, procedures, connections, and applications in varied contexts, within and among mathematical domains.

         1. a. Numerical Practices. Numerical Practices consist of concepts within number and operations base ten, and operations and algebraic thinking. Upon program completion candidates shall be able to do the following:

            1. 1. Foundations of Counting. Analyze, apply, and synthesize the intricacy of counting, including the distinction between counting as a list of numbers in order and counting to determine a number of objects. (ACOS K.1, K.2, K.3, K.4, K.5, 1.10)

            2. 2. Operations with Numbers: Base Ten.

               1. a. Analyze, apply, and synthesize how the base-ten place value system relies on repeated bundling in groups of 10 and how to use varied representations including objects, drawings, layered place value cards, and numerical expressions to help reveal the base-ten structure. (ACOS K.14, 1.11, 1.12,2.6, 2.7, 2.8, 2.9, 4.6, 4.7, 4.8, 4.9, 5.3, 5.4, 5.5)
               2. b. Analyze, apply, and synthesize how efficient base-ten computation methods for addition, subtraction, multiplication, and division rely on decomposing numbers represented in base ten according to the base-ten units represented by their digits and applying (often informally) properties of operations, including the commutative and associative properties of addition and multiplication and the distributive property, to decompose a calculation into parts. (ACOS K.10, K.11, K.12, 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.13, 1.14, 1.15, 2.1, 2.2, 2.10, 2.11, 2.12, 2.13,2.14, 3.10, 3.11,3.12, 4.10, 4.11, 4.12, 5.6, 5.7, 5.8)
               3. c. Analyze, apply, and synthesize how to use drawings or manipulative materials to reveal, discuss, and explain the rationale behind computation methods. (ACOS K.13, K.15,1.13, 2.1,2.2, 2.3, 2.4, 2.10, 2.11, 2.12, 2.13,2.14, 2,21, 2,22, 24c, 3.1, 3.2, 3.3, 3.5, 3.6, 3.8, 3.9, 3.11, 3.12, 4.2, 4.3b, 4.10, 4.11, 4.12, 5.7)

            3. 3.  Operations and Algebraic Thinking.

               1. a. Analyze, apply, and synthesize how the different types of problems solved by addition, subtraction, multiplication, and division, and meanings of the operations illustrated by these problem types. (ACOS K.9, 1.1, 1.2, 2.1, 3.3, 3.8, 4.1, 4.2, 4.3, 5.1)
               2. b. Analyze, apply, and synthesize teaching/learning paths for single-digit addition and associated subtraction and single-digit multiplication and associated division, including the use of properties of operations. (ACOS K.8, K.12, 1.3, 1.4, 1.5, 1.6, 2.2, 3.1, 3.2, 3.5, 3.6, 3.7)
               3. c. Analyze, apply, and synthesize foundations of algebra within elementary mathematics, including understanding the equal sign as meaning “the same amount as” rather than a “calculate the answer” symbol. (ACOS 1.7, 3.4)
               4. d. Analyze, apply, and synthesize numerical and algebraic expressions by describing them in words, parsing them into their component parts, and interpreting the components in terms of a context. (ACOS K.10, K.11, 1.8, 2.3, 2.4, 3.8, 4.3, 5.1)
               5. e. Analyze, apply, and synthesize lines of reasoning used to solve equations and systems of equations. (ACOS K.13, 1.9, 2.5, 3.9, 4.4, 4.5, 5.2)

         2. b. Measurement, Data Analysis and Geometry.

            1. i. Analyze, apply, and synthesize the general principles of measurement, the process of iterations, and the central role of units: that measurement requires a choice of measurable attribute, that measurement is comparison with a unit and how the size of a unit affects measurements, and the iteration, additivity, and invariance used in determining measurements. (ACOS K.16, K.17, 1.17, 1.18, 1.19, 1.20, 2.17, 2.18, 2.19, 2.20, 2.23, 2.24, 4.21, 5.17)
            2. ii. Analyze, apply, and synthesize how the number line connects measurement with number through length. (ACOS 2.21, 2.22, 4.22)

            Measurement. Measurement is the process of finding a number that shows the amount of something. It is a system to measure the height, weight, capacity or even number of certain objects. It is the process of quantifying something and then possibly making comparisons between two or more objects or concepts. Typically, measurements involve two parts—a numeric value and the specific unit. Upon program completion candidates shall be able to do the following:

         3. c. Data (Statistics and Probability).

            1. i. Analyze, apply, and synthesize appropriate graphs and numerical summaries to describe the distribution of categorical and numerical data. (ACOS K.15, 1.16, 2.15, 3.16, 3.17, 5.16)
            2. ii. Analyze, apply, and synthesize the understanding that responses to statistical questions should consider variability. (ACOS 2.16, 4.20, 5.16, 6.22)

         4. d. Geometry. Geometry is the study of different types of shapes, figures, and sizes in real life. Upon program completion candidates shall be able to do the following:

            1. i. Analyze, apply, and synthesize geometric concepts of angle, parallel, and perpendicular, and use them in describing and defining shapes; describing and reasoning about spatial locations (including the coordinate plane). (ACOS K.18, K.19, K.20, 4.24, 4.25, 4.26, 4.27, 4.28, 4.29, 5.20, 6.25)
            2. ii. Analyze, apply, and synthesize how shapes are classified into categories, and reasoning to explain the relationships among the categories. (ACOS K.21, K.22, K.23, 1.21, 1.22, 2.25, 2.26, 3.26, 5.21, 5.22, 5.23)

      2. ii. Grades 3-5 Content Knowledge and Pedagogical Content Knowledge Coursework.

         1. a. Numerical Practices. Numerical Practices consist of concepts within number and operations base ten, and operations and algebraic thinking. Upon program completion candidates shall be able to do the following:

            1. 1. Operations with Numbers: Base Ten.

               1. a. Analyze, apply, and synthesize how the base-ten place value system relies on repeated bundling in groups of ten and how to use varied representations including objects, drawings, layered place value cards, and numerical expressions to help reveal the base-ten structure. (ACOS K.14, 1.11, 1.12,2.6, 2.7, 2.8, 2.9, 4.6, 4.7, 4.8, 4.9, 5.3, 5.4, 5.5)
               2. b. Analyze, apply, and synthesize how efficient base-ten computation methods for addition, subtraction, multiplication, and division rely on decomposing numbers represented in base ten according to the base-ten units represented by their digits and applying (often informally) properties of operations, including the commutative and associative properties of addition and multiplication and the distributive property, to decompose a calculation into parts. (ACOS K.10, K.11, K.12, 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.13, 1.14, 1.15, 2.1, 2.2, 2.10, 2.11, 2.12, 2.13,2.14, 3.10, 3.11,3.12, 4.10, 4.11, 4.12, 5.6, 5.7, 5.8)
               3. c. Analyze, apply, and synthesize how to use drawings or manipulative materials to reveal, discuss, and explain the rationale behind computation methods. (ACOS K.13, K.15,1.13, 2.1,2.2, 2.3, 2.4, 2.10, 2.11, 2.12, 2.13,2.14, 2,21, 2,22, 24c, 3.1, 3.2, 3.3, 3.5, 3.6, 3.8, 3.9, 3.11, 3.12, 4.2, 4.3b, 4.10, 4.11, 4.12, 5.7)
               4. d. Understand, explain, and model how to extend the base-ten system to decimals and use number lines to represent decimals. Explain the rationale for decimal computation methods. (ACOS 5.3, 5.4a, 5.5, 5.8)

            2. 2. Operations and Algebraic Thinking.

               1. a. Analyze, apply, and synthesize the different types of problems solved by addition, subtraction, multiplication, and division, and meanings of the operations illustrated by these problem types. (ACOS K.9, 1.1, 1.2, 2.1, 3.3, 3.8, 4.1, 4.2, 4.3, 5.1)
               2. b. Analyze, apply, and synthesize teaching/learning paths for single-digit addition and associated subtraction and single-digit multiplication and associated division, including the use of properties of operations. (ACOS K.8, K.12, 1.3, 1.4, 1.5, 1.6, 2.2, 3.1, 3.2, 3.5, 3.6, 3.7)
               3. c. Analyze, apply, and synthesize foundations of algebra within elementary mathematics, including understanding the equal sign as meaning “the same amount as” rather than a “calculate the answer” symbol. (ACOS 1.7, 3.4)
               4. d. Analyze, apply, and synthesize numerical and algebraic expressions by describing them in words, parsing them into their component parts, and interpreting the components in terms of a context. (ACOS K.10, K.11, 1.8, 2.3, 2.4, 3.8, 4.3, 5.1)
               5. e. Analyze, apply, and synthesize lines of reasoning used to solve equations and systems of equations. (ACOS K.13, 1.9, 2.5, 3.9, 4.4, 4.5, 5.2)

            3. 3. Operations with Numbers: Fractions.

               1. a. Analyze, apply, and synthesize fractions as numbers, which can be represented by area and set models and by lengths on a number line. Define a/b fractions as a part, each of size 1/b. Attend closely to the whole (referent unit) while solving problems and explaining solutions. (ACOS 1.23, 2.27, 3.13, 3.14)
               2. b. Analyze, apply, and synthesize addition, subtraction, multiplication, and division problem types and associated meanings for the operations extend from whole numbers to fractions. (ACOS 4.15, 4.16, 5.11, 5.14, 5.15)
               3. c. Analyze, apply, and synthesize the rationale for defining and representing equivalent fractions and procedures for adding, subtracting, multiplying, and dividing fractions. (ACOS 3.15, 4.13, 4.14, 4,17, 4,18, 4.19, 5,9, 5.10, 5.12)
               4. d. Analyze, apply, and synthesize the connection between fractions and division, a/b = a÷b, and how fractions, ratios, and rates are connected via unit rates. (ACOS 5.11)
               5. e. Analyze, apply, and synthesize proportional relationships from other relationships, such as additive relationships and inversely proportional relationships. (ACOS 5.13, 7.2)
               6. f. Analyze, apply, and synthesize unit rates to solve problems and to formulate equations for proportional relationships. (ACOS 5.13, 7.1, 7.2)

         2. b. Measurement, Data Analysis and Geometry.

            1. i. Analyze, apply, and synthesize the general principles of measurement, the process of iterations, and the central role of units: that measurement requires a choice of measurable attribute, that measurement is comparison with a unit and how the size of a unit affects measurements, and the iteration, additivity, and invariance used in determining measurements. (ACOS K.16, K.17, 1.17, 1.18, 1.19, 1.20, 2.17, 2.18, 2.19, 2.20, 2.23, 2.24, 4.21, 5.17)
            2. ii. Analyze, apply, and synthesize how the number line connects measurement with number through length. (ACOS 2.21, 2.22, 4.22)
            3. iii. Analyze, apply, and synthesize what area and volume are and give rationales for area and volume formulas that can be obtained by finitely many compositions and decompositions of unit squares or unit cubes, including formulas for the areas of rectangles, triangles, and parallelograms, and volumes of rectangular prisms. (ACOS 3.18, 3.19, 3.20, 3.21, 3.22, 3.23, 3.24, 3.25, 4.23, 5.18, 5.19, 6.26, 6.27, 6.28)

            Measurement. Measurement is the process of finding a number that shows the amount of something. It is a system to measure the height, weight, capacity or even number of certain objects. It is the process of quantifying something and then possibly making comparisons between two or more objects or concepts. Typically, measurements involve two parts—a numeric value and the specific unit. Upon program completion candidates shall be able to do the following:

         3. c. Data (Statistics and Probability).

            1. i. Analyze, apply, and synthesize appropriate graphs and numerical summaries to describe the distribution of categorical and numerical data. (ACOS K.15, 1.16, 2.15, 3.16, 3.17, 5.16)
            2. ii. Analyze, apply, and synthesize that responses to statistical questions should consider variability. (ACOS 2.16, 4.20, 5.16, 6.22)

         4. d. Geometry. Geometry is the study of different types of shapes, figures, and sizes in real life. Upon program completion candidates shall be able to do the following:

            1. i. Analyze, apply, and synthesize geometric concepts of angle, parallel, and perpendicular, and use them in describing and defining shapes; describing and reasoning about spatial locations (including the coordinate plane). (ACOS K.18, K.19, K.20, 4.24, 4.25, 4.26, 4.27, 4.28, 4.29, 5.20, 6.25)
            2. ii. Analyze, apply, and synthesize how shapes are classified into categories, and reasoning to explain the relationships among the categories. (ACOS K.21, K.22, K.23, 1.21, 1.22, 2.25, 2.26, 3.26, 5.21, 5.22, 5.23)

      3. 3. Coaching Principles Coursework. The ALSDE defines coaching as a supportive, job-embedded, ongoing, and differentiated professional learning practice focusing on growth and achievement for ALL. In accordance with the Alabama Numeracy Act, the K-5 mathematics coaching endorsement program shall prepare candidates who demonstrate conceptual understanding and procedural fluency regarding major concepts of mathematics appropriate for grades K-5.

         1. a. Course Sequence. Coaching Principles in the Law Coaching course may only be taken after successful completion of the content courses.

         2. b. Professional Dispositions and Practices. Demonstrate the pillars of effective coaching according to the Alabama Coaching Framework:

            1. i. Leads by example and influence
            2. ii. Builds a relationship-oriented collaborative approach
            3. iii. Applies knowledge and experience of both and adult and student learning
            4. iv. Utilizes effective communication to promote growth, and
            5. v. Incorporates evidence and data to support instructional improvement
         3. c. Framework. The Alabama Coaching Framework document, developed by the ALSDE in2020, was designed to improve outcomes for equitable teaching and learning.
         4. d. Curriculum. The curriculum is reflective of the recommendations of the National Council of Teachers of Mathematics (NCTM), the National Council of Supervisors of Mathematics (NCSM), the Conference Board of the Mathematics Sciences (CBMS), the U.S. DOE, and the Mathematics Sciences Research Institute (MSRI). These standards have been aligned with the Alabama Course of Study to ensure that candidates in programs that span grades K-5 have a deep knowledge and understanding of all the numerical practices that students in this grade span should develop.

         5. e. Course Content. The content for this course is coaching principles. Candidates shall: (ANA p. 49-50)

            1. i. Demonstrate coaching principles including goals, principles, and approaches in the Alabama Coaching Framework.
            2. ii. Understand adult learning principles that support collaboration with the ultimate goals of improved student performance.
            3. iii. Demonstrate leadership skills.
            4. iv. Understand the roles of school-based mathematics coaches.
            5. v. Understand research on the science of learning.

            6. vi. Translate research findings to effective instruction.

               vii Conduct coaching cycles.

            7. viii. Demonstrate ability to work with school administrators in disaggregating data and developing strategies.
            8. ix. Demonstrate ability to effectively present complex information to and engage with various stakeholders.
            9. x. Participate actively and co-facilitate the professional learning community of mathematics educators.
            10. xi. Analyze and organize data for interpretation and application.

         6. f. Unique Field Experience Requirements. Field experiences shall include, but are not limited to, placements where candidates:

            1. i. Observe a building-based coach performing his/her duties daily.

               1. a. K-2 grade band
               2. b. 3-5 grade band

            2. ii. Practice a mini-coaching cycle, according to prescribed expectations, with a teacher in his/her school under the guidance of the building-based math coach.

               1. a. K-2 grade band
               2. b. 3-5 grade band
         7. g. Faculty. The faculty should include at least one instructor with professional educational work experience in K-5 mathematics and coaching.

      4. 4. Literacy in Mathematics Education Coursework. Course Sequence. This Literacy in Mathematics Education course may only be taken after successful completion of the K-2 and 3-5 content courses.

         1. a. Professional Dispositions. Demonstrates habits of an effective teacher according to the Alabama Core Teaching Standards and the Alabama Course of Study: Mathematics (2019). An excellent mathematics program in Alabama requires educators to hold themselves and their colleagues accountable for seeking and engaging in professional growth to improve their practice as lifelong learners to promote student understanding of mathematics as a meaningful endeavor applicable to everyday life. Professionals are dedicated to learning and improving their craft, which ultimately benefits students. Designing and enacting effective lessons and valid assessments requires teachers to increase their knowledge and skill throughout their careers. Teaching in ways that promote student collaboration in learning mathematics from and with each other requires adults to model effective collaboration in their own learning and progress.
         2. b. Framework. Pursuant to the mission of improving the academic achievement of all students in the public schools of Alabama, candidates will align their practice with the Model Core Teaching Standards developed by the Interstate Teacher Assessment and Support Consortium (InTASC).
         3. c. Curriculum. The curriculum is reflective of the recommendations of the National Council of Teachers of Mathematics (NCTM), the Conference Board of the Mathematics Sciences (CBMS), the U.S. DOE, and the Mathematics Sciences Research Institute (MSRI). These standards have been aligned with the Alabama Course of Study to ensure that candidates in programs that span grades K-5 have a deep knowledge and understanding of all the numerical practices that students in this grade band should develop.

         4. d. Course Content. Literacy in Mathematics Education Course. Candidates shall (ANA p. 49):

            1. i. Have knowledge of historical developments in mathematics.
            2. ii. Demonstrate knowledge of the basic structures and problem types of word problems for all operations and proper sequencing to support student understanding of the meaning of the operations.
            3. iii. Understand the developmental nature of mathematics and the interconnections among mathematical concepts.
            4. iv. Demonstrate knowledge of common errors and misconceptions about the operations and how to help students learn.
            5. v. Demonstrate knowledge of the phases students move through in developing fluency.
            6. vi. Use their knowledge of students to affirm and support full participation and continued study of mathematics by all students.
            7. vii. Use appropriate technology to support the learning of mathematics.
            8. viii. Use appropriate formative and summative assessment methods to assess student learning and program effectiveness.
            9. ix. Use formative assessments to monitor student learning and to adjust instructional strategies and activities.
            10. x. Use summative assessments to determine student achievement and to evaluate the mathematics program.
            11. xi. Know when and how to use student groupings such as collaborative groups, cooperative learning, and peer teaching.
         5. e. Faculty. The faculty should include at least one instructor with professional educational work experience in K-5 mathematics.
         6. f. Field experience shall be embedded in each of the four courses.

Author: Dr. Eric G. Mackey

Statutory Authority: Code of Ala. 1975, §§16-3-16, 16-23-14, and 16-6G-1, et seq.

Editor’s Note: Previous Rule .11 was renumbered .32 per certification published August 31, 2021; effective October 15, 2021.

History: New Rule: December 19, 1978. Amended: Filed December 13, 1990; effective February 1, 1991. Repealed and Replaced: Filed January 9, 1997; effective February 13, 1997; operative July 1, 1997. Repealed and New Rule: Filed September 11, 2003; effective October 16, 2003. Repealed and New Rule: Filed July 13, 2004; effective August 17, 2004. Repealed and New Rule: April 14, 2005; effective May 19, 2005. Repealed and New Rule: Filed August 6, 2007; effective September 10, 2007. Repealed and New Rule: Filed August 3, 2009; effective September 7, 2009; operative October 1, 2009. Repealed and New Rule: Filed August 13, 2015; effective September 17, 2015. Amended: Filed September 13, 2018; effective October 28, 2018; operative June 1, 2019. Repealed and New Rule: Published August 31, 2021; effective October 15, 2021. Repealed and New Rule: Published March 31, 2025; effective May 15, 2025.