(a) Each year, a public school district and an open-enrollment public charter school shall:

1. (1) Develop a math intervention plan within the statewide student intervention system by the first quarter for each student in grades three through eight (3-8) who is not performing at or above grade level on the state assessment, as defined by the State Board of Education; and
2. (2) Provide written notification at least two (2) times throughout the school year to all parents of students with a math intervention plan of the student’s progress on his or her math intervention plan.

(b) The math intervention plan required under subdivision (a)(1) of this section may include without limitation:

1. (1) A provision for each student to have access to high-dosage, targeted math tutoring in the subsequent school year;

2. (2)

   1. (A) Assignment to a teacher with a value-added model score in the top quartile statewide in math for the previous three (3) years.
   2. (B) If a public school district or open-enrollment public charter school is unable to find a teacher with a value-added model score in the top quartile statewide in math for the previous three (3) years, the math intervention plan may include assignment to a teacher:

(i) With a highly effective rating in the Teacher Excellence and Support System, where possible; or

1. (ii) Deemed to be a high-performing teacher as defined by a Master Professional Educator designation; and

2. (3) A provision for each student to have extended time on math instruction during or after school.

   1. (c) By the beginning of the 2024-2025 school year and annually thereafter, each public school district and open-enrollment public charter school shall report in the Division of Elementary and Secondary Education statewide information system the:
3. (1) Type or types of math intervention used; and
4. (2) Number of students who are receiving each type of math intervention.