CHAPTER 222
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CHAPTER 222
( HB 162 )
AN ACT relating to mathematics education and making an appropriation therefor.
Be it enacted by the General Assembly of the Commonwealth of Kentucky:
Section 1. KRS 158.791 is amended to read as follows:
(1) The General Assembly hereby finds that:
(a) Reading proficiency is a gateway skill necessary for all of Kentucky students to achieve the academic
goals established in KRS 158.6451. It is Kentucky's goal that all children learn to read well before
exiting grade three (3) and that all middle and high school students have the skills necessary to read
complex materials in specific core subjects and comprehend and constructively apply the information;
and
(b) Mathematics proficiency is essential for all Kentucky students to achieve the academic goals
established in KRS 158.6451. It is Kentucky's goal that all children have the skills necessary to
demonstrate procedural skill and fluency, building from conceptual understanding to application, in
order to solve real-world problems.
(2) It is the intent of the General Assembly that:
(a) Every elementary school:
1. Provide comprehensive schoolwide reading and mathematics instruction aligned to reading, [and
]writing, and mathematics standards required by KRS 158.6453 and outlined in administrative
regulation promulgated by the Kentucky Board of Education;
2. Provide a multitiered system of supports, as set forth in and required by KRS 158.305, to support
and engage all students in learning to read at the proficient level, meaning a level that reflects
developmentally appropriate grade-level performance, by the end of grade three (3);
3. Provide a multitiered system of supports, as set forth in Section 4 of this Act, to support and
engage all students in learning to apply mathematical content and practices at a proficient
level, meaning a level that reflects developmentally appropriate grade-level performance, by
the end of grade five (5);
4. Ensure quality instruction for reading and mathematics by highly trained teachers and
intervention by individuals most qualified to provide the intervention; and
5.[4.] Provide high quality library media programs;
(b) Every middle and high school:
1. Provide direct, explicit instruction to students lacking skills in how to read, learn, and analyze
information in key subjects, including language, reading, English, mathematics, science, social
studies, arts and humanities, practical living skills, and career studies;[ and]
2. Ensure that teachers have the skills to help all students develop critical content knowledge,
strategies, and skills for subject-based reading and grade-level appropriate mathematics;
3. Provide a multitiered system of supports to support and engage all students in learning to
apply mathematical content and practices at a proficient level; and
4. Ensure all students routinely have opportunities to experience high-quality mathematics
instruction, learn challenging, grade-level appropriate mathematics content and practices, and
receive the necessary support to make progress toward proficiency;
(c) The Kentucky Department of Education shall provide technical assistance to local school districts in the
identification of high-quality professional development[ activities], including teaching strategies to help
teachers in each subject area to: ACTS OF THE GENERAL ASSEMBLY 2
1. Implement evidence-based reading, intervention, and instructional strategies that emphasize
phonemic awareness, phonics, fluency, vocabulary, comprehension, and connections between
reading and writing acquisition, and motivation to read to address the diverse needs of students;
2. Implement evidence-based mathematics instruction, intervention, and instructional strategies
that emphasize algebraic reasoning, conceptual understanding, procedural skill and fluency,
geometry, data and measurement, statistics and probability, number sense, place value
understanding, spatial reasoning, and subitizing for multiplicative reasoning;
3. Identify and teach the grade-level content, practices, and skills that students need to comprehend
the concepts and content of each subject area; and
4.[3.] Use learning experiences[activities] and high-quality instructional materials that will help the
students comprehend, meet grade-level expectations, and constructively apply information based
on the unique content of each subject area;
(d) The Education Professional Standards Board shall review and revise when deemed necessary the
teacher certification and licensure requirements to ensure that all teachers, regardless of the subject area
taught, are prepared to improve students' subject reading and mathematics skills; and
(e) The department shall collaborate with relevant groups for the purpose of increasing student outcomes
in literacy and mathematics[the Department for Libraries and Archives, the Governor's Office of Early
Childhood, and Kentucky Educational Television to establish and maintain a partnership to support the
use of high-quality, evidence-based year-round programming, materials, and activities for elementary-
aged children in the areas of reading].
Section 2. KRS 158.840 (Effective July 1, 2024) is amended to read as follows:
(1) The General Assembly hereby finds that reading and mathematics proficiency are gateway skills necessary for
all Kentucky students to achieve the academic goals established in KRS 158.6451. It is the General
Assembly's intent that:
(a) All students in kindergarten through grade three (3) having difficulty in reading and mathematics
receive early diagnosis and intervention services from highly trained teachers;
(b) All students in kindergarten through grade three (3) needing to make accelerated progress toward
proficiency in mathematics based on data from valid and reliable universal screening and diagnostic
assessments receive high-quality, evidence-based mathematics instruction and intervention aligned to
the Kentucky academic standards for mathematics;
(c) All students demonstrate proficiency in reading and mathematics as they progress through the relevant
curricula and complete each assessment level required by the Kentucky Board of Education for the state
assessment program established under KRS 158.6453 and in compliance with the requirements of the
federal Every Student Succeeds Act of 2015, Pub. L. No. 114-95, or its successor; and
(d)[(c)] Students who are struggling in reading and mathematics or are not at the proficient level on
statewide assessments shall be provided evidence-based and developmentally appropriate diagnostic
and intervention services, and instructional modifications necessary to learn.
The General Assembly, the Kentucky Board of Education, the Kentucky Department of Education, the
Council on Postsecondary Education, colleges and universities, local boards of education, school
administrators, school councils, teachers, parents and families, and other educational entities, such as the
Education Professional Standards Board, P-16 councils, the statewide reading research center established
under KRS 164.0207, and the Center for Middle School Academic Achievement must collaborate if the
intentions specified in this subsection are to be met. Intensive focus on student achievement in reading and
mathematics does not negate the responsibility of any entity to help students obtain proficiency in other core
curriculum content areas.
(2) The General Assembly's role is to set policies that address the achievement levels of all students and provide
resources for the professional growth of teachers and administrators, assessing students' academic
achievement, including valid and reliable universal screening and diagnostic assessment and instructional
interventions, technology innovations, targeted reading and mathematics statewide initiatives, research and the
distribution of research findings, services for students beyond the regular school day, and other services
needed to help struggling learners. CHAPTER 222
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(3) The Kentucky Board of Education shall regularly review and modify, when appropriate, its statewide
assessment policies and practices to enable local school districts and schools to carry out the provisions of the
statewide assessment and accountability system, required under KRS 158.6453 to improve student
achievement in mathematics and reading.
(4) The Kentucky Department of Education shall:
(a) Provide assistance to schools and teachers, including publicizing professional development
opportunities, methods of measuring effective professional development, the availability of high quality
instructional materials, and developmentally appropriate, valid, and reliable screening and diagnostic
assessments of student competency in mathematics and reading. The department shall provide access to
samples of units of study, annotated student work, diagnostic instruments, and research findings, and
give guidance on parental engagement;
(b) Work with state and national educators and subject-matter experts to identify student reading and
mathematical skills in each subject area that align with the state content standards adopted under KRS
158.6453 and identify teaching strategies in each subject area that can be used explicitly to develop the
identified reading and mathematical skills under this paragraph;
(c) Encourage the development of comprehensive middle and high school adolescent reading and
mathematics plans to be incorporated into the curricula of each subject area to improve the reading
comprehension and mathematical skills of all students;
(d) Conduct an annual review of the state grant programs it manages and make recommendations, when
needed, to the Interim Joint Committee on Education for changes to statutory requirements that are
necessary to gain a greater return on investment;
(e) Provide administrative support and oversight to programs to train classroom coaches and mentors to
help teachers with reading and mathematics instruction; and
(f) Require no reporting of instructional plans, formative assessment results, staff effectiveness processes,
or interventions implemented in the classroom, except for:
1. Interventions implemented under KRS 158.305(2) and Section 4 of this Act;
2. Funds provided under KRS 158.792 or 158.844; or
3. Schools that are identified for comprehensive support and improvement and fail to exit
comprehensive support and improvement status after three (3) consecutive years of
implementing the turnaround intervention process as described in KRS 160.346.
(5) The Council on Postsecondary Education, in cooperation with the Education Professional Standards Board,
shall exercise its duties and functions under KRS 164.020 to ensure that teacher education programs are
fulfilling the needs of Kentucky for highly skilled teachers. The council shall:
(a) Coordinate the federal and state grant programs it administers with other statewide initiatives relating to
improving student achievement in reading and mathematics to avoid duplication of effort and to make
efficient use of resources;
(b) No later than November 1 of each year, submit an annual[a] report to the Legislative Research
Commission for referral to the Interim Joint Committee on Education and the Interim Joint
Committee on Appropriations and Revenue,[ no later than November 1 of each year] summarizing the
compliance of each teacher preparation program for alignment to[Interdisciplinary] early childhood
education or elementary regular education standards and to the instructional requirements set forth in
KRS 164.306(1) and Section 7 of this Act; and
(c) Require that[Regularly report program data to] an external evaluator provide[for] an annual analysis of
the ability[progress] of teacher preparation programs to properly train and equip teacher preparation
program students with the literacy and mathematics content knowledge and skills to educate students
in kindergarten through grade three (3)[for interdisciplinary early childhood education and
elementary regular education to increase the success of new teacher candidates in demonstrating
reading instruction knowledge and skills].
(6) The Education Professional Standards Board shall exercise its duties and responsibilities under KRS 161.030
and 161.048 to ensure highly qualified teachers. ACTS OF THE GENERAL ASSEMBLY 4
(7) Colleges and universities shall:
(a) Utilize institution-wide resources to work with elementary and secondary educators and other entities to
align curriculum content to ensure that students who achieve proficiency on standards established at the
prekindergarten through secondary levels will require no remediation to successfully enter a
postsecondary education program;
(b) Provide quality undergraduate teacher preparation programs to ensure that those preparing to teach
reading or mathematics at all grade levels have the necessary content knowledge, assessment and
diagnostic skills, and teaching methodologies and that teachers in all subject areas have the requisite
skills for helping students at all grade levels develop critical strategies and skills for reading and
comprehending subject matter;
(c) Deliver evidence-based[appropriate] continuing education for teachers in reading and mathematics
through institutes, graduate level courses, and other professional development activities that support a
statewide agenda for improving student achievement in reading and mathematics;
(d) Conduct or assist with research on best practices in assessment, intervention strategies, teaching
methodologies, costs and effectiveness of instructional models, and other factors as appropriate to
reading and mathematics;
(e) Provide staff to consult and provide technical assistance to teachers, staff, and administrators at
elementary, middle, and secondary school sites;
(f) Assume active roles in the statewide initiatives referenced in KRS 156.553 and 158.842; and
(g) Develop written procedures for measuring the effectiveness of activities outlined in paragraphs (a) to
(f)[(e)] of this subsection.
(8) School councils at all school levels are encouraged to identify and allocate resources to qualified teachers to
become coaches or mentors in mathematics or coaches or mentors in reading with a focus on improving
student achievement in their respective schools.
(9) Local school boards and superintendents shall provide local resources[, whenever possible,] to supplement or
match state and federal resources to support teachers, school administrators, and school councils in helping
students achieve proficiency in reading and mathematics.
(10) Local school superintendents shall provide leadership and resources to the principals of all schools to facilitate
curriculum alignment, communications, and technical support among schools to ensure that students are
academically prepared to move to the next level of schooling.
SECTION 3. A NEW SECTION OF KRS CHAPTER 158 IS CREATED TO BE NUMBERED AS KRS
158.8401 AND TO READ AS FOLLOWS:
As used in KRS 158.840 to 158.844:
(1) "Conceptual understanding" means connecting prior knowledge to new ideas and concepts, and making
sense of why a mathematical idea is important and the kinds of contexts in which it is useful;
(2) "Diagnostic assessment" means a testing instrument that assesses a student's current knowledge base of
academic content;
(3) "Dyscalculia" has the same meaning as in KRS 158.305;
(4) "Enrichment program" means accelerated intervention within the school day or outside of the school day
or school calendar, led by individuals most qualified to provide the intervention and specifically determined
to address the individual learning needs of students based on universal screening and diagnostics
assessments in mathematics;
(5) "Evidence-based" has the same meaning as in 20 U.S.C. sec. 7801(21);
(6) "Mathematics" means the curriculum of numbers and computations, geometry and measurements,
probability and statistics, and algebraic ideas;
(7) "Mathematics coach" means a mathematics leader whose primary responsibility is to provide ongoing
support for one (1) or more mathematics teachers. The role of the coach is to improve mathematics
teaching practices by working with teachers in their classrooms, observing and providing feedback to them, CHAPTER 222
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modeling appropriate teaching practices, conducting workshops or institutes, establishing learning
communities, and gathering appropriate and useful resources;
(8) "Mathematics diagnostic assessment" means an assessment that identifies a student at risk of failure in
mathematics or a student with major deficits in numeracy and other mathematical concepts and skills;
(9) "Mathematics improvement plan" means an accelerated intervention plan for a student in grade
kindergarten through grade three (3) that is developed to increase a student's rate of progress toward
proficient performance in mathematics that is identified as necessary based on the student's results on an
approved mathematics diagnostic assessment;
(10) "Mathematics improvement team" means a team that develops and oversees the progress of a mathematics
improvement plan and includes:
(a) The parents or guardians of the student that is the subject of the mathematics improvement plan;
(b) No less than one (1) regular education teacher of the student, to provide information about the
general curriculum for same-aged peers;
(c) A representative of the local education agency who is knowledgeable about the mathematics
curriculum and the availability of the evidence-based mathematics resources of the local education
agency; and
(d) Any specialized certified school employees, including but not limited to mathematics teachers,
specialists, or coaches, for students receiving mathematics instruction educational programming or
special education services;
(11) "Mathematics intervention program" means an intensive instructional program that is based on valid
research and is provided by a highly trained teacher to specifically meet individual students' needs;
(12) "Multitiered system of supports" means a systemic, continuous improvement framework in which evidence-
based problem-solving and decision making is practiced across all levels of the educational system for
supporting students. The framework of MTSS utilizes high quality evidence-based instruction, intervention,
and assessment practices to ensure that every student receives the appropriate level of support to be
successful. A multitiered system of supports helps schools and districts to organize resources through
alignment of academic standards, implemented with fidelity and sustained over time, in order to accelerate
the performance of every student to achieve and exceed proficiency;
(13) "Number sense" means the ability to represent whole and rational numbers in multiple ways, numerical
magnitude estimation, selecting and using benchmarks such as tens or hundreds, decomposing and
recomposing numbers, understanding the effects of operations on numbers, and performing mental
calculation and estimation;
(14) "Numeracy" means the development of the basic concepts which include counting, place value, addition
and subtraction strategies, multiplication and division strategies, and the concepts of time, money, and
length;
(15) "Place value understanding" means the understanding of representations and concepts necessary to
successfully process multi-digit numbers;
(16) "Spatial reasoning" means the capacity to mentally generate, transform, and rotate a visual image and thus
understand and recall spatial relationships between objects;
(17) "Subitizing" means quickly recognizing and naming how many objects are in a group without counting;
and
(18) "Universal screener" means a process of providing a brief assessment to all students within a grade level to
assess the students' performance in mathematical content and practices.
SECTION 4. A NEW SECTION OF KRS 158.840 TO 158.844 IS CREATED TO READ AS FOLLOWS:
(1) Notwithstanding any other statute or administrative regulation to the contrary, the Kentucky Board of
Education shall promulgate administrative regulations in accordance with KRS Chapter 13A to define and
establish a multitiered system of supports that shall include evidence-based mathematics instruction,
intervention, and instructional strategies for district-wide use for students in kindergarten through grade
three (3). ACTS OF THE GENERAL ASSEMBLY 6
(2) By November 1, 2027, and each year thereafter, the department shall submit the implementation status of
the multitiered system of supports required pursuant to subsection (1) of this section for all school districts
to the Legislative Research Commission for referral to the Interim Joint Committee on Education.
(3) The department shall provide technical assistance and training to local districts to assist in the
implementation of the district-wide, multitiered system of supports as a means to identify and assist any
student experiencing difficulty in mathematics.
(4) The technical assistance and training shall be designed to improve:
(a) The use of specific screening processes and diagnostic assessments to identify student strengths and
needs;
(b) The use of universal screening and diagnostic data for implementing instruction and intervention, as
needed;
(c) The use of valid and reliable evidence-based instructional strategies and interventions for
mathematics education;
(d) Progress monitoring of student performance; and
(e) Accelerated, intensive, direct instruction that addresses students' individual differences, including
advanced learners, and enables students that are experiencing difficulty to catch up with typically
performing peers.
(5) (a) By January 1, 2026, each superintendent or public charter school board of directors shall select:
1. At least one (1) universal screener for mathematics that is determined by the department to be
valid and reliable to be administered to all students in kindergarten through grade three (3);
and
2. At least one (1) diagnostic assessment for mathematics that is determined by the department to
be reliable and valid to be administered as part of a multitiered system of supports for students
in kindergarten through grade three (3).
(b) Each superintendent or public charter school board of directors shall adopt an evidence-based
curriculum along with high-quality instructional resources for mathematics that is determined by the
department to be reliable, valid, and aligned to Kentucky academic standards for mathematics
required by KRS 158.6453 for kindergarten through grade three (3).
(c) All teachers of students in kindergarten through grade three (3), including public charter school
teachers, shall be trained on any mathematics universal screener and diagnostic assessment selected
by the superintendent or public charter school board prior to administration of the assessment. The
training shall address:
1. How to properly administer the mathematics universal screener and diagnostic assessment;
2. How to interpret the results of the mathematics universal screener and diagnostic assessment
to identify students needing interventions;
3. How to use the assessment results to design instruction and interventions;
4. The use of the assessment to monitor the progress of student performance; and
5. The use of accelerated, intensive, and direct instruction that addresses students' individual
differences and enables students to achieve proficiency in mathematics, including but not
limited to daily, one-on-one instruction.
(6) Beginning with the 2026-2027 school year, a universal screener determined by the department to be valid
and reliable shall be given in the first thirty (30) calendar days of the school year to each student in
kindergarten through grade three (3) at a public school or public charter school.
(7) Those students determined to be at risk for not meeting grade-level benchmarks in mathematics for
kindergarten through grade three (3) based on the universal screener shall be given a mathematics
diagnostic assessment determined by the department to be valid and reliable to identify the individual
student deficits in numeracy and other mathematical content and practices as listed in subsection (1) of this
section in the first forty-five (45) calendar days of the school year. CHAPTER 222
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(8) A mathematics improvement plan shall be developed and implemented in the first sixty (60) calendar days
of the school year by a mathematics improvement team for any student in kindergarten through grade three
(3) identified as needing accelerated interventions to progress toward proficient performance in
mathematics. The mathematics improvement plan shall require:
(a) Intensive intervention that includes effective instructional strategies and high-quality instructional
resources necessary to help the student make accelerated progress toward proficient performance in
mathematics and become ready for the next grade, including but not limited to daily, one-on-one
instruction with students the most in need provided by certified teachers specifically trained and most
qualified to provide one-on-one instruction in numeracy; and
(b) Written quarterly progress reports provided by the school to a parent or guardian of any student
subject to a mathematics improvement plan. The written quarterly progress report for the
mathematics improvement plan may be included in the school's existing quarterly student progress
report.
(9) Beginning in the 2026-2027 school year, if a student's rate of progress toward proficient performance in
mathematics needs accelerated interventions as demonstrated by the results of an approved universal
screener and mathematics diagnostic assessment, the local school district shall provide:
(a) Enrichment programs using evidence-based mathematics instruction and other strategies;
(b) Intensive instructional services, progress monitoring measures, and supports; and
(c) Parents and legal guardians of students identified for accelerated interventions in mathematics with
information on how to encourage mathematics success at home.
(10) By September 1, 2025, if funds are available, the department shall establish teacher academies or coaching
models for teachers of students in kindergarten through grade eight (8). The teacher academies or coaching
models shall be related to evidence-based practices in instruction, instructional materials, and assessment in
mathematics.
(11) The department shall develop and maintain a web-based resource providing teachers access to:
(a) Screening and diagnostic tools, universal screeners, screening processes, and diagnostic
assessments;
(b) Evidence-based curriculum;
(c) High quality instructional resources; and
(d) General supports and lesson plans.
(12) The department shall encourage districts to utilize both state and federal funds, as appropriate, to
implement a district-wide multitiered system of supports, including high-quality mathematics instruction
and instructional resources, evidence-based intervention strategies and materials, aligned curriculum-based
professional learning, and ongoing, job-embedded coaching supports.
(13) In compliance with 20 U.S.C. sec. 1414(a)(1)(E), screening of a student to determine appropriate
instructional strategies for curriculum implementation shall not be considered an evaluation for eligibility
for special education and related services, and nothing in this section shall limit a school district from
completing an initial evaluation of a student suspected of having a disability.
Section 5. KRS 158.842 is amended to read as follows:
(1)[ As used in KRS 158.840 to 158.844, unless the context requires otherwise:
(a) "Concepts" means mathematical ideas that serve as the basis for understanding mathematics;
(b) "Mathematics" means the curriculum of numbers and computations, geometry and measurements,
probability and statistics, and algebraic ideas;
(c) "Mathematics coach" means a mathematics leader whose primary responsibility is to provide ongoing
support for one (1) or more mathematics teachers. The role of the coach is to improve mathematics
teaching practices by working with teachers in their classrooms, observing and providing feedback to
them, modeling appropriate teaching practices, conducting workshops or institutes, establishing
learning communities, and gathering appropriate and useful resources; ACTS OF THE GENERAL ASSEMBLY 8
(d) "Mathematics diagnostic assessment" means an assessment that identifies a student at risk of failure in
mathematics or a student with major deficits in numeracy and other mathematical concepts and skills;
(e) "Mathematics intervention program" means an intensive instructional program that is based on valid
research and is provided by a highly trained teacher to specifically meet individual students' needs;
(f) "Mathematics leader" means any educator with a specialization in mathematics who:
1. Serves in a supervisory capacity, such as mathematics department chair, school-based
mathematics specialist, or district mathematics supervisor or coordinator; or
2. Regularly conducts or facilitates teacher professional development, such as higher education
faculty or other mathematics teachers;
(g) "Mathematics mentor" means an experienced mathematics coach who typically works with beginning
or novice teachers only. The responsibilities and roles of the mentor are the same as those of the coach;
(h) "Numeracy" means the development of the basic concepts which include counting, place value, addition
and subtraction strategies, multiplication and division strategies, and the concepts of time, money, and
length. To be numerate is to have and be able to use appropriate mathematical knowledge, concepts,
skills, intuition, and experience in relationship to every day life;
(i) "Relationships" means connections of mathematical concepts and skills within mathematics; and
(j) "Skills" means actions of mathematics.
(2)] The Committee for Mathematics Achievement is hereby created for the purposes of developing a multifaceted
strategic plan to improve student achievement in mathematics at all levels of schooling, prekindergarten
through postsecondary and adult. At a minimum the plan shall address:
(a) Evidence-based[Challenging] curriculum that is aligned prekindergarten through postsecondary,
including consensus among high school teachers and postsecondary education faculty about
expectations, curriculum, and assessment;
(b) Attitudes and beliefs of teachers about mathematics;
(c) Teachers' knowledge of mathematics;
(d) Diagnostic assessment, intervention services, universal screeners, and instructional strategies;
(e) Shortages of teachers of mathematics, including incentives to attract strong candidates to mathematics
teaching;
(f) Statewide institutes that prepare cadres of mathematics leaders in local school districts, which may
include highly skilled retired mathematics teachers, to serve as coaches and mentors in districts and
schools;
(g) Cohesive continuing education options for experienced mathematics classroom teachers;
(h) Closing the student achievement gap among various student subpopulations;
(i) Curriculum expectations and assessments of students among the various school levels, prekindergarten,
primary, elementary, middle, and high school;
(j) Curriculum expectations and assessments for adult education centers[Content standards for adult
education centers providing mathematics curricula];
(k) Introductory postsecondary education mathematics courses that are appropriate to the wide array of
academic programs and majors;
(l) Research to analyze further the issues of transition from high school or High School Equivalency
Diploma programs to postsecondary education mathematics; and
(m) The early mathematics testing program under KRS 158.803.
Other factors may be included in the strategic plan as deemed appropriate by the committee to improve
mathematics achievement of Kentucky students.
(2)[(3)] [In carrying out its responsibility under subsection (2)(f) of this section, the committee shall: CHAPTER 222
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(a) Design a statewide professional development program that includes summer mathematics institutes at
colleges and universities, follow-up, and school-based support services, beginning no later than June 1,
2006, to prepare teams of teachers as coaches and mentors of mathematics at all school levels to
improve student achievement. Teachers shall receive training in diagnostic assessment and intervention.
The statewide initiative shall be funded, based on available funds, from the Teachers' Professional
Growth Fund described in KRS 156.553. The design shall:
1. Define the curricula focus;
2. Build on the expertise of specific colleges and universities;
3. Place emphasis on mathematics concepts, skills and relationships, diagnostic assessment,
intervention services, and instructional strategies;
4. Identify quality control measures for the delivery of each institute;
5. Establish evaluation procedures for the summer institutes and the other professional development
components;
6. Provide updates and networking opportunities for coaches and mentors throughout the school
year; and
7. Define other components within the initiative that are necessary to meet the goal of increasing
student achievement in mathematics;
(b) Require schools and districts approved to have participants in the mathematics leader institutes to
provide assurances that:
1. The district and schools have, or will develop, local mathematics curricula and assessments that
align with state standards for mathematics;
2. There is a local commitment to build a cadre of mathematics leaders within the district;
3. The district and participating schools will provide in-school support for coaching and mentoring
activities;
4. The mathematics teachers are willing to develop classroom assessments that align with state
assessments; and
5. Students who need modified instructional and intervention services will have opportunity for
continuing education services beyond the regular school day, week, or year; and
(c) In addition to the conditions specified in paragraph (b) of this subsection, the committee shall make
recommendations to the Kentucky Department of Education and the Kentucky Board of Education for
criteria to be included in administrative regulations promulgated by the board which define:
1. Eligible grant recipients, taking into consideration how this program relates to other funded
mathematics initiatives;
2. The application process and review;
3. The responsibilities of schools and districts, including but not limited to matching funds
requirements, released or extended time for coaches and mentors during the school year,
continuing education requirements for teachers and administrators in participating schools, data
to be collected, and local evaluation requirements; and
4. Other recommendations requested by the Kentucky Department of Education.
(4) ]The committee shall [initially ]be composed of twenty-three (23)[twenty-five (25)] members as follows:
(a) The commissioner of education or his or her designee;
(b) The president of the Council on Postsecondary Education or his or her designee;
(c) The president of the Association of Independent Kentucky Colleges and Universities or his or her
designee;
(d) [The executive director of the Education Professional Standards Board or his or her designee;
(e) ]The secretary of the Education and Labor Cabinet or his or her designee; ACTS OF THE GENERAL ASSEMBLY 10
(e)[(f)] Four (4) representatives[A representative] with a specialty in mathematics or mathematics
education who have[has] expertise and experience in professional development, especially with
coaching and mentoring of teachers, from any of the[each of the nine (9)] public postsecondary
education institutions defined in KRS 164.001. The representatives shall be selected by mutual
agreement of the president of the Council on Postsecondary Education and the commissioner of
education;
(f)[(g)] One (1)[Two (2)] adult education mathematics instructor[instructors] selected by the secretary
of the Education and Labor Cabinet;
(g)[(h)] Two (2) elementary, two (2) middle, and two (2) high school mathematics teachers, appointed by
the commissioner of education;[board of the statewide professional education association having the
largest paid membership with approval from their respective local principals and superintendents of
schools; and]
(h)[(i)] Three (3) school administrators or building-level mathematics instructional coaches, with one
(1) each representing elementary, middle, and high school, appointed by the commissioner of
education;[board of the statewide administrators' association having the largest paid membership with
approval from their respective local superintendents of schools.]
(i) Two (2) district administrators or district-level mathematics instructional coaches appointed by the
commissioner of education;
(j) The executive director of[When] the Center for Mathematics created under KRS 164.525 or his or her
designee;[ becomes operational, the executive director of the center shall be added to the committee,
which shall then be composed of twenty-six (26) members. Appointments to the committee shall be
made no later than thirty (30) days following March 18, 2005, and the first meeting of the committee
shall occur no later than thirty (30) days following appointment of the members.]
(k) The executive director of AdvanceKentucky or his or her designee; and
(l) The executive director of the Partnership Institute for Math and Science Education Reform or his or
her designee.
(3)[(5)] A majority of the [full ]membership present shall constitute a quorum.
(4)[(6)] Each member of the committee, other than members who serve by virtue of their positions, shall serve
for a term of three (3) years or until a successor is appointed and qualified[, except that the initial appointments
shall be made in the following manner: six (6) members shall serve a one (1) year term, six (6) members shall
serve a two (2) year term, and eight (8) members shall serve a three (3) year term].
(5)[(7)] A [temporary chair of the committee shall be appointed prior to the first meeting of the committee
through consensus of the president of the Council on Postsecondary Education and the commissioner of
education, to serve ninety (90) days after his or her appointment. Prior to the end of the ninety (90) days, the
committee shall elect a chair by majority vote. The temporary chair may be a nominee for the chair by
majority vote. Thereafter, a ]chair of the committee shall be elected each calendar year. An individual may not
serve as chair for more than three (3) consecutive years. The chair shall be the presiding officer of the
committee, and coordinate the functions and activities of the committee.
(6)[(8)] The committee shall be attached to the Kentucky Department of Education for administrative purposes.
The commissioner of education shall[may] contract with a mathematics-trained professional to provide part-
time staff support to the committee. The commissioner of education and the president of the council shall
reach consensus in the selection of a person to fill the position. The person selected shall have a graduate
degree, a mathematics or mathematics education major, and teaching or administrative experience in
elementary and secondary education. The person shall not be a current employee of any entity represented on
the committee. The department shall provide office space and other resources necessary to support the staff
position and the work of the committee.
(7)[(9)] The committee, under the leadership of the chair, may organize itself into appropriate subcommittees
and work structures to accomplish the purposes of the committee.
(8)[(10)] Members of the committee shall serve without compensation but shall be reimbursed for necessary
travel and expenses while attending meetings at the same per diem rate promulgated in administrative
regulation for state employees under provisions of KRS Chapter 45. Funds shall be provided school districts to CHAPTER 222
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cover the cost of substitute teachers for those teachers on the committee at each district's established rate for
substitute teachers.
(9)[(11)] If a vacancy occurs within the committee during its duration, the vacancy shall be filled in the same
manner as set forth in the original appointment[board of the statewide professional education association
having the largest paid membership or the board of the statewide administrators association having the largest
paid membership or the president of the Council on Postsecondary Education, as appropriate, shall appoint a
person to fill the vacancy].
(10)[(12)] The committee shall[:
(a) Present a draft strategic plan addressing the requirements in subsection (1) of this section and other
issues that arose during the work of the committee to the Education Assessment and Accountability
Review Subcommittee no later than August 2005;
(b) Present the strategic plan for improving mathematics achievement to the Interim Joint Committee on
Education by July 15, 2006, which shall include any recommendations that require legislative action;
and
(c) ] provide a final written report of committee activities and progress regarding the strategic plan
required under subsection (1) of this section to the Interim Joint Committee on Education and the
Legislative Research Commission by May 1, 2025[December 1, 2006].
(11)[(13)] The committee shall have ongoing responsibility for providing advice and guidance to policymakers in
the development of statewide policies and in the identification and allocation of resources to improve
mathematics achievement. In carrying out this responsibility, the committee shall periodically review the
strategic plan and make modifications as deemed appropriate and report those to the Interim Joint Committee
on Education.
(12)[(14)] The committee shall collaborate with the Center for Mathematics to ensure that there is ongoing
identification of research and evidence-based intervention programs for K-12 students who have fallen behind
in mathematics, rigorous mathematics curricula that prepare students for the next level of schooling, research
and evidence-based professional development models that prepare teachers in mathematics and pedagogy, and
strategies for closing the gap between high school or a High School Equivalency Diploma program and
postsecondary mathematics preparation.
SECTION 6. A NEW SECTION OF KRS 158.840 TO 158.844 IS CREATED TO READ AS FOLLOWS:
(1) The Kentucky numeracy counts fund is hereby created for the purpose of training and supporting teachers
to improve the mathematics content and practices of students in kindergarten through grade eight (8), as set
forth in subsection (2) of this section and subsection (12) of Section 4 of this Act. The fund shall consist of
all moneys received from state appropriations, gifts, grants, and federal funds for this purpose. The
department shall administer the fund.
(2) The department shall implement teacher professional learning academies related to evidence-based
practices in instruction, instructional materials, and assessment in mathematics using moneys appropriated
to or otherwise received by the Kentucky numeracy counts fund.
(3) The department shall create a mathematics coaching program using moneys appropriated to or otherwise
received by the Kentucky numeracy counts fund. The program shall:
(a) Use data coaches to improve mathematics instruction and intervention;
(b) Determine the effectiveness of intensive data-focused professional development; and
(c) Provide expert support in mathematics instruction and intervention.
(4) (a) The department shall provide grants to local school districts and public charter schools. The grant
shall only be used to purchase approved high-quality research and evidence-based curriculum
aligned to kindergarten through grade three (3) academic standards in mathematics and
expenditures for curriculum-based professional learning to implement new curriculum.
(b) To be eligible to receive a grant, a local school district or public charter school shall:
1. Submit an application in accordance with paragraph (c) of this subsection; and ACTS OF THE GENERAL ASSEMBLY 12
2. Agree to adopt a common comprehensive mathematics program that is determined by the
department to be reliable, valid, and aligned to mathematics standards required by KRS
158.6453 and outlined in an administrative regulation promulgated by the Kentucky Board of
Education.
(c) Local school districts shall submit applications that include a district-wide plan and public charter
schools shall submit applications that include a school plan for implementation of mathematics
curriculum that includes:
1. How the district or public charter school will implement the new curriculum by school and by
grade level; and
2. The timeline for the rollout of upgraded curriculum materials for core instruction in
classrooms.
(d) Available grant funding shall be distributed to eligible applicants based on a rubric developed by the
department. The rubric shall consider the information provided in accordance with paragraphs (b)
and (c) of this subsection and prioritize applications from local school districts or public charter
schools:
1. In which more than fifty percent (50%) of the enrolled students scored below the statewide
average on the statewide assessments in mathematics administered for the preceding school
year;
2. With the greatest need for financial assistance; and
3. That propose comprehensive plans most likely to increase student achievement in
mathematics.
(e) The department shall distribute the awarded grant money to a public charter school authorizer, and
the authorizer shall distribute one hundred percent (100%) of the grant money to the charter school.
(5) Notwithstanding the provisions of KRS 45.229, unexpended funds in the Kentucky numeracy counts fund
shall not lapse but shall carry forward to the next fiscal year and shall be used for the purposes established
in this section.
(6) Any interest earned on moneys in the fund shall become part of the fund and shall not lapse.
SECTION 7. A NEW SECTION OF KRS CHAPTER 164 IS CREATED TO BE NUMBERED AS KRS
164.3061 AND TO READ AS FOLLOWS:
(1) As used in this section, "department" means the Kentucky Department of Education.
(2) Beginning with the 2025-2026 school year, postsecondary institutions offering teacher preparation
programs for elementary regular education shall include kindergarten through grade three (3) evidence-
based instructional strategies, department-identified valid and reliable high-quality resources for
mathematics instruction related to Section 4 of this Act, and:
(a) Evidence-based instructional strategies determined by the department to be effective at improving
student learning for the range of students in their classrooms, including students needing to make
progress toward proficiency, exceptional students, and students who are multilingual learners;
(b) High-quality instructional resources as determined by the department to be effective at improving
student learning for the range of students in their classrooms, including students needing to make
progress toward proficiency, exceptional students, and students who are multilingual learners;
(c) The use of a range of assessment data for designing instruction and intervention;
(d) Progress monitoring of student performance; and
(e) Field experience and student teaching placements with teachers that model, and supervisors with
knowledge of, paragraphs (a) to (d) of this subsection.
(3) By January 1, 2025, the Education Professional Standards Board shall:
(a) Develop and maintain a list of approved teacher preparation assessments that are determined by the
board to be an effective evaluation of mathematics instruction, content and practice standards, and
skills; and CHAPTER 222
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(b) Develop an evaluation rubric for observing teacher candidates with focus on mathematics content
and pedagogical knowledge.
(4) The Education Professional Standards Board shall report program data to an external evaluator for
analysis of postsecondary teacher preparation programs with the goal of using the results to help increase
the success of new teacher candidates in demonstrating mathematics instruction, content knowledge, and
skills.
(5) The Education Professional Standards Board shall report to the Legislative Research Commission for
referral to the Interim Joint Committee on Education the results provided by the external evaluator's
analysis and data on all assessments required for certification, including the number of students testing, the
number of students passing, and the number of times an individual student takes a test prior to passing.
Section 8. This Act may be cited as the Kentucky Numeracy Counts Act.
Section 9. There is hereby appropriated General Fund moneys in the amount of $5,000,000 in fiscal year
2024-2025 and $5,000,000 in fiscal year 2025-2026 to the Kentucky numeracy counts fund established in Section 6
of this Act.
Signed by Governor April 19, 2024.