Welcome to the first Kentucky Numeracy Counts Newsletter!
Be sure you stay up to date with the Kentucky Numeracy Counts Act, including upcoming professional learning opportunities, available resources and more! Sign up to receive this monthly newsletter here.
Numeracy Counts Act
Per the Kentucky Numeracy Counts Act, HB 162 (2024), “[m]athematics 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,” (KRS 158.791(1)(b)).
Per KRS 158.791(2)(a), it is the intent of the General Assembly that every elementary school:
- Provide comprehensive schoolwide reading and mathematics instruction aligned to reading, writing, and mathematics standards required by KRS 158.6453 and outlined in administrative regulation promulgated by the Kentucky Board of Education;...
- Provide a multitiered system of supports, as set forth in KRS 158.8402, 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); [and]
- Ensure quality instruction for reading and mathematics by highly trained teachers and intervention by individuals most qualified to provide the intervention[.]
Per KRS 158.791(2)(b), it is the intent of the General Assembly that every middle and high school:
- 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;
- 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;
- 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
- 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.
Kentucky Numeracy Counts Academies
The Kentucky Department of Education Office of Teaching and Learning is collaborating with state partners to offer a connected series of professional learning academies for teachers and instructional leaders to support evidence-based mathematics instruction across the commonwealth. The Kentucky Numeracy Counts Academies offer the following current and upcoming professional learning opportunities for kindergarten through grade 8 educators:
- AdvanceKentucky’s “Access to Algebra” is a comprehensive training and incentive model to support rigorous middle school mathematics programs. Visit AdvanceKentucky’s “Access to Algebra” webpage to learn more.
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Educators’ Professional Implementation Center (EPIC) Kentucky Numeracy Alliance is accepting applications from teachers of grades 3-5 (focused on numeracy with fractions) and grades 6-8 (focused on numeracy with ratios and proportional reasoning) for a 2-year professional learning pilot program. Participants will gain access to Carnegie Learning’s evidence-based learning modules Patterns and coaching by the EPIC team. For detailed information about the academy, including timelines and commitments, please visit the EPIC Numeracy Alliance webpage. The Numeracy Alliance experience also fulfills the content component requirement for educators interested in earning a rank change through Elevate Academy.
- The Kentucky Center for Mathematics (KCM) will be launching a 2-year hybrid learning experience for K-5 educators in Summer 2025. Developed and facilitated by KCM in partnership with KDE, these teacher academies will feature a blend of in-person summer launch sessions and both synchronous and asynchronous virtual learning opportunities designed to meet the needs of Kentucky K-5 math teachers. Applications will open on March 17, 2025.
- The Partnership Institute for Math and Science Education Reform (PIMSER) will launch Leadership Academies in Summer 2025. The Leadership Academies will provide a mix of in-person, synchronous virtual, and asynchronous virtual learning opportunities. Developed by PIMSER in collaboration with KDE, these academies will prioritize instructional leaders (district leaders, building principals, instructional coaches, etc.) from schools where teachers are participating in the KCM K-5 teacher academies. Applications will open on March 17, 2025.
Information Sessions Held for KCM K-5 Teacher Academy and PIMSER Administrator Academy
 Information sessions on the KCM K-5 Teacher Academy and PIMSER Administrator Academy were held in February to provide an overview of the academies along with logistical and content information. The goal of the sessions was to provide information for schools and districts to make informed decisions about systemic participation in these upcoming professional learning opportunities.
Applications for both the KCM K-5 Numeracy Counts and PIMSER Administrator Numeracy Counts academies will open on March 17. Applications will be available on the KCM website and PIMSER website.
A recording of the session, presentation slide deck and FAQ Google document that is continuing to capture questions about the academies are now available.
Kentucky Center for Mathematics Hosts Annual Conference
 The Kentucky Center for Mathematics (KCM) welcomed over 600 educators to its annual conference on March 3–4 in Lexington, KY, at the Marriott Griffin Gate. With more than 86 sessions led by Kentucky and national mathematics experts, the conference highlighted standards-aligned, high-quality instruction and effective pedagogical practices.
Keynote sessions drew packed audiences both days, setting the stage for engaging discussions on mathematical fluency. On Monday, John SanGiovanni shared 10 Big Ideas for Figuring Out Fluency Beyond Facts and Algorithms, offering strategies to deepen student understanding. On Tuesday, Kentucky’s own Jennifer Bay-Williams brought a Mathi-Gras theme to her keynote, W3H: Figuring Out the Why, What, When, and How of Fluency Assessment, emphasizing purposeful approaches to fluency instruction.
Beyond the sessions, attendees enjoyed networking opportunities, a Monday Math Mix & Mingle, and access to sponsors and vendors showcasing high-quality instructional resources (HQIR), products, and services. Even an unexpected fire alarm couldn’t disrupt the energy—educators turned the brief outdoor break into an impromptu networking session before returning indoors, eager to continue learning.
As the conference wrapped up, participants left inspired to bring new strategies and evidence-based instructional practices back to their classrooms and to share insights with colleagues. Be sure to watch the KCM website for information about next year’s conference.
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