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 Dec. 15, 2025
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Corbin Independent: Shifting Professional Learning to Transform Math Instruction
When “learning walk” data revealed a gap in student mathematical practices, Corbin Independent didn't just add more resources—they overhauled their professional learning model. By shifting from "one and done" summer sessions to year-round, job-embedded coaching focused on the eight (8) Effective Teaching Practices, the district has dramatically reduced the number of students requiring math intervention. Read how Corbin uses the Kentucky Mathematics Innovation Tool (KMIT) and high-quality instructional resources (HQIRs) to build access, rigor and grit in the math classroom.
Mathematics Achievement Fund (MAF) Grant: Takeaways from 2024-2025 Data
As specified in KRS 158.844, the Mathematics Achievement Fund (MAF) is created to provide developmentally appropriate diagnostic assessment and intervention services to students, primary through grade 12, to help them reach proficiency in mathematics. The MAF grant provides funding for release time for teachers to serve as coaches. The mathematics coach will improve mathematics teaching practices by working with teachers in their classrooms:
- Observing and providing feedback to them;
- Modeling appropriate evidence-based instructional practices;
- Conducting workshops or institutes;
- Establishing professional learning communities; and
- Ensuring high-quality instructional resources are aligned to the Kentucky Academic Standards for Mathematics in order to meet the needs of primary students and other students who are struggling to meet grade-level standards in mathematics.
MAF by the Numbers (2024-2025):
- 19,867 Kentucky students were impacted by the MAF math coaching program;
- 5,170 hours of professional learning completed by MAF coaches, and 13 total earned an Elementary Mathematics Specialist Endorsement from the University of Louisville;
- 5,056 completed coaching cycles consisting of a planning conversation, observation/data collection, and a reflecting conversation;
- 89% of coached teachers grew at least one level on at least one Effective Math Teaching Practice (EMTP) when measured by the Kentucky Mathematics Innovation Tool;
- 7,293 students and their family members engaged in learning math with their community during a Kentucky Family Math Night.
Quotes from coaches:
- “My math content knowledge has strengthened as I've learned to recognize and support the implementation of Standards for Mathematical Practices and EMTPs in lesson planning and instruction, particularly in establishing a goal for learning and facilitating mathematical discourse.”
- “Cognitive coaching is an area where I have experienced growth. Being able to transition from a consulting approach to an approach built on data and questioning has made a difference toward helping teachers come to their own realizations about how to modify their teaching in a way that helps learners build capacity for reasoning and deeper thinking.”
District or School Spotlight
If you would like to spotlight your effective mathematics instructional practices—please fill out this form to be considered for our Numeracy Newsletter
Don't Miss the KY Numeracy Counts Newsletter
Did you miss last month's Numeracy Newsletter? You can access all previous editions on the Numeracy Counts webpage.
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