Partner Spotlight: PIMSER Numeracy Counts Administrator’s Academy
The Numeracy Counts Administrator Academy (PNCA2), developed by the Partnership Institute for Math and Science Education Reform (PIMSER), is a statewide leadership pathway designed to build principals’ capacity to implement the Kentucky Numeracy Counts Act (House Bill 162, 2024). The academy develops mathematically knowledgeable leaders by aligning high-quality instructional resources (HQIR), the Effective Mathematics Teaching Practices (EMTPs), and research-based work from The Math Pact, Figuring Out Fluency, Math Fact Fluency and Principles to Actions.
A central feature of PNCA2 is helping administrators understand how fluency development, grade-level access and instructional coherence intersects with their HQIR. Principals learn to analyze representations, guide instructional shifts, coach teachers using EMTP-aligned practices and support leadership teams in establishing whole-school agreements that strengthen systemwide consistency and equitable mathematics learning for all students.
PNCA2 brings together 245 leaders (representing 86 school districts) from across Kentucky, including 171 building-level administrators, 61 district administrators, and 13 partners from higher education and regional cooperatives—ensuring comprehensive, cross-system support for Numeracy Counts implementation.
Administrators report increased confidence in identifying, supporting and monitoring high-quality math instruction. PNCA2 has increased administrators’ mathematical leadership capacity by strengthening their ability to recognize and support HQIR-aligned instruction as it relates to numeracy and fluency. Through the academy, leaders are developing a clear vision for how fluency-focused instruction should look and sound in every classroom, resulting in more consistent and equitable mathematics experiences for students across their schools and districts.
Through the academy’s emphasis on a Mathematics Whole School Agreement (MWSA) and the Effective Mathematics Teaching Practices, schools are establishing greater instructional coherence. Teachers and leaders now speak a common language around numeracy, enabling more productive professional learning communities (PLCs), improved use of resources and increased teacher ownership of fluency expectations.
“I feel much more confident in supporting my teachers and students in mathematics instruction. This academy has provided clarity on what effective instruction looks like and how to coach teachers toward stronger fluency work.” — PNCA2 Building Administrator
“The work we are doing is so aligned with HQIR. I can now connect what I see in classrooms to the materials we have and support teachers in using them the way they were designed.” — PNCA2 District Administrator
FY26 Math Achievement Fund (MAF) Mini-Grant
Grant applications due: February 19, 2026, 4 PM ET
Award Amount: $40,000 per awarded school
Matching Funds Requirement: No
The Kentucky Department of Education (KDE) is issuing a Request for Application (RFA) for the Math Achievement Fund(MAF) HQIR Mini-Grant. The MAF grant provides funding for the purchase of materials needed for modification of instruction (tier one, tier two, and/or tier three) in mathematics and pays for extended time or release time for teachers to engage in professional learning on the High Quality Instructional Resource (HQIR).
Call for Reviewers FY26 MAF HQIR Mini Grant
RFA FY26 MAF HQIR Mini Grant
District or School Spotlight
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Don't Miss the KY Numeracy Counts Newsletter
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