2024-2025 Mathematics Achievement Fund Evaluation
The 2024-2025 Mathematics Achievement Fund (MAF) Coaching Program Evaluation Findings slide deck includes high-level analysis of MAF program activities. The evaluation includes MAF Cohort 1, which began in 2022-2023, and MAF Cohort 2, which began in 2024-2025.
Cohort 1 schools have experienced a steady decline in the percentage of students scoring novice and a steady increase in the percentage of students scoring proficient or distinguished on the Kentucky Summative Assessment (KSA) for Mathematics since the beginning of the grant, all at rates outpacing state averages. After only one year in the program, cohort 2 schools reduced the percentage of students scoring novice and increased the percentage of students scoring proficient or distinguished at higher rates in coached grade levels than in uncoached grade levels.
In total, forty-six coaches completed 5,170 hours of professional learning, completed 5,506 coaching cycles, and impacted 19,876 students during the 2024-2025 school year.
Please review the slide deck for further details, including an overview of the program; insights about coach training, support and supervision; coaches as instructional leaders; how coaching benefits teachers; and how coaching benefits students and communities.
District and School Request for Office of Teaching and Learning HQIR Support
The Kentucky Department of Education’s (KDE) Office of Teaching and Learning (OTL) has created an intake form for districts and schools to request technical assistance for high-quality instructional resource (HQIR) implementation support. This new HQIR Implementation Support Request Form provides a streamlined process for districts and schools to request targeted support aligned to their specific needs and stage of implementation.
Targeted areas for support include:
- Instructional visioning and HQIR adoption;
- Yearly curriculum implementation planning and monitoring,
- Curriculum-based professional learning and intellectual preparation (unit/lesson internalization, lesson rehearsal, student work analysis); and/or
- Instructional Practice Guide (IPG) observations and feedback support.
The form will also gather important information about HQIRs currently in use, grade bands impacted, timelines for support and existing partnerships or initiatives. Submissions are reviewed to determine alignment and next steps for providing coordinated, responsive support.
New Resource to Support Effective Intellectual Preparation in PLCs
The Kentucky Department of Education (KDE) has developed a suite of resources to support districts and schools in establishing and strengthening intellectual preparation within Professional Learning Communities (PLCs). Intellectual preparation is a foundational aspect of curriculum-based professional learning and supports educators in deeply understanding and effectively implementing high-quality instructional resources (HQIRs) to improve the student experience and academic outcomes.
In response to feedback from instructional leaders across the state, the KDE has developed an additional tool to support leaders in establishing intellectual preparation - Facilitation Guide: Leading Intellectual Preparation in PLCs. This new resource:
- Organizes PLC facilitation into a clear, repeatable structure to support consistent and effective implementation;
- Provides practical facilitation moves and prompts to support meaningful, HQIR-aligned discussions during PLCs;
- Outlines structures and guidance for engaging educators in each of the four core processes; and
- Includes examples of high-leverage coaching questions facilitators can use to help anchor or extend educator thinking for each intellectual preparation process.
Additionally, the KDE previously released two other critical resources for establishing intellectual preparation:
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Intellectual Preparation Guidance - Provides an overview of the four core processes that make up intellectual preparation (unit and lesson internalization, lesson rehearsal and student work analysis), along with protocols to support each process.
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PLC Observation Tool - An observation form that includes specific indicators aligned to each core process used to understand the extent to which the PLC is engaging in the core processes of intellectual preparation and supports leaders in providing targeted feedback for improvement.
New Resources to Support a Comprehensive System of Assessment
The Kentucky Department of Education (KDE) has developed a suite of resources to support districts in creating a comprehensive system of assessment. For Kentucky districts, a comprehensive assessment system drives continuous improvement by ensuring that each assessment that is a part of the system serves a clear purpose and provides meaningful information about student learning to support better decisions, more effective instruction and improved outcomes for students.
The resources include:
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