158.8401 Definitions for KRS 158.840 to 158.844

158.8401 Definitions for KRS 158.840 to 158.844.

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, 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;

, 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.