158.8402 Administrative regulations -- Multitiered system of supports for
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/ky/158-8402A research copy — for the controlling text, always check the official state or federal source. Not legal advice.
mathematics -- Implementation status report -- Technical assistance and
training to local districts -- Requirements for superintendent of public charter
school board of directors -- Mathematics diagnostic assessment --
Improvement plan and accelerated interventions -- Resources.
(1)Notwithstanding any other statute or administrative regulation to the contrary, the
Kentucky Board of Education shall promulgate administrative regulations in
accordance with KRS Chapter 13A to define and establish a multitiered system of
supports that shall include evidence-based mathematics instruction, intervention,
and instructional strategies for district-wide use for students in kindergarten through
grade three (3).
(2)By November 1, 2027, and each year thereafter, the department shall submit the
implementation status of the multitiered system of supports required pursuant to
subsection
(1)of this section for all school districts to the Legislative Research
Commission for referral to the Interim Joint Committee on Education.
(3)The department shall provide technical assistance and training to local districts to
assist in the implementation of the district-wide, multitiered system of supports as a
means to identify and assist any student experiencing difficulty in mathematics.
(4)The technical assistance and training shall be designed to improve:
(a)The use of specific screening processes and diagnostic assessments to identify
student strengths and needs;
(b)The use of universal screening and diagnostic data for implementing
instruction and intervention, as needed;
(c)The use of valid and reliable evidence-based instructional strategies and
interventions for mathematics education;
(d)Progress monitoring of student performance; and
(e)Accelerated, intensive, direct instruction that addresses students' individual
differences, including advanced learners, and enables students that are
experiencing difficulty to catch up with typically performing peers.
(a)By January 1, 2026, each superintendent or public charter school board of
directors shall select:
1. At least one
(1)universal screener for mathematics that is determined by
the department to be valid and reliable to be administered to all students
in kindergarten through grade three (3); and
2. At least one
(1)diagnostic assessment for mathematics that is
determined by the department to be reliable and valid to be administered
as part of a multitiered system of supports for students in kindergarten
through grade three (3).
(b)Each superintendent or public charter school board of directors shall adopt an
evidence-based curriculum along with high-quality instructional resources for
mathematics that is determined by the department to be reliable, valid, and
aligned to Kentucky academic standards for mathematics required by KRS
158.6453 for kindergarten through grade three (3).
(c)All teachers of students in kindergarten through grade three (3), including
public charter school teachers, shall be trained on any mathematics universal
screener and diagnostic assessment selected by the superintendent or public
charter school board prior to administration of the assessment. The training
shall address:
1. How to properly administer the mathematics universal screener and
diagnostic assessment;
2. How to interpret the results of the mathematics universal screener and
diagnostic assessment to identify students needing interventions;
3. How to use the assessment results to design instruction and
interventions;
4. The use of the assessment to monitor the progress of student
performance; and
5. The use of accelerated, intensive, and direct instruction that addresses
students' individual differences and enables students to achieve
proficiency in mathematics, including but not limited to daily, one-on-
one instruction.
(6)Beginning with the 2026-2027 school year, a universal screener determined by the
department to be valid and reliable shall be given in the first thirty
(30)calendar
days of the school year to each student in kindergarten through grade three
(3)at a
public school or public charter school.
(7)Those students determined to be at risk for not meeting grade-level benchmarks in
mathematics for kindergarten through grade three
(3)based on the universal
screener shall be given a mathematics diagnostic assessment determined by the
department to be valid and reliable to identify the individual student deficits in
numeracy and other mathematical content and practices as listed in subsection
of this section in the first forty-five
(45)calendar days of the school year.
(8)A mathematics improvement plan shall be developed and implemented in the first
sixty
(60)calendar days of the school year by a mathematics improvement team for
any student in kindergarten through grade three
(3)identified as needing
accelerated interventions to progress toward proficient performance in mathematics.
The mathematics improvement plan shall require:
(a)Intensive intervention that includes effective instructional strategies and high-
quality instructional resources necessary to help the student make accelerated
progress toward proficient performance in mathematics and become ready for
the next grade, including but not limited to daily, one-on-one instruction with
students the most in need provided by certified teachers specifically trained
and most qualified to provide one-on-one instruction in numeracy; and
(b)Written quarterly progress reports provided by the school to a parent or
guardian of any student subject to a mathematics improvement plan. The
written quarterly progress report for the mathematics improvement plan may
be included in the school's existing quarterly student progress report.
(9)Beginning in the 2026-2027 school year, if a student's rate of progress toward
proficient performance in mathematics needs accelerated interventions as
demonstrated by the results of an approved universal screener and mathematics
diagnostic assessment, the local school district shall provide:
(a)Enrichment programs using evidence-based mathematics instruction and other
strategies;
(b)Intensive instructional services, progress monitoring measures, and supports;
and
(c)Parents and legal guardians of students identified for accelerated interventions
in mathematics with information on how to encourage mathematics success at
home.
(10)By September 1, 2025, if funds are available, the department shall establish teacher
academies or coaching models for teachers of students in kindergarten through
grade eight (8). The teacher academies or coaching models shall be related to
evidence-based practices in instruction, instructional materials, and assessment in
mathematics.
(11)The department shall develop and maintain a web-based resource providing
teachers access to:
(a)Screening and diagnostic tools, universal screeners, screening processes, and
diagnostic assessments;
(b)Evidence-based curriculum;
(c)High quality instructional resources; and
(d)General supports and lesson plans.
(12)The department shall encourage districts to utilize both state and federal funds, as
appropriate, to implement a district-wide multitiered system of supports, including
high-quality mathematics instruction and instructional resources, evidence-based
intervention strategies and materials, aligned curriculum-based professional
learning, and ongoing, job-embedded coaching supports.
(13)In compliance with 20 U.S.C. sec. 1414(a)(1)(E), screening of a student to
determine appropriate instructional strategies for curriculum implementation shall
not be considered an evaluation for eligibility for special education and related
services, and nothing in this section shall limit a school district from completing an
initial evaluation of a student suspected of having a disability.