158.8401 Definitions for KRS 158.840 to 158.844.
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/ky/chapter-158/158-8401A research copy — for the controlling text, always check the official state or federal source. Not legal advice.
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;
(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.