{"data":{"id":"us-ky/krs-158.8401","jurisdiction":"us-ky","citation":"KRS 158.8401","heading":"Definitions for KRS 158.840 to 158.844.","body":"As used in KRS 158.840 to 158.844:\n(1) \"Conceptual understanding\" means connecting prior knowledge to new ideas and\nconcepts, and making sense of why a mathematical idea is important and the kinds\nof contexts in which it is useful;\n(2) \"Diagnostic assessment\" means a testing instrument that ass esses a student's current\nknowledge base of academic content;\n(3) \"Dyscalculia\" has the same meaning as in KRS 158.305;\n(4) \"Enrichment program\" means accelerated intervention within the school day or\noutside of the school day or school calendar, led by in dividuals most qualified to\nprovide the intervention and specifically determined to address the individual\nlearning needs of students based on universal screening and diagnostics assessments\nin mathematics;\n(5) \"Evidence-based\" has the same meaning as in 20 U.S.C. sec. 7801(21);\n(6) \"Mathematics\" means the curriculum of numbers and computations, geometry and\nmeasurements, probability and statistics, and algebraic ideas;\n(7) \"Mathematics coach\" means a mathematics leader whose primary responsibility is\nto provide ongoing support for one (1) or more mathematics teachers. The role of\nthe coach is to improve mathematics teaching practices by working with teachers in\ntheir classrooms, observing and providing feedback to them, modeling appropriate\nteaching practi ces, conducting workshops or institutes, establishing learning\ncommunities, and gathering appropriate and useful resources;\n(8) \"Mathematics diagnostic assessment\" means an assessment that identifies a student\nat risk of failure in mathematics or a student  with major deficits in numeracy and\nother mathematical concepts and skills;\n(9) \"Mathematics improvement plan\" means an accelerated intervention plan for a\nstudent in grade kindergarten through grade three (3) that is developed to increase a\nstudent's rat e of progress toward proficient performance in mathematics that is\nidentified as necessary based on the student's results on an approved mathematics\ndiagnostic assessment;\n(10) \"Mathematics improvement team\" means a team that develops and oversees the\nprogress of a mathematics improvement plan and includes:\n(a) The parents or guardians of the student that is the subject of the mathematics\nimprovement plan;\n(b) No less than one (1 ) regular education teacher of the student, to provide\ninformation about the general curriculum for same-aged peers;\n(c) A representative of the local education agency who is knowledgeable about\nthe mathematics curriculum and the availability of the eviden ce-based\nmathematics resources of the local education agency; and\n(d) Any specialized certified school employees, including but not limited to\nmathematics teachers, specialists, or coaches, for students receiving\nmathematics instruction educational program ming or special education\nservices;\n(11) \"Mathematics intervention program\" means an intensive instructional program that\nis based on valid research and is provided by a highly trained teacher to specifically\nmeet individual students' needs;\n(12) \"Multitiered system of supports\" means a systemic, continuous improvement\nframework in which evidence -based problem -solving and decision making is\npracticed across all levels of the educational system for supporting students. The\nframework of MTSS utilizes high qua lity evidence-based instruction, intervention,\nand assessment practices to ensure that every student receives the appropriate level\nof support to be successful. A multitiered system of supports helps schools and\ndistricts to organize resources through alig nment of academic standards,\nimplemented with fidelity and sustained over time, in order to accelerate the\nperformance of every student to achieve and exceed proficiency;\n(13) \"Number sense\" means the ability to represent whole and rational numbers in\nmultiple ways, numerical magnitude estimation, selecting and using benchmarks\nsuch as tens or hundreds, decomposing and recomposing numbers, understanding\nthe effects of operations on numbers, and performing mental calculation and\nestimation;\n(14) \"Numeracy\" means the development of the basic concepts which include counting,\nplace value, addition and subtraction strategies, multiplication and division\nstrategies, and the concepts of time, money, and length;\n(15) \"Place value understanding\" means the understandi ng of representations and\nconcepts necessary to successfully process multi-digit numbers;\n(16) \"Spatial reasoning\" means the capacity to mentally generate, transform, and rotate a\nvisual image and thus understand and recall spatial relationships between objects;\n(17) \"Subitizing\" means quickly recognizing and naming how many objects are in a\ngroup without counting; and\n(18) \"Universal screener\" means a process of providing a brief assessment to all students\nwithin a grade level to assess the students' performance in mathematical content and\npractices.","path":["KRS Chapter 158"],"source_url":"https://apps.legislature.ky.gov/law/statutes/statute.aspx?id=55616","current_through":"Includes enactments through the 2026 Regular Session","vintage":"09/05/2026","retrieved_at":"2026-09-05T20:51:06Z","sha256":"d2cf6717988bb65321121ccc88b513c3d581cfa2d1493c6e05c32e445c462e6d","source_id":"us-ky","stale":false,"prev":"us-ky/krs-158.840","next":"us-ky/krs-158.8402"},"notice":"GroundRules: Original legal text. Not legal advice."}