Page 1 of 6 158.842 Definitions for KRS 158.840 to 158.844 -- Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties of <br>committee -- Report to Interim Joint Committee on Education. (1) As used in KRS 158.840 to 158.844, unless the context requires otherwise: (a) "Concepts" means mathematical ideas that serve as the basis for understanding mathematics; (b) "Mathematics" means the curriculum of numbers and computations, geometry and measurements, probability and statistics, and algebraic ideas; (c) "Mathematics coach" means a mathematics leader whose primary responsibility is to provide ongoing support for one (1) or more mathematics <br>teachers. The role of the coach is to improve mathematics teaching practices <br>by working with teachers in their classrooms, observing and providing <br>feedback to them, modeling appropriate teaching practices, conducting <br>workshops or institutes, establishing learning communities, and gathering <br>appropriate and useful resources; (d) "Mathematics diagnostic assessment" means an assessment that identifies a student at risk of failure in mathematics or a student with major deficits in <br>numeracy and other mathematical concepts and skills; (e) "Mathematics intervention program" means an intensive instructional program that is based on valid research and is provided by a highly trained teacher to <br>specifically meet individual students needs; (f) "Mathematics leader" means any educator with a specialization in mathematics who: <br>1. Serves in a supervisory capacity, such as mathematics department chair, <br>school-based mathematics specialist, or district mathematics supervisor <br>or coordinator; or 2. Regularly conducts or facilitates teacher professional development, such <br>as higher education faculty or other mathematics teachers; (g) "Mathematics mentor" means an experienced mathematics coach who typically works with beginning or novice teachers only. The responsibilities <br>and roles of the mentor are the same as those of the coach; (h) "Numeracy" means the development of the basic concepts which include counting, place value, addition and subtraction strategies, multiplication and <br>division strategies, and the concepts of time, money, and length. To be <br>numerate is to have and be able to use appropriate mathematical knowledge, <br>concepts, skills, intuition, and experience in relationship to every day life; (i) "Relationships" means connections of mathematical concepts and skills within mathematics; and (j) "Skills" means actions of mathematics. (2) The Committee for Mathematics Achievement is hereby created for the purposes of developing a multifaceted strategic plan to improve student achievement in Page 2 of 6 mathematics at all levels of schooling, prekindergarten through postsecondary and <br>adult. At a minimum the plan shall address: <br>(a) Challenging curriculum that is aligned prekindergarten through postsecondary, including consensus among high school teachers and postsecondary education <br>faculty about expectations, curriculum, and assessment; (b) Attitudes and beliefs of teachers about mathematics; <br>(c) Teachers' knowledge of mathematics; <br>(d) Diagnostic assessment, intervention services, and instructional strategies; <br>(e) Shortages of teachers of mathematics, including incentives to attract strong candidates to mathematics teaching; (f) Statewide institutes that prepare cadres of mathematics leaders in local school districts, which may include highly skilled retired mathematics teachers, to <br>serve as coaches and mentors in districts and schools; (g) Cohesive continuing education options for experienced mathematics classroom teachers; (h) Closing the student achievement gap among various student subpopulations; <br>(i) Curriculum expectations and assessments of students among the various school levels, prekindergarten, primary, elementary, middle, and high school; (j) Content standards for adult education centers providing mathematics curricula; (k) Introductory postsecondary education mathematics courses that are appropriate to the wide array of academic programs and majors; (l) Research to analyze further the issues of transition from high school or GED programs to postsecondary education mathematics; and (m) The early mathematics testing program under KRS 158.803. Other factors may be included in the strategic plan as deemed appropriate by the <br>committee to improve mathematics achievement of Kentucky students. (3) In carrying out its responsibility under subsection (2)(f) of this section, the committee shall: <br>(a) Design a statewide professional development program that includes summer mathematics institutes at colleges and universities, follow-up, and school-<br>based support services, beginning no later than June 1, 2006, to prepare teams <br>of teachers as coaches and mentors of mathematics at all school levels to <br>improve student achievement. Teachers shall receive training in diagnostic <br>assessment and intervention. The statewide initiative shall be funded, based <br>on available funds, from the Teachers' Professional Growth Fund described in <br>KRS 156.553. The design shall: <br>1. Define the curricula focus; 2. Build on the expertise of specific colleges and universities; 3. Place emphasis on mathematics concepts, skills and relationships, <br>diagnostic assessment, intervention services, and instructional strategies; Page 3 of 6 4. Identify quality control measures for the delivery of each institute; 5. Establish evaluation procedures for the summer institutes and the other <br>professional development components; 6. Provide updates and networking opportunities for coaches and mentors <br>throughout the school year; and 7. Define other components within the initiative that are necessary to meet <br>the goal of increasing student achievement in mathematics; (b) Require schools and districts approved to have participants in the mathematics leader institutes to provide assurances that: <br>1. The district and schools have, or will develop, local mathematics <br>curricula and assessments that align with state standards for <br>mathematics; 2. There is a local commitment to build a cadre of mathematics leaders <br>within the district; 3. The district and participating schools will provide in-school support for <br>coaching and mentoring activities; 4. The mathematics teachers are willing to develop classroom assessments <br>that align with state assessments; and 5. Students who need modified instructional and intervention services will <br>have opportunity for continuing education services beyond the regular <br>school day, week, or year; and (c) In addition to the conditions specified in paragraph (b) of this subsection, the committee shall make recommendations to the Kentucky Department of <br>Education and the Kentucky Board of Education for criteria to be included in <br>administrative regulations promulgated by the board which define: <br>1. Eligible grant recipients, taking into consideration how this program <br>relates to other funded mathematics initiatives; 2. The application process and review; 3. The responsibilities of schools and districts, including but not limited to <br>matching funds requirements, released or extended time for coaches and <br>mentors during the school year, continuing education requirements for <br>teachers and administrators in participating schools, data to be collected, <br>and local evaluation requirements; and 4. Other recommendations requested by the Kentucky Department of <br>Education. (4) The committee shall initially be composed of twenty-five (25) members as follows: (a) The commissioner of education or his or her designee; <br>(b) The president of the Council on Postsecondary Education or his or her designee; (c) The president of the Association of Independent Kentucky Colleges and Universities or his or her designee; Page 4 of 6 (d) The executive director of the Education Professional Standards Board or his or her designee; (e) The secretary of the Education and Workforce Development Cabinet or his or her designee; (f) A representative with a specialty in mathematics or mathematics education who has expertise and experience in professional development, especially <br>with coaching and mentoring of teachers, from each of the nine (9) public <br>postsecondary education institutions defined in KRS 164.001. The <br>representatives shall be selected by mutual agreement of the president of the <br>Council on Postsecondary Education and the commissioner of education; (g) Two (2) adult education instructors selected by the vice president for Kentucky Adult Education; (h) Two (2) elementary, two (2) middle, and two (2) high school mathematics teachers, appointed by the board of the statewide professional education <br>association having the largest paid membership with approval from their <br>respective local principals and superintendents of schools; and (i) Three (3) school administrators, with one (1) each representing elementary, middle, and high school, appointed by the board of the statewide <br>administrators' association having the largest paid membership with approval <br>from their respective local superintendents of schools. When the Center for Mathematics created under KRS 164.525 becomes operational, <br>the executive director of the center shall be added to the committee, which shall <br>then be composed of twenty-six (26) members. Appointments to the committee <br>shall be made no later than thirty (30) days following March 18, 2005, and the first <br>meeting of the committee shall occur no later than thirty (30) days following <br>appointment of the members. (5) A majority of the full membership shall constitute a quorum. <br>(6) Each member of the committee, other than members who serve by virtue of their positions, shall serve for a term of three (3) years or until a successor is appointed <br>and qualified, except that the initial appointments shall be made in the following <br>manner: six (6) members shall serve a one (1) year term, six (6) members shall <br>serve a two (2) year term, and eight (8) members shall serve a three (3) year term. (7) A temporary chair of the committee shall be appointed prior to the first meeting of the committee through consensus of the president of the Council on Postsecondary <br>Education and the commissioner of education, to serve ninety (90) days after his or <br>her appointment. Prior to the end of the ninety (90) days, the committee shall elect a <br>chair by majority vote. The temporary chair may be a nominee for the chair by <br>majority vote. Thereafter, a chair shall be elected each calendar year. An individual <br>may not serve as chair for more than three (3) consecutive years. The chair shall be <br>the presiding officer of the committee, and coordinate the functions and activities of <br>the committee. (8) The committee shall be attached to the Kentucky Department of Education for administrative purposes. The commissioner of education may contract with a Page 5 of 6 mathematics-trained professional to provide part-time staff support to the <br>committee. The commissioner of education and the president of the council shall <br>reach consensus in the selection of a person to fill the position. The person selected <br>shall have a graduate degree, a mathematics major, and teaching or administrative <br>experience in elementary and secondary education. The person shall not be a current <br>employee of any entity represented on the committee. The department shall provide <br>office space and other resources necessary to support the staff position and the work <br>of the committee. (9) The committee, under the leadership of the chair, may organize itself into appropriate subcommittees and work structures to accomplish the purposes of the <br>committee. (10) Members of the committee shall serve without compensation but shall be reimbursed for necessary travel and expenses while attending meetings at the same <br>per diem rate promulgated in administrative regulation for state employees under <br>provisions of KRS Chapter 45. Funds shall be provided school districts to cover the <br>cost of substitute teachers for those teachers on the committee at each district's <br>established rate for substitute teachers. (11) If a vacancy occurs within the committee during its duration, the board of the statewide professional education association having the largest paid membership or <br>the board of the statewide administrators association having the largest paid <br>membership or the president of the Council on Postsecondary Education, as <br>appropriate, shall appoint a person to fill the vacancy. (12) The committee shall: (a) Present a draft strategic plan addressing the requirements in subsection (1) of this section and other issues that arose during the work of the committee to the <br>Education Assessment and Accountability Review Subcommittee no later than <br>August 2005; (b) Present the strategic plan for improving mathematics achievement to the Interim Joint Committee on Education by July 15, 2006, which shall include <br>any recommendations that require legislative action; and (c) Provide a final written report of committee activities to the Interim Joint Committee on Education and the Legislative Research Commission by <br>December 1, 2006. (13) The committee shall have ongoing responsibility for providing advice and guidance to policymakers in the development of statewide policies and in the identification <br>and allocation of resources to improve mathematics achievement. In carrying out <br>this responsibility, the committee shall periodically review the strategic plan and <br>make modifications as deemed appropriate and report those to the Interim Joint <br>Committee on Education. (14) The committee shall collaborate with the Center for Mathematics to ensure that there is ongoing identification of research-based intervention programs for K-12 <br>students who have fallen behind in mathematics, rigorous mathematics curricula <br>that prepare students for the next level of schooling, research-based professional Page 6 of 6 development models that prepare teachers in mathematics and pedagogy, and <br>strategies for closing the gap between high school or GED and postsecondary <br>mathematics preparation. Effective: June 25, 2009 <br>History: Amended 2009 Ky. Acts ch. 11, sec. 51, effective June 25, 2009. -- Amended 2006 Ky. Acts ch. 211, sec. 89, effective July 12, 2006. -- Created 2005 Ky. Acts <br>ch. 164, sec. 2, effective March 18, 2005. Legislative Research Commission Note (3/18/2005). 2005 Ky. Acts ch. 164, sec. 2, subsection (3), contained a reference to "subsection (1)(f) of this section." This <br>reference should have been changed to "subsection (2)(f) of this section" when the <br>Senate committee substitute inserted a new subsection (1). The Statute Reviser, under <br>the authority of KRS 7.136, has made the change.
Page 1 of 6 158.842 Definitions for KRS 158.840 to 158.844 -- Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties of <br>committee -- Report to Interim Joint Committee on Education. (1) As used in KRS 158.840 to 158.844, unless the context requires otherwise: (a) "Concepts" means mathematical ideas that serve as the basis for understanding mathematics; (b) "Mathematics" means the curriculum of numbers and computations, geometry and measurements, probability and statistics, and algebraic ideas; (c) "Mathematics coach" means a mathematics leader whose primary responsibility is to provide ongoing support for one (1) or more mathematics <br>teachers. The role of the coach is to improve mathematics teaching practices <br>by working with teachers in their classrooms, observing and providing <br>feedback to them, modeling appropriate teaching practices, conducting <br>workshops or institutes, establishing learning communities, and gathering <br>appropriate and useful resources; (d) "Mathematics diagnostic assessment" means an assessment that identifies a student at risk of failure in mathematics or a student with major deficits in <br>numeracy and other mathematical concepts and skills; (e) "Mathematics intervention program" means an intensive instructional program that is based on valid research and is provided by a highly trained teacher to <br>specifically meet individual students needs; (f) "Mathematics leader" means any educator with a specialization in mathematics who: <br>1. Serves in a supervisory capacity, such as mathematics department chair, <br>school-based mathematics specialist, or district mathematics supervisor <br>or coordinator; or 2. Regularly conducts or facilitates teacher professional development, such <br>as higher education faculty or other mathematics teachers; (g) "Mathematics mentor" means an experienced mathematics coach who typically works with beginning or novice teachers only. The responsibilities <br>and roles of the mentor are the same as those of the coach; (h) "Numeracy" means the development of the basic concepts which include counting, place value, addition and subtraction strategies, multiplication and <br>division strategies, and the concepts of time, money, and length. To be <br>numerate is to have and be able to use appropriate mathematical knowledge, <br>concepts, skills, intuition, and experience in relationship to every day life; (i) "Relationships" means connections of mathematical concepts and skills within mathematics; and (j) "Skills" means actions of mathematics. (2) The Committee for Mathematics Achievement is hereby created for the purposes of developing a multifaceted strategic plan to improve student achievement in Page 2 of 6 mathematics at all levels of schooling, prekindergarten through postsecondary and <br>adult. At a minimum the plan shall address: <br>(a) Challenging curriculum that is aligned prekindergarten through postsecondary, including consensus among high school teachers and postsecondary education <br>faculty about expectations, curriculum, and assessment; (b) Attitudes and beliefs of teachers about mathematics; <br>(c) Teachers' knowledge of mathematics; <br>(d) Diagnostic assessment, intervention services, and instructional strategies; <br>(e) Shortages of teachers of mathematics, including incentives to attract strong candidates to mathematics teaching; (f) Statewide institutes that prepare cadres of mathematics leaders in local school districts, which may include highly skilled retired mathematics teachers, to <br>serve as coaches and mentors in districts and schools; (g) Cohesive continuing education options for experienced mathematics classroom teachers; (h) Closing the student achievement gap among various student subpopulations; <br>(i) Curriculum expectations and assessments of students among the various school levels, prekindergarten, primary, elementary, middle, and high school; (j) Content standards for adult education centers providing mathematics curricula; (k) Introductory postsecondary education mathematics courses that are appropriate to the wide array of academic programs and majors; (l) Research to analyze further the issues of transition from high school or GED programs to postsecondary education mathematics; and (m) The early mathematics testing program under KRS 158.803. Other factors may be included in the strategic plan as deemed appropriate by the <br>committee to improve mathematics achievement of Kentucky students. (3) In carrying out its responsibility under subsection (2)(f) of this section, the committee shall: <br>(a) Design a statewide professional development program that includes summer mathematics institutes at colleges and universities, follow-up, and school-<br>based support services, beginning no later than June 1, 2006, to prepare teams <br>of teachers as coaches and mentors of mathematics at all school levels to <br>improve student achievement. Teachers shall receive training in diagnostic <br>assessment and intervention. The statewide initiative shall be funded, based <br>on available funds, from the Teachers' Professional Growth Fund described in <br>KRS 156.553. The design shall: <br>1. Define the curricula focus; 2. Build on the expertise of specific colleges and universities; 3. Place emphasis on mathematics concepts, skills and relationships, <br>diagnostic assessment, intervention services, and instructional strategies; Page 3 of 6 4. Identify quality control measures for the delivery of each institute; 5. Establish evaluation procedures for the summer institutes and the other <br>professional development components; 6. Provide updates and networking opportunities for coaches and mentors <br>throughout the school year; and 7. Define other components within the initiative that are necessary to meet <br>the goal of increasing student achievement in mathematics; (b) Require schools and districts approved to have participants in the mathematics leader institutes to provide assurances that: <br>1. The district and schools have, or will develop, local mathematics <br>curricula and assessments that align with state standards for <br>mathematics; 2. There is a local commitment to build a cadre of mathematics leaders <br>within the district; 3. The district and participating schools will provide in-school support for <br>coaching and mentoring activities; 4. The mathematics teachers are willing to develop classroom assessments <br>that align with state assessments; and 5. Students who need modified instructional and intervention services will <br>have opportunity for continuing education services beyond the regular <br>school day, week, or year; and (c) In addition to the conditions specified in paragraph (b) of this subsection, the committee shall make recommendations to the Kentucky Department of <br>Education and the Kentucky Board of Education for criteria to be included in <br>administrative regulations promulgated by the board which define: <br>1. Eligible grant recipients, taking into consideration how this program <br>relates to other funded mathematics initiatives; 2. The application process and review; 3. The responsibilities of schools and districts, including but not limited to <br>matching funds requirements, released or extended time for coaches and <br>mentors during the school year, continuing education requirements for <br>teachers and administrators in participating schools, data to be collected, <br>and local evaluation requirements; and 4. Other recommendations requested by the Kentucky Department of <br>Education. (4) The committee shall initially be composed of twenty-five (25) members as follows: (a) The commissioner of education or his or her designee; <br>(b) The president of the Council on Postsecondary Education or his or her designee; (c) The president of the Association of Independent Kentucky Colleges and Universities or his or her designee; Page 4 of 6 (d) The executive director of the Education Professional Standards Board or his or her designee; (e) The secretary of the Education and Workforce Development Cabinet or his or her designee; (f) A representative with a specialty in mathematics or mathematics education who has expertise and experience in professional development, especially <br>with coaching and mentoring of teachers, from each of the nine (9) public <br>postsecondary education institutions defined in KRS 164.001. The <br>representatives shall be selected by mutual agreement of the president of the <br>Council on Postsecondary Education and the commissioner of education; (g) Two (2) adult education instructors selected by the vice president for Kentucky Adult Education; (h) Two (2) elementary, two (2) middle, and two (2) high school mathematics teachers, appointed by the board of the statewide professional education <br>association having the largest paid membership with approval from their <br>respective local principals and superintendents of schools; and (i) Three (3) school administrators, with one (1) each representing elementary, middle, and high school, appointed by the board of the statewide <br>administrators' association having the largest paid membership with approval <br>from their respective local superintendents of schools. When the Center for Mathematics created under KRS 164.525 becomes operational, <br>the executive director of the center shall be added to the committee, which shall <br>then be composed of twenty-six (26) members. Appointments to the committee <br>shall be made no later than thirty (30) days following March 18, 2005, and the first <br>meeting of the committee shall occur no later than thirty (30) days following <br>appointment of the members. (5) A majority of the full membership shall constitute a quorum. <br>(6) Each member of the committee, other than members who serve by virtue of their positions, shall serve for a term of three (3) years or until a successor is appointed <br>and qualified, except that the initial appointments shall be made in the following <br>manner: six (6) members shall serve a one (1) year term, six (6) members shall <br>serve a two (2) year term, and eight (8) members shall serve a three (3) year term. (7) A temporary chair of the committee shall be appointed prior to the first meeting of the committee through consensus of the president of the Council on Postsecondary <br>Education and the commissioner of education, to serve ninety (90) days after his or <br>her appointment. Prior to the end of the ninety (90) days, the committee shall elect a <br>chair by majority vote. The temporary chair may be a nominee for the chair by <br>majority vote. Thereafter, a chair shall be elected each calendar year. An individual <br>may not serve as chair for more than three (3) consecutive years. The chair shall be <br>the presiding officer of the committee, and coordinate the functions and activities of <br>the committee. (8) The committee shall be attached to the Kentucky Department of Education for administrative purposes. The commissioner of education may contract with a Page 5 of 6 mathematics-trained professional to provide part-time staff support to the <br>committee. The commissioner of education and the president of the council shall <br>reach consensus in the selection of a person to fill the position. The person selected <br>shall have a graduate degree, a mathematics major, and teaching or administrative <br>experience in elementary and secondary education. The person shall not be a current <br>employee of any entity represented on the committee. The department shall provide <br>office space and other resources necessary to support the staff position and the work <br>of the committee. (9) The committee, under the leadership of the chair, may organize itself into appropriate subcommittees and work structures to accomplish the purposes of the <br>committee. (10) Members of the committee shall serve without compensation but shall be reimbursed for necessary travel and expenses while attending meetings at the same <br>per diem rate promulgated in administrative regulation for state employees under <br>provisions of KRS Chapter 45. Funds shall be provided school districts to cover the <br>cost of substitute teachers for those teachers on the committee at each district's <br>established rate for substitute teachers. (11) If a vacancy occurs within the committee during its duration, the board of the statewide professional education association having the largest paid membership or <br>the board of the statewide administrators association having the largest paid <br>membership or the president of the Council on Postsecondary Education, as <br>appropriate, shall appoint a person to fill the vacancy. (12) The committee shall: (a) Present a draft strategic plan addressing the requirements in subsection (1) of this section and other issues that arose during the work of the committee to the <br>Education Assessment and Accountability Review Subcommittee no later than <br>August 2005; (b) Present the strategic plan for improving mathematics achievement to the Interim Joint Committee on Education by July 15, 2006, which shall include <br>any recommendations that require legislative action; and (c) Provide a final written report of committee activities to the Interim Joint Committee on Education and the Legislative Research Commission by <br>December 1, 2006. (13) The committee shall have ongoing responsibility for providing advice and guidance to policymakers in the development of statewide policies and in the identification <br>and allocation of resources to improve mathematics achievement. In carrying out <br>this responsibility, the committee shall periodically review the strategic plan and <br>make modifications as deemed appropriate and report those to the Interim Joint <br>Committee on Education. (14) The committee shall collaborate with the Center for Mathematics to ensure that there is ongoing identification of research-based intervention programs for K-12 <br>students who have fallen behind in mathematics, rigorous mathematics curricula <br>that prepare students for the next level of schooling, research-based professional Page 6 of 6 development models that prepare teachers in mathematics and pedagogy, and <br>strategies for closing the gap between high school or GED and postsecondary <br>mathematics preparation. Effective: June 25, 2009 <br>History: Amended 2009 Ky. Acts ch. 11, sec. 51, effective June 25, 2009. -- Amended 2006 Ky. Acts ch. 211, sec. 89, effective July 12, 2006. -- Created 2005 Ky. Acts <br>ch. 164, sec. 2, effective March 18, 2005. Legislative Research Commission Note (3/18/2005). 2005 Ky. Acts ch. 164, sec. 2, subsection (3), contained a reference to "subsection (1)(f) of this section." This <br>reference should have been changed to "subsection (2)(f) of this section" when the <br>Senate committee substitute inserted a new subsection (1). The Statute Reviser, under <br>the authority of KRS 7.136, has made the change.
Page 1 of 6 158.842 Definitions for KRS 158.840 to 158.844 -- Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties of <br>committee -- Report to Interim Joint Committee on Education. (1) As used in KRS 158.840 to 158.844, unless the context requires otherwise: (a) "Concepts" means mathematical ideas that serve as the basis for understanding mathematics; (b) "Mathematics" means the curriculum of numbers and computations, geometry and measurements, probability and statistics, and algebraic ideas; (c) "Mathematics coach" means a mathematics leader whose primary responsibility is to provide ongoing support for one (1) or more mathematics <br>teachers. The role of the coach is to improve mathematics teaching practices <br>by working with teachers in their classrooms, observing and providing <br>feedback to them, modeling appropriate teaching practices, conducting <br>workshops or institutes, establishing learning communities, and gathering <br>appropriate and useful resources; (d) "Mathematics diagnostic assessment" means an assessment that identifies a student at risk of failure in mathematics or a student with major deficits in <br>numeracy and other mathematical concepts and skills; (e) "Mathematics intervention program" means an intensive instructional program that is based on valid research and is provided by a highly trained teacher to <br>specifically meet individual students needs; (f) "Mathematics leader" means any educator with a specialization in mathematics who: <br>1. Serves in a supervisory capacity, such as mathematics department chair, <br>school-based mathematics specialist, or district mathematics supervisor <br>or coordinator; or 2. Regularly conducts or facilitates teacher professional development, such <br>as higher education faculty or other mathematics teachers; (g) "Mathematics mentor" means an experienced mathematics coach who typically works with beginning or novice teachers only. The responsibilities <br>and roles of the mentor are the same as those of the coach; (h) "Numeracy" means the development of the basic concepts which include counting, place value, addition and subtraction strategies, multiplication and <br>division strategies, and the concepts of time, money, and length. To be <br>numerate is to have and be able to use appropriate mathematical knowledge, <br>concepts, skills, intuition, and experience in relationship to every day life; (i) "Relationships" means connections of mathematical concepts and skills within mathematics; and (j) "Skills" means actions of mathematics. (2) The Committee for Mathematics Achievement is hereby created for the purposes of developing a multifaceted strategic plan to improve student achievement in Page 2 of 6 mathematics at all levels of schooling, prekindergarten through postsecondary and <br>adult. At a minimum the plan shall address: <br>(a) Challenging curriculum that is aligned prekindergarten through postsecondary, including consensus among high school teachers and postsecondary education <br>faculty about expectations, curriculum, and assessment; (b) Attitudes and beliefs of teachers about mathematics; <br>(c) Teachers' knowledge of mathematics; <br>(d) Diagnostic assessment, intervention services, and instructional strategies; <br>(e) Shortages of teachers of mathematics, including incentives to attract strong candidates to mathematics teaching; (f) Statewide institutes that prepare cadres of mathematics leaders in local school districts, which may include highly skilled retired mathematics teachers, to <br>serve as coaches and mentors in districts and schools; (g) Cohesive continuing education options for experienced mathematics classroom teachers; (h) Closing the student achievement gap among various student subpopulations; <br>(i) Curriculum expectations and assessments of students among the various school levels, prekindergarten, primary, elementary, middle, and high school; (j) Content standards for adult education centers providing mathematics curricula; (k) Introductory postsecondary education mathematics courses that are appropriate to the wide array of academic programs and majors; (l) Research to analyze further the issues of transition from high school or GED programs to postsecondary education mathematics; and (m) The early mathematics testing program under KRS 158.803. Other factors may be included in the strategic plan as deemed appropriate by the <br>committee to improve mathematics achievement of Kentucky students. (3) In carrying out its responsibility under subsection (2)(f) of this section, the committee shall: <br>(a) Design a statewide professional development program that includes summer mathematics institutes at colleges and universities, follow-up, and school-<br>based support services, beginning no later than June 1, 2006, to prepare teams <br>of teachers as coaches and mentors of mathematics at all school levels to <br>improve student achievement. Teachers shall receive training in diagnostic <br>assessment and intervention. The statewide initiative shall be funded, based <br>on available funds, from the Teachers' Professional Growth Fund described in <br>KRS 156.553. The design shall: <br>1. Define the curricula focus; 2. Build on the expertise of specific colleges and universities; 3. Place emphasis on mathematics concepts, skills and relationships, <br>diagnostic assessment, intervention services, and instructional strategies; Page 3 of 6 4. Identify quality control measures for the delivery of each institute; 5. Establish evaluation procedures for the summer institutes and the other <br>professional development components; 6. Provide updates and networking opportunities for coaches and mentors <br>throughout the school year; and 7. Define other components within the initiative that are necessary to meet <br>the goal of increasing student achievement in mathematics; (b) Require schools and districts approved to have participants in the mathematics leader institutes to provide assurances that: <br>1. The district and schools have, or will develop, local mathematics <br>curricula and assessments that align with state standards for <br>mathematics; 2. There is a local commitment to build a cadre of mathematics leaders <br>within the district; 3. The district and participating schools will provide in-school support for <br>coaching and mentoring activities; 4. The mathematics teachers are willing to develop classroom assessments <br>that align with state assessments; and 5. Students who need modified instructional and intervention services will <br>have opportunity for continuing education services beyond the regular <br>school day, week, or year; and (c) In addition to the conditions specified in paragraph (b) of this subsection, the committee shall make recommendations to the Kentucky Department of <br>Education and the Kentucky Board of Education for criteria to be included in <br>administrative regulations promulgated by the board which define: <br>1. Eligible grant recipients, taking into consideration how this program <br>relates to other funded mathematics initiatives; 2. The application process and review; 3. The responsibilities of schools and districts, including but not limited to <br>matching funds requirements, released or extended time for coaches and <br>mentors during the school year, continuing education requirements for <br>teachers and administrators in participating schools, data to be collected, <br>and local evaluation requirements; and 4. Other recommendations requested by the Kentucky Department of <br>Education. (4) The committee shall initially be composed of twenty-five (25) members as follows: (a) The commissioner of education or his or her designee; <br>(b) The president of the Council on Postsecondary Education or his or her designee; (c) The president of the Association of Independent Kentucky Colleges and Universities or his or her designee; Page 4 of 6 (d) The executive director of the Education Professional Standards Board or his or her designee; (e) The secretary of the Education and Workforce Development Cabinet or his or her designee; (f) A representative with a specialty in mathematics or mathematics education who has expertise and experience in professional development, especially <br>with coaching and mentoring of teachers, from each of the nine (9) public <br>postsecondary education institutions defined in KRS 164.001. The <br>representatives shall be selected by mutual agreement of the president of the <br>Council on Postsecondary Education and the commissioner of education; (g) Two (2) adult education instructors selected by the vice president for Kentucky Adult Education; (h) Two (2) elementary, two (2) middle, and two (2) high school mathematics teachers, appointed by the board of the statewide professional education <br>association having the largest paid membership with approval from their <br>respective local principals and superintendents of schools; and (i) Three (3) school administrators, with one (1) each representing elementary, middle, and high school, appointed by the board of the statewide <br>administrators' association having the largest paid membership with approval <br>from their respective local superintendents of schools. When the Center for Mathematics created under KRS 164.525 becomes operational, <br>the executive director of the center shall be added to the committee, which shall <br>then be composed of twenty-six (26) members. Appointments to the committee <br>shall be made no later than thirty (30) days following March 18, 2005, and the first <br>meeting of the committee shall occur no later than thirty (30) days following <br>appointment of the members. (5) A majority of the full membership shall constitute a quorum. <br>(6) Each member of the committee, other than members who serve by virtue of their positions, shall serve for a term of three (3) years or until a successor is appointed <br>and qualified, except that the initial appointments shall be made in the following <br>manner: six (6) members shall serve a one (1) year term, six (6) members shall <br>serve a two (2) year term, and eight (8) members shall serve a three (3) year term. (7) A temporary chair of the committee shall be appointed prior to the first meeting of the committee through consensus of the president of the Council on Postsecondary <br>Education and the commissioner of education, to serve ninety (90) days after his or <br>her appointment. Prior to the end of the ninety (90) days, the committee shall elect a <br>chair by majority vote. The temporary chair may be a nominee for the chair by <br>majority vote. Thereafter, a chair shall be elected each calendar year. An individual <br>may not serve as chair for more than three (3) consecutive years. The chair shall be <br>the presiding officer of the committee, and coordinate the functions and activities of <br>the committee. (8) The committee shall be attached to the Kentucky Department of Education for administrative purposes. The commissioner of education may contract with a Page 5 of 6 mathematics-trained professional to provide part-time staff support to the <br>committee. The commissioner of education and the president of the council shall <br>reach consensus in the selection of a person to fill the position. The person selected <br>shall have a graduate degree, a mathematics major, and teaching or administrative <br>experience in elementary and secondary education. The person shall not be a current <br>employee of any entity represented on the committee. The department shall provide <br>office space and other resources necessary to support the staff position and the work <br>of the committee. (9) The committee, under the leadership of the chair, may organize itself into appropriate subcommittees and work structures to accomplish the purposes of the <br>committee. (10) Members of the committee shall serve without compensation but shall be reimbursed for necessary travel and expenses while attending meetings at the same <br>per diem rate promulgated in administrative regulation for state employees under <br>provisions of KRS Chapter 45. Funds shall be provided school districts to cover the <br>cost of substitute teachers for those teachers on the committee at each district's <br>established rate for substitute teachers. (11) If a vacancy occurs within the committee during its duration, the board of the statewide professional education association having the largest paid membership or <br>the board of the statewide administrators association having the largest paid <br>membership or the president of the Council on Postsecondary Education, as <br>appropriate, shall appoint a person to fill the vacancy. (12) The committee shall: (a) Present a draft strategic plan addressing the requirements in subsection (1) of this section and other issues that arose during the work of the committee to the <br>Education Assessment and Accountability Review Subcommittee no later than <br>August 2005; (b) Present the strategic plan for improving mathematics achievement to the Interim Joint Committee on Education by July 15, 2006, which shall include <br>any recommendations that require legislative action; and (c) Provide a final written report of committee activities to the Interim Joint Committee on Education and the Legislative Research Commission by <br>December 1, 2006. (13) The committee shall have ongoing responsibility for providing advice and guidance to policymakers in the development of statewide policies and in the identification <br>and allocation of resources to improve mathematics achievement. In carrying out <br>this responsibility, the committee shall periodically review the strategic plan and <br>make modifications as deemed appropriate and report those to the Interim Joint <br>Committee on Education. (14) The committee shall collaborate with the Center for Mathematics to ensure that there is ongoing identification of research-based intervention programs for K-12 <br>students who have fallen behind in mathematics, rigorous mathematics curricula <br>that prepare students for the next level of schooling, research-based professional Page 6 of 6 development models that prepare teachers in mathematics and pedagogy, and <br>strategies for closing the gap between high school or GED and postsecondary <br>mathematics preparation. Effective: June 25, 2009 <br>History: Amended 2009 Ky. Acts ch. 11, sec. 51, effective June 25, 2009. -- Amended 2006 Ky. Acts ch. 211, sec. 89, effective July 12, 2006. -- Created 2005 Ky. Acts <br>ch. 164, sec. 2, effective March 18, 2005. Legislative Research Commission Note (3/18/2005). 2005 Ky. Acts ch. 164, sec. 2, subsection (3), contained a reference to "subsection (1)(f) of this section." This <br>reference should have been changed to "subsection (2)(f) of this section" when the <br>Senate committee substitute inserted a new subsection (1). The Statute Reviser, under <br>the authority of KRS 7.136, has made the change.
