About the KCM Numeracy Counts Academy

Introduction

HB 162 (2024) states that "mathematics proficiency is essential for all Kentucky students to achieve the 12 academic goals established in KRS 158.6451. It is Kentucky's goal that all children have the skills necessary to demonstrate procedural skill and fluency, building from conceptual understanding to application, in order to solve real-world problems." The KCM Numeracy Counts Academy is one of the efforts established to achieve that goal (see the KDE's Numeracy Counts site for more).

The Academy is for Kentucky teachers by Kentucky teachers. It was collaboratively developed by educators throughout the Commonwealth, from organizations that include the University of Louisville, Northern Kentucky University, the University of Kentucky, Western University, the Kentucky Center for Mathematics, PIMSER, the regional educational cooperatives and elementary schools. These content creators produced modules of research-based, mathematics content to strengthen implementation of HQIR, deepen mathematical content knowledge, and expand pedagogical content knowledge.

Cadres

The Academy's targeted teacher groups are K-5 classroom teachers, special education teachers, intervention teachers, and coaches. These participants will be divided into cadres. Each cadre will have an assigned KCM Numeracy Counts Mentor to guide its participants through their collegial and collaborative learning experience.

The map above shows the dates and locations of the launch sites for the Cohort 2 cadres.

Modules

The program consists of six modules that begin in July and conclude in April of the second school year. The modules will include asynchronous lessons, classroom practice, and collaborative Zoom sessions. They will incorporate the Kentucky Academic Standards, Mathematics Teaching Practices, a focus on fluency and progression, and High Quality Instructional Resources (HQIR).

July-August Year One

Module 1 Content

Teachers will:
  • understand and define fluency across mathematical domains in the Kentucky Academic Standards through the Academy Guiding Frameworks
  • build understanding of the progression of fact fluency and use explicit instructional moves to support student learning
  • enact the Teach-Practice-Assess framework to strengthen fluency development
  • Engage in HQIR
September-December Year One

Module 2 Content

Teachers will:
  • deepen their understanding of foundational and advanced number concepts
  • deepen understanding of foundational and advanced number concepts, including units, fractions, decimals, and the base-ten system
  • analyze and implement tasks that provide meaningful engagement opportunities for all students to build fluency with number concepts
  • Engage in HQIR
January-April Year One

Module 3 Content

Teachers will:
  • make sense of strategies based on place value, properties of operations, and the relationship between operations using whole numbers, fractions, and decimals, and understand how students reason abstractly and quantitatively
  • implement tasks that promote flexible use of computational strategies
  • use fluency routines to teach, practice, and assess students' use of computational strategies
  • Engage in HQIR
July-August Year Two

Module 4 Content

Teachers will:
  • build geometric reasoning and fluency by examining relationships among figures, their attributes, and measurement concepts
  • develop understanding of geometric measurement through connected progressions across perimeter, area, and volume
  • elicit and analyze student thinking to inform geometry and measurement instruction
  • Engage in HQIR
September-December Year Two

Module 5 Content

Teachers will:
  • flexibly model and represent problems involving fractions and decimals
  • strengthen understanding of the progression of fractions and decimals and their connection to whole number development
  • engage in instructional routines that support students in making sense of mathematical situations, reasoning about solutions, and developing fluency with fractions and decimals
  • Engage in HQIR
January-April School Year Two

Module 6 Content

Teachers will:
  • build understanding of statistics as a process for analyzing data and making informed decisions
  • use purposeful questioning and instructional routines to promote discourse, reasoning, and fluency with the statistical process
  • analyze student thinking and use evidence to guide next instructional steps across the statistical process
  • Engage in HQIR

Schedule

A high level view of the schedule is shown below. Specific dates and times will be provided as needed.