Mathematics Improvement Plan Teacher Guide
To support implementation of the Kentucky Numeracy Counts Act,
the Office of Teaching and Learning has released the
Mathematics Improvement Plan: A Step-by-Step Resource for K-3 Classroom Teachers in Kentucky.
This practical guide walks educators through every section of the
Mathematics Improvement Plan required for students who qualify for
accelerated mathematics interventions.
What’s in the guide?
Designed with classroom teachers in mind, the guide explains how the
Mathematics Improvement Plan connects to Kentucky’s Multi-Tiered System
of Supports (KyMTSS) and provides guidance for:
- Analyzing screening and diagnostic data;
- Developing goals and selecting evidence-based interventions;
- Monitoring student progress; and
- Communicating with families.
Practical tools for classroom teachers:
Tips, examples, decision-making tools and a completed sample plan
illustrate the process from start to finish.
Whether you are developing your first Mathematics Improvement Plan or
refining your school’s intervention process, this resource supports
targeted, data-informed instruction that accelerates students’
mathematical growth.
Tier 2 & Tier 3 Math Intervention Implementation Toolkit
The Office of Teaching and Learning has released the
Tier 2 & Tier 3 Math Intervention – K-3 Teachers Implementation Toolkit
to support educators delivering supplemental and intensive mathematics
interventions in grades K-3.
Aligned to the Kentucky Numeracy Counts Act (HB 162),
Kentucky’s Multi-Tiered System of Supports (KyMTSS) and Mathematics
Improvement Plan requirements, the toolkit helps educators move from
identifying student needs to implementing effective, evidence-based
intervention.
What’s in the toolkit?
- Selecting intervention targets;
- Using foundational math learning progressions;
- Applying research-based instructional practices;
- Monitoring student progress;
- Making data-informed decisions about intervention intensity; and
- Partnering with families to support mathematical learning at home.
Support for Tier 2 and Tier 3 instruction:
Concrete examples, decision-making tools and actionable strategies
support both small-group intervention and intensive intervention.
Kentucky Numeracy Counts Act: Goals and Local Implementation
With the passage of
HB 162 (2024),
the law establishes that mathematics proficiency is essential for all
Kentucky students to achieve the academic goals established in
KRS 158.6451.
Kentucky’s goal:
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
(KRS 158.791(1)(b)).
Elementary School Implementation
Per
KRS 158.791(2)(a),
it is the intent of the General Assembly that every elementary school:
-
Provide comprehensive schoolwide reading and mathematics instruction
aligned to reading, writing, and mathematics standards required by
KRS 158.6453
and outlined in administrative regulation promulgated by the
Kentucky Board of Education;
-
Provide a multi-tiered system of supports to support and engage all
students in learning to apply mathematical content and practices at
a proficient level, meaning a level that reflects developmentally
appropriate grade-level performance, by the end of grade five (5); and
-
Ensure quality instruction for reading and mathematics by highly
trained teachers and intervention by individuals most qualified to
provide the intervention.
Middle and High School Implementation
Per
KRS 158.791(2)(b),
it is the intent of the General Assembly that every middle and high school:
-
Ensure that teachers have the skills to help all students develop
critical content knowledge, strategies, and skills for subject-based
reading and grade-level appropriate mathematics;
-
Provide a multi-tiered system of supports to support and engage all
students in learning to apply mathematical content and practices at
a proficient level; and
-
Ensure all students routinely have opportunities to experience
high-quality mathematics instruction, learn challenging, grade-level
appropriate mathematics content and practices, and receive the
necessary support to make progress toward proficiency.
Kentucky Mathematics Improvement Plan Requirements for the 2026-2027 School Year
Per
KRS 158.8402,
beginning with the 2026-2027 academic year, a mathematics improvement
plan shall be developed and implemented for any student in K-3
identified as needing accelerated interventions to progress toward
proficient performance in mathematics.
Required Timeline and Process
-
When:
Within the first 60 calendar days of the academic year.
-
Who:
A mathematics improvement team develops and implements the plan.
-
Basis:
The plan is based on diagnostic assessment data.
Mathematics Improvement Plan Template
The Kentucky Department of Education (KDE) has developed a
Math Improvement Plan Template (Word)
as an example that incorporates the requirements of
KRS 158.8402.
Districts may modify the template to fit their local context.
During the problem-solving process, the template can document:
- Intervention plans;
- Progress monitoring data; and
- Parent notification.
An existing student intervention plan developed, implemented and
monitored as part of a multi-tiered system of supports may also meet
Mathematics Improvement Plan requirements if it addresses the components
required by HB 162 (2024), the Kentucky Numeracy Counts Act.
Mathematics Improvement Plans in Infinite Campus
Optional for districts:
Using Infinite Campus to record Mathematics Improvement Plans is not
required. This option is available based on district request.
Districts not using Infinite Campus to record these forms do not
need to take action related to the Infinite Campus form or report.
Kentucky Mathematics Improvement Plan Form
A fillable form titled “Kentucky Mathematics Improvement Plan” is
available in Infinite Campus (IC) for the 2026-2027 school year,
with a start date of July 1, 2026.
The form is based on the Mathematics Improvement Plan Template and
mirrors the adaptations found on the Kentucky Reading Improvement
Plan Form within IC.
Adding a Mathematics Improvement Plan to a student’s IC record allows:
- Multiple users to access the same form;
-
Schools to share the form with parents and guardians through the
Parent Portal;
-
The form to travel with a student transferring within the district
or to another district; and
-
Schools to share historical intervention records and support a more
seamless transition for transient students.
Access required:
Local KSIS administrators must grant users access to the PLP module
before they can add a Mathematics Improvement Plan form to a
student record in IC.
View guidance for adding a Mathematics Improvement Plan to a student record in Infinite Campus (PDF).
Mathematics Improvement Plan Report
Similar to the
Reading Improvement Plan Report (PDF),
the
Mathematics Improvement Plan Report (PDF)
in IC allows state, district and school leaders to monitor students
with Mathematics Improvement Plans for the 2026-2027 school year.
-
The report provides a spreadsheet with detailed student-level
Mathematics Improvement Plan information.
-
The spreadsheet can be filtered on the Form End Date to remove
inactive forms.
Report access:
Local KSIS administrators must grant users access before they can
see the report.
Data availability:
Data will not populate until Mathematics Improvement Plan forms
are added to student records during the 2026-2027 school year.