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Cost of printing paid from State funds.

Kentucky State Plan

for
Accrediting Elementary Schools

Commonwealth of Kentucky
Educational Bulletin
Vol. XXEEIII February 1970 No. 2

Published by
Kentucky Department of Education
Wendell P. Butler
Superintendent of Public Instruction

Foreword

At no time in Kentucky’s history have the challenges posed
to educators been greater. The pressures of change occurring at an
unprecedented rate in knowledge, technology, and social struc-
tures—in the very fabric of American life—weigh heavily upon
us. Educational programs adequate to the demands of yesterday’s
less complex world seem glaringly inadequate for today.

In a concerted effort to bring about needed changes, we
have turned our schools into laboratories. Experimentation is in
evidence everywhere, creating new alternatives and further com-
plicating decision-making. Many factors formerly held constant
are in question. Indeed, the very goals of public education are
being reexamined to determine their relevance to our age.

This willingness to undergo self—evaluation and to admit and
remedy our inadequacies and weaknesses is necessary if we are
to continue to play the Vigorous and important role with which
we are charged by law and by social consensus. To provide a
framework for the sound planning and careful evaluation which
are embodied in our charge, the Kentucky State Board of Edu-
cation provides a State Plan for a Program of Studies and a State
Plan for the Accreditation of Elementary and Secondary Schools.
Of these documents, the first, the Program of Studies, was revised
in the autumn of 1969 and is available now from the Division of
Elementary and Secondary Education, Bureau of Instruction.
This present bulletin offers the revised State Plan for Accredita-
tion of the Elementary Schools.

The State Plan offered herein represents the cooperative
efforts of educational leaders across the State of Kentucky. To
those who gave of their time and shared their experiences to re—
examine and evaluate past standards and to make recommenda-
tions for needed changes, we acknowledge our indebtness. Staff
members of the Department of Education participated in refor—
mulation of the current standards. Charged with administering the
plan, these same staff members now offer their services in inter-
pretation of the standards and in planning to bring present pro-
grams in line with new criteria.

\Vendell P. Butler
Superintendent of Public Instruction

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Acknowledgments

This bulletin has been revised by the staff of the Division
of Elementary and Secondary Education, Bureau of Instruc-
tion, to serve more adequately the accrediting program in a
period of change. The revision was undertaken late in the year
of 1968 and was approved by the State Board of Education at
its December meeting 1969.

Kentucky recently completed a decade of accrediting
schools under standards developed through a two-year study
(1957-59) involving more than one hundred school and lay
personnel. The work of this committee continues as a base for
the 1970’s.

The 1959 standards contributed much to the effort of the
state and local districts as they worked to improve elementary
schools during the 1960’s, experiencing steady progress in the
accrediting program during the ten years. However, change, in-
novations, new objectives, and a great variety of needs revealed
a need for revision.

\Ve acknowledge with much appreciation the intensive
work of assistant directors G. \V. Kemper and Wilbur Smith for
their leadership roles in working with members of the staff.

We wish to express our appreciation to Mrs. Martha Ellison,

coordinator of curriculum development, for editing the bulletin,
an extraordinary contribution. Also, a special word of apprecia—
tion is extended to superintendents, principals and other central
office personnel for implementing the old standards and for their
consultative service during the 1969 revision.
. Kentucky school leaders are no longer satisfied with meet—
lng minimum standards. The state and local districts are chal-
lenged by the 1970’s to meet more adequately the needs of
youth by encouraging instructional improvement through the
program of accreditation. To this end the secondary schools are
provided an invaluable means for upgrading their»instructional
programs through the revised standards. L

D. C. Anderson
Director, Division of Elementary
and Secondary Education

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Table of Contents

Foreword ________________________________________________ i
Acknowledgments _______________________________________ iii
Focus ____________________________________________________ vii
Introduction ___________________________________________ xi
Scheme of Classification: School District _________________ _ 1
Scheme of Classification: Elementary Schools ______________ 2
Standard I—Compliance with Statutory Law ______________ 3
Standard II—Statemeut of Philosophy and Objectives_-______ 8
Standard III—Planned Program of

SChOOl-Community Relations ___________________________ 9
Standard IV—Progmm ___________________________________ 11
Standard V—Essential Services ____________________________ .14
Standard VI—Organization of Program and Services _________ 20
Standard VII—Personnel Policies ________________________ 21
Standard VIII—Plant and Equipment ______-___.________-__ 25

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Focus

The purpose of the Standards of Accreditation has never
been to define the outer limits of educational excellence, but mere-
ly to identify the base from which educational pioneers may
launch out to discover new frontiers of learning as exciting and
dynamic as the newly extended world in which we live.

Don C. Bale, Assistant
Superintendent for Instruction

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Introduction

These revisions are the outgrowth of an extensive study of the
original Accreditation Standards adopted in 195.9. The revision
committee has attempted to consider all of the problems that
have developed over the last ten years in classifying and accredit—
ing schools.

The multiple—standards approach requires schools in each
classification group to meet certain general standards as well as
specific standards based on needs and objectives as reflected in
their instructional programs. Ideally, the same quality of instruc<
tion is expected of each type of school. Within recognized limita—
tions, each school should provide breadth and enrichment of
program and services consistent with pupil needs. For example,
the elementary school with a basic program is expected to provide
the same quality of instruction in the programs offered as the
standard and extended elementary schools with their expanded
curriculum. The designation “basic” is primarily a recognition of
the extent and not the quality of program offered. Any leeway
provided represents efforts to make the standards operationally
sound under existing conditions.

To achieve the goals of an adequate educational program,
the immediate objectives and order of priority should be to
strengthen existing programs and services; to expand present
curriculum areas and services to meet desirable standards; and
to add desirable new programs and services as teachers and fa-
cilities will permit.

Several provisions are pertinent to the administration of

elementary schools.

1. The annual reports of all elementary schools shall be

made on forms provided by the Department of Educa-
tion.

Compliance with State Board of Education regulations
1s a prerequisite to the establishment of any public
school. These concern approval of the educational plan,

lnnlding plan, and financial arrangements.

6'.

The establishment of a new non-public school. shall meet
equivalent pertinent provisions for public schools and
the sponsoring agency may request the services of the
Department of Education to this end. The sponsors of
the proposed school shall provide a program that will
meet accreditation standards or the proportionate pait
for each year of initial program offered and meet all
othei provisions set forth in these standards.

An accredited school that maintains standards shall
1etain a specific classification and be so designated
in the annual listing. A school not in full compliance
with standards shall be advised prior to any change of
status.

Instructional programs should be planned in accordance
with the State Plan for the Program of Studies. ap-
proved by the State Board of Education September 17,
1969.

The elementary school is to comply with a uniform pro
gram of accounting for school activity funds determined
by evaluative criteria provided by the Division of Fi-
nance.

The certificate of accreditation shall be posted in a

conspicuous place at the administrative entrance of the
school building.

The deficiency forms shall be 011 file in the offices of
the superintendent and the principal. The superintendent
shall provide each member of his board of education with
a copy of the form. The principal shall acquaint the
members of his faculty with the deficiencies of the school
and the forms shall be made available to all other inter—
ested persons.

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Scheme of Classification:
School District”:<

MERITORIOUS
REPORT

An extraordinary form of recognizing 011t-
standing or exceptionally excellent features
and phases of a local district school program.
A district might have one, several, 01' even
all aspects of its work so designated.

SUPERIOR

Fully Accredited with
Comprehensive
Program

All schools in top
classification

STANDARD

Fully Accredited with
Standard Program

No more than 15% of
children may be in
school units of
classification below
that of the district.

BASIC

Fully Accredited with
Basic Program

r‘A period of self-evaluation by the district must precede any
request to the State Board of Education for classification.

Scheme oi Classification:
Elementary Schools

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Extended—An elementary school that meets regu-
latory requirements including a minimum of 175
days of classroom instruction and provides an en—
1iched piofriam of studies and other ieatures
beyond those 1e qui1ed for a standard classifica—
tion may be considered for an extended rating. In
the extended school major emphasis should be
placed on meeting the special needs and interests
of pupils. Opportunity should be provided for
study in foreign languages, general shop, home—
making, creative activities, and remedial programs
at appropriate grade levels. The extended program
also provides more special services than other
elementary programs and sets 11p more exacting
provisions in personnel (See Standards IV; V; and
VII.).

Standard—An elementary school that meets regu-
lat01y 1"e(lui1ements including a minimum of 175
days of classroom instruction and substantially
meets all of the ( 1ite1ia included 111 these standalds
may be considered for a standard rating, All
criteria not otherwise specifically designated shall
apply to this classification.

Basic—A school which fails to meet the minimum
requirements in one or more areas but provides
the required program of studies and certified per—
sonnel may be considered for this rating.

OTHER
SCHOOLS

Schools that cannot be classified according to
these standaidsl )ut presumably meet leg 11 proﬁ-
sions of school law may continue to operate on 3
temporary basis if approved by the State Board
of Education.

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Standard I
COMPLIANCE WITH STATUTORY LAW

KRS 156.160 STATE SUPERINTENDENT TO PRE-
PARE SCHOOL BUDGET AND RULES AND REGU—
LATIONS GOVERNING SCHOOLS, FOR ADOP-
T ION BY BOARD . . . “( 2) Minimum courses of study
for the different grades and kinds of common schools,
and regulations governing educational equipment of the
schools; (2) Rules and regulations for grading, classify—
ing and accrediting all common schools) and for deter-
mining the scope of instruction that may be offered in
the different classes of schools and the minimum. re
quirements for graduation from the courses offered; . . .
(6) Regulations governing medical inspection, physical
education and recreation. and other rules and regulations
deemed necessary or advisable for the protection of the
physical welfare and safety of the public school chil-
dren; . . . (8) Rules and regulations for approving pri-
vate and parochial schools of elementary or high school
grade, and commercial schools; . .

A first step in seeking state accreditation or approval is com—
pliance with pertinent provisions of the School Law and with
administrative regulations of the State Board of Education. Mini-
mum requirements provided by law are listed in the left column.
Interpretations and current. needs and practices beyond the mini—
mum are listed in the right column.

Kentucky Revised

Some Interpretations

: iiiStLutesk 7W 7 and Current Needs

KRS 156.445—Adopted Texts The textbook program Pro-
‘ Only approved books to be vides basic tools which should
used as basal teXt-W be enriched by many supple—

mentary materials.

KRS 158.030—Defines Com-
mon School and Specifies
Age of Entrance—“. . . any
child who is six years of age
or who may become six years
of age by December 31 fol-
lowing the opening of school
may enter school provided
that he enters within 30
calendar days of the beginning
of that school year . . . ( See
also 159.010).

KRS 158.060—School Month
and School Day—~“Six hours of
actual school work shall con-
stitute a school day. The daily
session, including recesses and
intermission, shall not exceed
nine hours.”

KRS 158.070—Term—“(l ) The
minimum school term shall be
91/4 months.”

KRS 158,080—1’rivate Schools
~“The term of the school shall
not be for a shorter period in
each year than the term of the
public school provided in the
district in which the child at—
tending the school resides.”

KRS 158.140—Admission to
High School—“VVhen a pupil
in any public elementary
school or any approved pri—
vate or parochial school com—
pletes the prescribed elemen-
tary course of study he is en-

The school has an obligation
to acquaint parents with the
student’s formal school pro-
gram and to plan spring reg-
istration activities in prepara-
tion for the following year.

The quality and extent of the
educational program should
determine the length of the
school day within the statu—
tory limits. Most schools in
Kentucky exceed the mini-
mum.

Extended and S t a n d a r (1
Schools must provide 175 days
of classroom instruction.

This is another example of
equivalency provisions of the
law concerning educational
program and opportunities in
non—public schools.

Each district and school
should have written policies
dealing with promotions, re—
tentions, transfers, and re-
quests for transfers among
accredited, approved, and
non-approved schools.

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titled to a certificate of com-
pletion. The certificate shall
entitle the pupil to admission
into any public high school.
Any promotions or credits
earned in attendance in any
approved public school are
valid in any other public
school to which a pupil may
go . . . .

KRS 158.190—Sectarian Books
Prol1ibited-~“No book or other
publication of a sectarian, in-
fidel or immoral character, or
that reflects on any religious
denomination, shall be used
or distributed in any common
school . . .

KRS 158.200 to KRS 158.260
—Permissive code relating to
released-time programs for
moral instruction.

KRS 158.270—Instruction as to
Nature and Effect of Alcoholic
liquor and Narcotics—‘1 1)
The nature of alcoholic liquor
and of narcotics and their in-
jurious effects on the human
system shall be taught in each
of the grades, four to ten in—
clusive, of the c o m m on
schools . . .”

lxRS l58.280—Instruction in
Conservation—“Instruction in
all phases of conservation and

All book and non—book printed
materials used in public
schools shall be purchased
from approved public school
buying guides or lists pre-
pared or recommended by the
State Department of Educa-
tion.

Local boards of education are
encouraged to adopt policies
consistent with these provi-
sions.

Planned teaching units on
alcohol and drugs should be a
part of the basic course of
study for health and safety
education for grades four
through ten.

Planned instruction in con—
servation organized in scope

and sequence, should be an

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preservation shall be included
in the curriculum of the pub—
lic schools of Kentucky . .

KRS 159.010—Age Limits for
Compulsory Attendance.

KRS 159.040—Attendance at
Private and Parochial Schools
—“Attendance at Private and
parochial schools shall be kept
hv the authorities of such
schools in a register provided
by the State Board of Educa—
tion, and such school au-
thorities shall make attend-
ance and scholarship reports
in the same manner as is re-
quired bv law or by regulation
of the State Board of Educau
tion or public school officials.
Such schools shall at all times
be open to inspection by at—
tendance officers and offi-
cers of the Department of
Education.”

KRS 159.160—Teachers’ Re—
ports to Superintendent—“The
principal or teacher in charge
of any public, private or
parochial school shall report
to the superintendent ol~
schools of the district in
which the school is situated
the names, ages and places ol
residence of all pupils in at—
tendance at his school to—

integral part of the science
and social studies curricula.

No child is required to attend
school until he is seven years
of age.

This statute provides for uni-
form pupil accounting for all
pupils in attendance in both
public and non-public schools.

Compliance with the com-
pulsory attendance law re—
quires submission of reports
by teachers on attendance of
pupils in all schools.

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science
icula.

attend
1 years

)r uni-
for all
1 both
:rhools.

com-
w re—
eports
ace of

gether with any other facts
that the superintendent may
require to facilitate carrying
out the laws relating to com-
pulsory attendance and em—
ployment of children. The re—
ports shall be made within the
first two weeks of the begin-
ning of school in each school
year.

KRS 161.020—Certificates Re—
quired of School Emplovees;
to be Filed—“(1) No person
shall be eligible to hold the
position of superintendent,
principal, teacher, supervisor,
attendance officer, or other
public school position for
which certificates may be is—
sued, or receive salary for
services rendered in such posi-
tion, unless he holds a certifi-
cate of legal qualifications for
such position. (2) No person
shall enter upon the duties of
a position requiring certifica-
tion qualifications until his
certificate has been filed or
credentials registered with the

board of education employing
him.”

KRS 161.170—KRS 161.180—
KRS 161.200—KRS 161.210—
Teacher Responsibility for
Course of Study, Pupil Con-
duct, Records and Reports.

Professional certification is a
requirement for all profes-
sional staff members of ele-
mentary schools. The primary
responsibility for obtaining a
certificate rests with the in-
dividual. It is the responsibil-
ity of the superintendent of
schools to make payment of
salaries only to school person-
nel who hold valid certificates
for their positions.

It should be noted that these
represent minimal regulations
which most schools supple~
ment by policy.

Standard 11
STATEMENT OF PHILOSOPHY AND OBJECTIVES

The educational enterprise logically begins with sound
beliefs and clear—cut objectives. Programs, policies, and
practices for a school district and its component schools
require a frame of reference. Each school shall develop
its educational beliefs and objectives which reflect: (1)
the needs of all children and youth,- (2) the needs of a
free society; and, (3) the values of the humane tradition.

\Vithin the foregoing frame of reference:

A. The school district and community shall develop co-
operatively, and restudy at frequent intervals, a state-
ment of educational beliefs and objectives upon which
unity, balance, and direction of the total school pro-

gram may be established.

B. Each school shall develop cooperatively, within the

framework of the district, a statement of beliefs and
objectives. The philosophy shall be reviewed annually.
The objectives shall be stated in terms of skills, abil—
ities, and attitudes to be developed. There should be
evidence that faculty members have been involved in
the development of a common philosophy, share in—
sights in child development and related curriculum fac-
tors, and have freedom to structure their own programs

in terms of the needs of the children they teach.

C. Comprehensive supporting studies shall be made on a
continuing basis for use by the district and each school.

They shall include:

1. Holding power;

2. Pupil population characteristics;
3. Planned curriculum.

D. Self-evaluation reports will be required of all schools
as needed by the State Department of Education for ac-
creditation purposes.

Standard III
IVES PLANNED PROGRAM OF
SCHOOL-COMMUNITY RELATIONS
id . , .
1d Relations between the school and the community are
’18 dual in nature. Each, by. the basic character of the
)P relationship, possesses speczfic rights and certain respon—
l ) sibilities. A dynamic program of school—community rela—
a tions embraces four major responsibilities which the
n. district and school should accept. These are interpreta-
tion, information, cooperative study and evaluation, and
community services. The most valid evidence of good
school—commanity relations is the degree of participa—
3P CO‘ tion on the part of citizens and the general public. A
State sound program of school-community relations will seek
Whmh genuine acceptance of mutual responsibility by both pro-
)1 pro- fessional and lay citizens of the school-community.
in the The district and the individual school shall take appropriate
fs and steps to:
nually. _ . . _
; abil— A. Initiate and plan cooperatively a comprehenSive and
iild be continuing program for interpreting the schools to the
ved in peOple. \Vhen segments of the community lack under—
rre m standing of and appreciation for a modern school pro-
in f ac- gram, a special effort should be made to improve com—
)grams munity expectations of its schools and to establish a
L” genuine concern for the rights of children and youth
in a free society.
3 on a
school. B. Use a variety of ways and means to inform the people
about their school and education in general. This should
be accomplished through use of all available media and
activities which bring citizens to the school and take
the school to the community.
.:chool5 C. Provide frequent opportunity for citizens’ groups to
for ac- participate in curriculum study and cooperative evalua-
tion of the total educational program.
9

D. Establish and maintain a close working relationship be-
tween the school and other children’s agencies in the
community.

Permit, within the framework of school board policies,
use of school facilities and resources by community
groups in social, recreational, and educational activities.

p be- Standard IV

n the

PROGRAM
licies, The major criteria for the classification. accreditation,
unity and recognition of schools shall be in terms of: (1)
- ' breadth o o erinos according to the State Plan or the
VltleS. c a

Program of Studies; (2) continuity of the program with—
in subject areas; (3) administrative and instructional
provisions for differentiation in content and method ac-
cording to measured pupil needs; and ( 4 ) quality of
instruction as revealed by systematic measurement and
evaluation of achievement.

A. The school district shall maintain balance in and among its
separate school units through:

1. Consistent programs, Facilities, and services;

2. Equivalent teaching staffs;

8. Adequate and appropriate instructional materials.

B. The adequacy of a local district’s total school program is
largely a summation of the effectiveness of each school unit.
However, there are certain other essentials required to
achieve desirable coordination, balance, comprehensiveness,
continuity, and articulation of the program.

1. Effective Leadership: The administrative and super-
visory staffs are responsible for initiating sound and con-
tinuous planning for a total school program. An organized
program includes identifying purposes, long-range plan-
ning, programming, and appraisal practices.

District Organization: The school district eligible to re-
ceive maximum financial and educational benefits
through the Foundation Program shall meet minimum
suggested standards for the district and non-isolated
schools.

3. Special Programs: The school district, through its own
efforts or in cooperation with neighboring school dis—

tricts, shall provide for the needs of all exceptional chil-
dren in its attendance area.

System-wide Evaluation: At appropriate intervals. the
school district should make an appraisal of its total pro-
gram. This evaluation is in addition to those con-
ducted by separate school units.

C. Elementary Program of Studies

.N’

The schools shall provide a curriculum which includes

the following areas:

a. Language arts, including reading, writing, spelling,
oral and written English, and literature.

l). Social studies

c. Mathematics

d. Natural sciences, including instruction in the c011—
servation of natural resources

e. Health, safety, and physical education, including i11-
structional units as provided by State Board Regula-
tions

f. The fine arts (art, music, dramatic-s, etc.).

Provision shall be made in the planned program for large

group activities (assemblies, dramatic-s, etc).

The standard elementary school shall provide. in addi-

tion to the basic plogram of studies an approvable p10—

gram in art, music, and physical education with 120
minutes of instruction in each area per week.

A11 elementa1y school that p1ovides a minimum of 175
days of class100m instruction in an emiched program
of studies and other features beyond those required f01
“standard” classification may be considered fo1 the ex-
tended rating. The major feature of the extended pro-
gram is that it meets the special needs and interests of
all pupils. Foreign languages, creative work, and remedial
prourams are appropriate offerings ' .A school, with an
extended 1ating. “hich in(ludes Urades 7 and 8 Shall

offer oppmtunities in a1eas Iclated to \ocations. such 215

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home economics, industrial arts, business, and agricul-
ture. The extended program also provides more special
services than do schools with other classifications. (See
Standards IV, V, and VII.)

Standard V
ESSENTIAL SERVICES

The best program of studies can be seriously impaired
by inadequacy of essential supporting services. The ser—
vices needed are both instructional and coordinate in
nature. The coordinated services generally cut across sev-
eral levels of the school program. to make instruction
more effective. The extent of the services provided by
a district and a school should reflect needs and imple-
ment educational objectives at the district and school
level.
A. Library Standards
1. Appropriation
$2.00 per pupil for printed materials, or a minimum
of $350.00, whichever amount is larger
$0.50 per pupil for audiovisual or non—printed materials,
or a minimum of $150.00, Whichever amount is larger

2. Collection

a. Books—For all elementary schools of eight teachers
or more, there shall be provided a minimum basic
collection of 5 books per pupil of well-selected titles
exclusive of duplicates, government documents, and
currently adopted textbooks. This collection should
meet the curricular, developmental, and recreational
leading needs of the palticular school. Everv elfOIt
shall be made towa1d providinv 10 01 more books
per pupil.

b. Magazines—The minimum number of magazine
titles that shall be provided is proportionate to en-
rollment:

NUMBER OF PUPILS ENROLLED
Type of School Up to 300 300-1000 1000 and over

Elementary

(G grades) 5 6-10 8-10
Elementary

(8 grades) 5-10 11-15 11—15

c. Newspapcrs—Eight—grade elementary schools shall
subscribe to two or more newspapers.

d. Audiovisual Materials—An adequate collection in—

] cludes filmstrips, slides, records, recordings, tapes,
; maps, globes, realia, models, and films. 1:
- 8. Personnel
1' a. Qualifications of the librarian are a baccalaureate
/ degree or above, a certificate valid for teaching at
' the elementary level, and a minimum of 18 semester .
1 hours in specified courses in library science. I:
b. Assignment and Load—Minimum I
(1) Librarians I
(a) 8—15 classroom units: one half—time to one
Lmum full—time librarian ‘ ‘
(b) 16-32 classroom units: one full-time li- l 3
arials, brarian l
,rger (c) 38 or above classroom units: two full-time
librarians
.chers (2) Library Clerks l
has” (a) 16—32 classroom units: one part-time
titles clerk f 1 ll,
1’ Md (b) :33 or above classroom units: one full- ‘, l :
[3.01113 time clerk '1’
ion: .
effort c. Library Program . E
books The development and growth of a dynamic library "
program are possible only when teachers and li—
'azine brarians work together in formulating library pol- ‘
’0 en- icies, in selecting library materials, in stimulating

and guiding the reading of students, and in enrich-
,LED ing classroom instruction through the effective use
of library resources. ( See Library Standards for fur—
ther information.)

l over

4. Quarters
a. W7 hen planning library facilities in new buildings, or
in remodeling old buildings, boards of education,

superintendents, and architects should consult with
professional school library personnel. Plans for li-
brary quarters in new school buildings or in re-
modeled buildings shall be approved by the State
Department of Education. Centralized library quar-
ters shall not be combined with a multipurpose room
such as cafeteria, stage, and auditorium.

When the seating capacity of the library exceeds
100 pupils or major fraction thereof, an additional
reading room and an additional full-time librarian
shall be provided.

In the elementary school with more than eight teach-
ers the library shall be a separate room with a mini-
mum of 1250 square feet of floor space.

Library quarters must include sufficient work space
f01 the technical processing and repairing of mate-
rials, fo1 car1ying out business routines and for stor—
ing supplies and equipment.

Space and equipment should be provided in the li-
brary quarters for audiovisual materials and for the
listening and Viewing activities of the students and
teachers.

See Library Standards for detailed information on
library quarters.

B. Instructional Materi