xt7rjd4ppd14 https://exploreuk.uky.edu/dips/xt7rjd4ppd14/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1982 bulletins  English Frankfort, Ky. : Dept. of Education  This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Program of Studies for Kentucky Schools Grades 1-12 June 1982", vol. L, no.1, 1982 text 
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UCllES
lon KENTUCky Schools

Grades K-12

JUNE 1982
Educational Bulletin Vol. I. No. 1

Kentucky Department of Education
Raymond Barber, Superintendent

 

  

 

PROGRAM OF STUDIES FOR KENTUCKY SCHOOLS

GRADES K—12

JUNE 1982

Kentucky Department of Education
Raymond Barber, Superintendent

EDUCATIONAL BULLETIN VOL. L NO. 1

 

 MESSAGE FROM THE SUPERINTENDENT

This revision of the "Program of Studies for Kentucky Schools, K—12”
represents the Department of Education's efforts to improve public education
at all grade levels. Curriculum revision and the updating of educational
programs should be a continuous process. Likewise, periodic review and
reassessment of programs are essential to a system of public education that
is committed to providing optimum educational opportunities for all children
and youth.

This publication was approved by the State Board of Education on June
22, 1982. It is our hope that the revision will enable elementary,

secondary, and vocational schools to continue their progress toward new

Wm

Raymond Barber

standards of excellence.

Superintendent of Public Instruction

 

 

 STATE BOARD OF EDUCATION

Raymond Barber
Superintendent of Public Instruction

Laurel True, Secretary

Henry Pogue, Chairman
Robert Ruberg, Vice Chairman
David Asher
Ann Bardwell
Delores Catchings
Donald Herren
Stuart Jay
W.D. Kelley
Leonard Marshall, Jr.
James Ratcliffe
Mildred Robinson
Martha Dell Sanders
Joe Warren
Harry Snyder

 

 ACKNOWLEDGEMENTS

The Kentucky Department of Education expresses sincere appreciation to
the Program of Studies Advisory Committee, the local systems who made their
staff members and students available for assistance, and the Department's
professional and secretarial staff who supplied most of the research,
assembly, editing, and review. During the past four years, these persons
contributed extensive time and expertise, and their combined efforts made
possible both the original Program of Studies and its 1982 revision.

It is hoped that this document will be of significant value in
improvement of curriculum, the grade placement of courses, and
assignment of school personnel. Districts utilizing the publication
encouraged to evaluate it and to submit their comments and suggestions
improvement to the Bureau of Instruction.

WW
Donald B. Hunter

Assistant Superintendent for Instruction

 

 

 

  TABLE OF CONTENTS

Message from the Superintendent ........................................ iii
State Board of Education ............................................... iv
Acknowledgements ....................................................... v

PREFACE
Legal Base ............................................................ 3
Educational Goals ..................................................... 4
Instructional Improvement and Curriculum Development .................. 5
Program of Studies: An Overview ....................................... 8
Using the Program of Studies ......................................... 13
Education for Exceptional Children ................................... 14
Education for the Gifted ............................................. 16
Kindergarten ......................................................... 17

ACADEMIC COURSE OFFERINGS
Art Education ........................................................ 21
Career Development ................................................... 26
Driver and Traffic Safety Education .................................. 28
English as a Second Language ......................................... 29
Foreign Languages .................................................... 32
Health Education ..................................................... 36
Language Arts ........................................................ 39
Mathematics .......................................................... 50
Military Science ..................................................... 64
Music ................................................................ 71
Physical Education ................................................... 78
Science .............................................................. 82
Social Studies ....................................................... 93

VOCATIONAL COURSE OFFERINGS
Agribusiness Education .............................................. 111
Business and Office Education ....................................... 118
Health and Personal Services ........................................ 135
Home Economics ...................................................... 142
Industrial Education ................................................ 157
Industrial Arts ..................................................... 188
Marketing and Distributive Education ................................ 193
Practical Arts Career Exploration ................................... 203
Public Service Occupations .......................................... 214
Special Vocational Education Programs ............................... 216

APPENDIX
Procedure: Experimental Programs .................................... 229
Application for an Experimental Program ............................. 230
Procedure: Enrichment Courses ....................................... 231
Mandated Instructional Programs ..................................... 233
Work Experience ..................................................... 234

 

 

 

  PREFACE

 

  LEGAL BASE

The following statutes and regulations provide a legal base for this
publication:

KRS 156.160 Adoption of rules and regulations by state board of
education.

The state board of education shall adopt rules and regulations
relating to:

(1) Minimum courses of study for the different grades and kinds of
common schools, and regulations governing educational equipment of
the schools.

Grading, classifying and accrediting all common schools, and for
determining the scope of instruction that may be offered in the
different classes of schools, and the minimunl requirements for
graduation from the courses offered.

704 KAR 3:304 Required program of studies

Section 1. Pursuant to the authority vested in the State Board of
Education by KRS 156.070 and 156.160, the "Program of Studies
for Kentucky Schools, Grades K—12," as adopted on May 11,
1982, is hereby filed with the Legislative Research
Commission and incorporated by reference. Copies may be
obtained from the Department of Education.

KRS 161.020 Certificates required of school employees; filing
requirements; validity and terms for renewal.

(1) No person shall be eligible to hold the position of superintendent
principal, teacher, supervisor, director of pupil personnel, or
other public school position for which certificates may be issued,
or receive salary for services rendered in such position, unless
he holds a certificate of legal qualifications for such position.

No person shall enter upon the duties of a position requiring
certification qualifications until his certificate has been filed
or credentials registered with the board of education employing
him.

The accreditation process requires that a teacher be teaching in the
program area identified on his/her certificate. This requirement
is incorporated by reference into regulations.

 

 EDUCATIONAL GOALS

The following goal statements were adopted by the State Board of Education
as a part of the "Standards for Accreditation of Kentucky School Districts."

Whereas, each citizen of the Commonwealth must be assured of an opportunity
to achieve full potential consistent with his or her abilities, the
following goals of education are affirmed.

(1) Each pupil should attain competency in the basic learning skills
consistent with his or her ability.

Each pupil's progress through the educational system should be based on
achievement.

Each graduate should be qualified for further education and/or
employment.

Each pupil should be taught and strongly encouraged to develop ethical
standards of behavior, an understanding of the responsibilities of a
citizen, and sound habits of personal, physical, and mental health.

Each pupil should be provided an opportunity to develop a positive and
realistic concept of self and others.

Each pupil should develop his or her capacity to reason, analyze, and
make responsible decisions.

The school should build upon and expand the interest of its students in
vocationa], recreational, artistic and aesthetic areas, as well as
transmit specific knowledge.

 

 INSTRUCTIONAL IMPROVEMENT
AND CURRICULUM DEVELOPMENT

Overview of Plans and Process

 

Instructional improvement and curriculum development are the foundation of
the total educational program. In Kentucky, these concepts are addressed in
a variety of ways to meet situations unique to each local school district in
the state. However, there are two plans and a process required by the
Department of Education to ensure that local districts are provided with a
comprehensive systematic approach to educational planning. These are:

— the Educational Improvement Plan (EIP)
— the Master Inservice Education Plan (MIEP)
— the accreditation process

Coordinating these two plans (EIP and MIEP) for instructional and curriculum
improvement is desirable and many districts have made efforts to correlate
the component parts of the two plans. Educators are acknowledging that
curriculum improvement is largely dependent on inservice training of staff
to acquire knowledges and skills necessary to establish curriculum
objectives and to help pupils in attaining these. In support of these two
plans is the accreditation process which requires districts to comply with
predetermined indicators showing effective curriculum and instruction.

Instructional Improvement and Curriculum Development

 

Regardless of the format and/or management of the RIP and the MIEP at the
local and state levels, each has a procedure which yields valuable data for
planning a total educational improvement program. The state—wide testing
program (required by the Educational Improvement Act) and the needs
assessment process (required by the Master Inservice Education Plan) are
isolated here for they are processes basic to instructional and curriculum
improvement.

The state—wide testing program provides local districts with data
which may be used for different purposes. Among those related to

curriculum and instruction are:

a. data for examination of the strengths and weaknesses of
particular grade levels in the basic skills areas;

data for comparison of performances among the grade levels;

longitudinal data for determining trends over a period of
years (for example, progress in certain basic skills areas);

category objectives for the basic skills areas which
districts may key to their basal textbooks and local

curriculum material; and,

data for the needs assessment process.

 

 The needs assessment process provides information on:
a. staff perceptions of needs and levels of knowledge;
b. building level and/or district-wide needs; and

short—term and long—range needs for instructional and
curriculum improvement. ‘

Both of these procedures provide specific information for planning those
kinds of instructional improvement activities that will assist teachers in
implementing successful practices and using curriculum materials
effectively. For example, if test results indicate that little progress has
been made over the years in reading, then this becomes a priority area for
staff training activities. Needs assessment data may verify this curricular
weakness and give more specific information on how the staff perceives the
weakness. With these sources, instructional improvement activities are
planned to bring about needed changes in the reading program and in reading
instruction in the district. Among the instructional improvement activities
that may be planned are local materials development, teacher—specific
training workshops, and teacher observations of successful practices/
programs in neighboring districts.

These two procedures — standardized test results and a needs assessment —
are integral parts of a comprehensive process for curriculum and
instructional improvement. Both steps furnish concrete data upon which
teachers and administrators make curricular and instructional decisions to
promote pupil achievement.

Accreditation Process

 

A process which also focuses on curriculum development and instructional
improvement is the state accreditation process. Standard IV (Curriculum and
Learning Environment) of the "Standards for Accreditation of Kentucky School
Districts” identifies quality indicators for the total instructional
program. Several indicators which are particularly relevant to curriculum
development are:

l) A written plan for implementing the program of instruction for
grades K—12

2) Knowledge and skills expected of pupils in grades K—8 are
established in reading, composition, and mathematics

Written scope and sequence/written teacher lesson plans

 

 Locally developed curriculum materials (scope and sequence, skills lists,
etc.) specify objectives for courses in the progran1 areas. Correlating
these to both the category objectives of the state testing program (CTBS/U)
and to the district's basal textbook program, clarifies exactly what a pupil
is expected to learn in each program area. Further, teacher lesson plans
need to reflect methods and content appropriate to the course objectives.
Inclusion of these aspects of curriculum in the accreditation process
directs attention to specific materials and practices that characterize an
effective curriculum and learning environment.

If a district indicates in its self—study that it has a deficiency in
curriculum and instruction, the Department's on—site visiting team will
reflect this information in its report on the overall educational system.
The district will then be required to develop an Accreditation Improvement
Plan which outlines how the cited deficiencies will be corrected. For those
deficiencies related to curriculum and instruction, for example the lack of
a scope and sequence, the action plan may propose to use inservice education
as the means for getting a scope and sequence developed for the district.
For more specific information on the accreditation process see ”Standards
for the Accreditation of Kentucky School Districts."

 

 PROGRAM OF STUDIES: AN OVERVIEW

The Program of Studies for Kentucky Schools K—12 provides administrators and
teachers in local districts with a basis for establishing and/or revising
their curriculunh The following sections serve as an overview of the
educational program: kindergarten; elementary; middle childhood; secondary;
total program. Pertinent information on accreditation is included.

I. KINDERGARTEN EDUCATION

Kindergarten programs place emphasis on "learning by doing."
Scheduling reflects large blocks of time for independent choice, "hands—on"
activities, and discovery learning rather than "paper and pencil oriented"
table activities. Children also receive instruction in areas such as art,
music, physical education, and library science.

II. ELEMENTARY EDUCATION

The elementary curriculum for all pupils in grades 1—5 includes the
following areas:

LANGUAGE ARTS, including reading, writing, spelling, oral and written
English, literature, handwriting, listening skills, and creative writing is
taught 150 minutes per day minimum.

MATHEMATICS, with emphasis on concept development, computational
skills, problem solving, and the application of same to practical situations
is taught 60 minutes per day minimum.

SCIENCE, including ”hands—on" experiences is taught separately and/or
integrated in the regular program the equivalent of 120 minutes per week
minimum.

SOCIAL STUDIES, including citizenship, attitudes, values, and
responsibilities is taught separately and/or integrated in the regular
program the equivalent of 120 minutes per week minimum.

PHYSICAL EDUCATION AND SAFETY is taught the equivalent of 100 minutes
per week minimum.

FINE ARTS, including art, music, and drama is taught separately and/or
integrated in the regular program the equivalent of 120 minutes per week
minimum.

HEALTH, including safety, is taught separately and/or integrated in the
regular program the equivalent of 60 minutes per week minimum. Safety will
be appropriately included in all areas of the curriculum.

III. MIDDLE CHILDHOOD EDUCATION

The middle childhood curriculum for all pupils in grades 6—8 includes
the following areas:

 

 LANGUAGE ARTS, including reading, is taught daily (one hour minimum).
If spelling or reading is removed from language arts, then 45 minutes for
the remaining program. is adequate; and spelling or reading is taught
120 minutes per week minimum.

MATHEMATICS is taught the equivalent of 45 minutes per day minimum.

SCIENCE is taught the equivalent of 45 minutes per day minimum.
SOCIAL STUDIES is taught the equivalent of 45 minutes per day minimum.

PHYSICAL EDUCATION AND SAFETY is taught the equivalent of 15 minutes
daily.

HEALTH, including safety, is taught separately and/or integrated in the
regular program the equivalent of 60 minutes per week minimum.

In addition to the programs mentioned above, each pupil at the middle
childhood level receives instruction in the following areas unless an
alternative indicator is approved by the Superintendent of Public
Instruction.

APPLIED ARTS/CAREER EXPLORATION is taught the equivalent of 75 minutes
per week minimum.

ART is taught the equivalent of 75 minutes per week minimum.

MUSIC is taught the equivalent of 75 minutes per week minimum.

 

 IV. SECONDARY EDUCATION

All pupils in grades 9—12 shall fulfill the minimum unit requirements
indicated below for high school graduation (704 KAR 3:305). Also, a local
district shall fulfill the program area level requirements indicated below
for accreditation. These requirements pertain to a four—year high school.

GRADUATION ACCREDITATION

MINIMUM PROGRAM AREA
PROGRAM AREA UNIT REQUIREMENT LEVEL REQUIREMENTS

 

 

Language Arts units
Social Studies* units
Mathematics units
Science units
Health h unit
Physical Education unit
Art
Music

Foreign Language

Industrial Arts/Industrial

Education Level I and II levels
Business Education levels
Home Economics levels

levels
levels
levels
levels
level

level

levels
levels
levels

wmeHmwwD

 

Total units required:
Total electives
GRAND TOTAL

*NOTE: The units required for social studies consist of one unit in U.S.
History and one unit in Citizenship. A unit in Citizenship — 2205
— shall be required of pupils graduating in 1984. A local board
of education may offer in the 7th or 8th grade a full year course
in Citizenship and, when a pupil successfully completes such a
course, the Citizenship requirement for graduation will have been
met. Successful completion of the Citizenship requirement at the
7th or 8th grade level shall not be substituted for either of the
two social studies units required for high school graduation.

Accreditation Commentary. Standard IV of the "Standards for Accreditation
of Kentucky School Districts" concerns curriculum. and sets the minimum
number of program area level requirements offered in a school district
(refer to above chart). The program area levels provide an overall normal
progression of course offerings based, for the most part, on the degree of
difficulty. The levels are not indications of grade levels, but rather a
means of providing for differentiation in the content of the program areas.

 

It is the responsibility of local administrators and teachers to select and
arrange course offerings in order for:

l) the pupils to meet high school graduation requirement; and

10

 

 2) the district to meet accreditation requirements.

Further information to assist school districts in the selection and
arrangement of course offerings is provided in the academic and vocational
offerings sections of this manual.

V.

A.

TOTAL PROGRAM

A local board of education may set local requirements beyond the
minimum unit requirements established by the State Board of Education.
Required courses shall be distributed as uniformly as possible over the
four—year period (e.g., excessive requirements in the 9th grade should
not force out desirable electives). Every effort shall be made to
provide for individual needs and to assist pupils in making the best
possible course selections. Pupils shall be encouraged to maximize
their educational opportunities by participating in programs and
courses for the four—year high school experience.

Six hours of actual school work shall constitute a school day. Three
hundred class minutes per week shall be the minimum requirement for
granting one high school unit of credit. This requirement may be met
by using the 60—minute class period five times per week or by devoting
equivalent gross time in an approved program.

The State Board of Education, in an official meeting on June 2?, 1982,
approved the following resolution relating to the minimum school day
of six hours:

RESOLUTION

BE IT RESOLVED that the State Board of Education interprets the
minimum. school day of six (6) hours as defined in KRS 158.060 and
703 KAR 2:010 Section 5 as not including lunch or recess, unless a
local board of education can show through a written plan, adopted by
the local board and approved by the Superintendent of Public
Instruction, that such are an integral and meaningful part of the
total instructional program (as defined in the 1982 Program of Studies)
of the school district and are otherwise approvable under 703 KAR 2:010
Section 5.

Local boards of education may establish mini—courses and/or programs
from the courses included in this publication. Fractional units of
credit may be earned by the pupil. The intent of this provision is to
permit the nine—week program (% unit of credit) for schools wishing to
enrich the curriculum and provide more exploratory opportunities for
students. A unit of credit shall not be awarded for completion of a
course that is the same as a course for which the pupil already has
received credit.

A pupil less than 21 years of age and currently enrolled in high school
may be permitted to earn, upon the recommendation and approval of the
principal, a maximum of three units by correspondence, provided that no
more than two units are earned in any one calendar year. Institutions

 

 from which the pupil receives correspondence instruction must be
recognized by the State Board of Education and accredited by a regional
accreditation agency.

It is recognized that certain extracurricular activities contribute
significantly to the educational objectives of schools.
Extracurricular activities are under the direct supervision of the
school and serve to supplement the instructional program.

The local school district shall be responsible for the appropriate
class or grade assignment of a pupil transferring from a nonaccredited
secondary school. Previous credit earned by a student in a
nonaccredited school shall be awarded by the local school district
according to one of the following methods:

a) the pupil passes an examination of similar nature and content
to the examination used for other pupils receiving credit for
a particular course; or

b) the pupil achieves an average grade in a higher level course
by the twelfth week of school.

The courses successfully completed by examination or performance shall
be counted toward minimum high school graduation requirements in the
local school district.

 

 HOW TO USE THIS DOCUMENT

The purpose of the Program of Studies is to furnish the local school
district with the information needed to build its curriculum. The manual is
divided into two major sections: academic course offerings and vocational
course offerings. The program areas in both sections are presented with the
following information.

1. A chart illustrates the possible course offerings and:

a. the suggested grade level(s) for teaching the course;

b. a four digit code number used by teachers in completing Part
V of the P.S.D. Form (Professional Staff Data)*; and,

c. the maximum number of high school units a pupil may earn for
a course.

A brief overview of the program area is provided.

A course description is given for each course offering named in
the program area chart.

4. Teacher certification requirements are identified for each course
offering.

Also included in the preface of the manual are general program
descriptions which may have application across the various program areas.
These include: kindergarten, gifted education, and education for
exceptional children.

*Note: Code numbers are not assigned to functional courses for
exceptional children.. The codes assigned to class plans will
continue to be used on the P.S.D. Form by special education
teachers.

 

 EDUCATION FOR EXCEPTIONAL CHILDREN

Exceptional pupils, as defined by KRS 157.200, are those children under
twenty—one (21) years of age who differ in one or more respects from average
or normal children in physical, mental, learning, emotional or social
characteristics and abilities to such a degree that they need special
education services. These pupils require Individual Education Programs
(lEPs) planned by an Admissions and Release Committee (ARC). The IEP
should specify the curricula modifications for a program of studies which
would address the individual needs of the exceptional pupil.

Program for Earning a Diploma

 

An exceptional pupil shall be provided the opportunity to progress through a
program of studies leading to receipt of a graduation diploma when the IEP
plan specifies such a program. Such specification is based upon the ARC's
determination that the pupil has potential for success in the program. The
ARC must review the pupil's progression in the program at least annually.
The pupil following this program of studies shall receive instruction from
qualified personnel in the required areas of English, mathematics, science,
social studies, health and physical education. Instruction is also
provided, as needed, in vocational education, art, music and any other
curricula areas which will benefit the pupil and meet the unit requirements
for graduation.

Vocational training through regular or special vocational programs shall be
provided for those exceptional pupils who may not be pursuing further
education after high school graduation (college, professional schools,
etc.). The type and degree of vocational training to be provided shall be
specified in the pupil's IEP. This component of the IE? is developed as a
collaborative effort of the appropriate ARC and vocational education
personnel.

Specific curriculum content of the program of studies may be modified for an
individual pupil if such modification is recommended by the ARC. For
exceptional pupils who are mainstreamed into regular education classes, this
modification may be accomplished through minimal teacher—revision of the
regular courses for individual exceptional pupils. For exceptional pupils
who are not nminstreamed for these courses, the modified content may be
offered in "functional" courses taught by special education teachers. Some
pupils may be mainstreamed for some courses and not for others.
Modifications will usually take the form of altered teaching methods and/or
increased emphasis upon functional life skill components of the subject
matter. Functional course descriptions are provided within each required
subject area in this document. Although functional courses are not included
in elective subject areas, modification of described courses may be
essential and such courses may be taught by the regular education teacher or
the special education teacher depending upon the appropriate placement of
the pupil. Pupils completing such courses of instruction shall earn unit
credits for these courses.

 

 Non—Diploma Program

when the ARC determines that the severity of an exceptional pupil's
handicap(s) (e.g., trainable mentally handicapped, multi—handicapped, etc.)
precludes a course of study leading to receipt of a diploma, an alternative
program shall be offered. This program shall be based upon pupil needs, be
specified in the IEP, and be reviewed at least annually. The pupil who
completes such a course of study is entitled to recognition for achievement.
This may be accomplished by awarding a certificate of attendance or other
similar recognition. See 707 KAR 1:051 to 1:059.

 

 EDUCATION FOR THE GIFTED

Gifted children and youth are those who, by virtue of outstanding abilities,
are capable of high performance and who have been identified by
professionally qualified persons. These are pupils who require
differentiated educational programs and/or services beyond those normally
provided by the regular school program in order to realize their potential.

Gifted pupils form a unique segment of Kentucky's school population and
exist at all levels of society regardless of sex, race, socio—economic
background, ethnic origins or handicapping conditions. They are identified
by their outstanding intellectual abilities, creativity, and talents, and
shall receive educational experiences commensurate with their abilities.

In order to develop the talents and abilities of these pupils, educational
programs shall be offered that are significantly different from those
provided in the regular classroom. These programs shall consist of
challenging, diverse, and complex experiences with provisions for the
development of leadership potential. Further, the programs shall be
conducted in an environment which makes it possible for the pupils to reach
the highest levels of learning and accomplishement of which they are
capable.

Proper identification of gifted pupils is essential. To ensure accuracy in
identification, it is necessary to use multiple criteria which recognize
varied facets of a pupil's gifts. Criteria for identification shall include
potential abilities as determined by qualified individuals, or other valid
means such as: peer, self, teacher, parent, or citizen nomination. The
abilities may be found singly or in combination in either academic or visual
and performing areas.

Differentiated educational programs designed to meet the needs of gifted
pupils may follow one or more of several models. Each model is
appropriately designed to enhance the abilities of the pupils and to
complement the activities and experiences provided generally within the
regular program. Each school district shall determine the most feasible
model to use in the education of its gifted pupils based upon its
recognition of their needs and abilities. Regardless of the model selected,
it must be recognized that programs for the gifted shall be qualitatively
different from those offered to the majority of the pupil population.

 

 KINDERGARTEN

Course Descriptions and Program Requirements

The kindergarten program provides opportunities for children to experience
growth in the areas of cognitive, physical and affective development. The
environment is one which promotes a positive self—image, communication
skills, and a positive attitude toward learning. Handicapped children of
kindergarten age are included in regular or special kindergarten programs.

Learning experiences stressing cognitive growth are concrete and utilize
extensive manipulative materials. Physical activities, which help develop
large and small muscles, are also a major concern in kindergarten programs.

Whether programs follow the one—half day or all—day schedule, consideration
is given to the developmental characteristics of the five—year old.
Accordingly, the schedule reflects a balance of active and quiet periods,
structured and non—structured learning situations, and child—directed and
teacher-directed activities.

Experiences are integrated in the following areas:

LANGUAGE ARTS — The language experience approach is utilized in
developing ski