Document provides information on Kentukcy's ESSA strategy.

Section 1. Definitions. The following definitions shall apply to this administrative regulation:

• (7) "Positive parent involvement" means the establishment of productive relationships between the school and the home, individuals, or groups than enhance communication, promote understanding and increase opportunities for children to experience success in the primary school program.

Section 2. Primary School Program Attributes. Each primary school program shall include all the following attributes:

• (7) Positive parent involvement.

Section 5. Implementation.

• (2) Beginning June 1, 1993, each elementary school shall submit an annual evaluation report to the Department of Education describing the steps to be taken to improve the quality of the primary school program. The evaluation report shall follow the format contained in "Procedures for Developing the Primary Program Action Plan" document cited in subsection (1) of this section.
• (3) The action plan and subsequent evaluation reports shall include input from parents, teachers and support staff of children enrolled in the primary school program. The action plan and subsequent evaluation reports shall be adopted by the school-based decision making council if one exists, or by the local district superintendent if the school does not have a council.

(1) In this section, “primary school program” means that part of the elementary school program in which children are enrolled from the time they begin school until they are ready to enter the fourth grade. Notwithstanding any Statuteto the contrary, successful completion of the primary school program shall be a prerequisite for a child’s entrance into fourth grade. (2) The Kentucky Board of Education shall establish, by administrative regulation, methods of verifying successful completion of the primary school program in carrying out the goals of education as described in KRS 158.6451. (3) The primary program shall include the following critical attributes: developmentally appropriate educational practices; multiage and multiability classrooms; continuous progress; authentic assessment; qualitative reporting methods; professional teamwork; and positive parent involvement. (4) Each school council or, if none exists, the school shall determine the organization of its ungraded primary program including the extent to which multiage groups are necessary to implement the critical attributes based on the critical attributes and meeting individual student needs. (5) The implementation of the primary program may take into consideration the necessary arrangements required for students attending part-time and will allow for grouping of students attending their first year of school when determined to be developmentally appropriate. (6) A school district may advance a student through the primary program when it is determined that it is in the best educational interest of the student. A student who is at least five (5) years of age, but less than six (6) years of age, and is advanced in the primary program may be classified as other than a kindergarten student for purposes of funding under KRS 157.310 to 157.440 if the student is determined to have acquired the academic and social skills taught in kindergarten as determined by local board policy in accordance with the process established by Kentucky Board of Education administrative regulation. (7) Data shall be collected by each school district on the number of students, in each school having a primary program, who take five (5) years to complete the primary program. The data shall be reported in the annual performance report described in KRS 158.6453.

(4) By February 1 of each year, the school-based decision making council, or the principal if there is not a council, with the involvement of parents, faculty, and staff shall set the school’s targets for eliminating any achievement gap and submit them to the superintendent for consideration. The superintendent and the school-based decision making council, or the principal if there is not a council, shall agree on the targets before they are submitted to the local board of education for adoption.

(5) By January 1 of each year, the school council, or the principal if a school council does not exist, with the involvement of parents, faculty, and staff, shall review the data and revise the school improvement plan to include the targets, strategies, activities, and a time schedule calculated to eliminate the achievement gap among various groups of students to the extent it may exist. The plan shall include but not be limited to activities designed to address the following areas:

• (a) Curriculum alignment within the school and with schools that send or receive the school’s students;

• (b) Evaluation and assessment strategies to continuously monitor and modify instruction to meet student needs and support proficient student work;

• (c) Professional development to address the goals of the plan;

• (d) Parental communication and involvement;

• (e) Attendance improvement and dropout prevention; and

• (f) Technical assistance that will be accessed.

(3) The policies adopted by the local board to implement school-based decision making shall also address the following:

• (a) School budget and administration, including: discretionary funds; activity and other school funds; funds for maintenance, supplies, and equipment; and procedures for authorizing reimbursement for training and other expenses;

• (b) Assessment of individual student progress, including testing and reporting of student progress to students, parents, the school district, the community, and the state;

• (c) School improvement plans, including the form and function of strategic planning and its relationship to district planning, as well as the school safety plan and requests for funding from the Center for School Safety under KRS 158.446;

• (d) Professional development plans developed pursuant to KRS 156.095;

• (e) Parent, citizen, and community participation including the relationship of the council with other groups;

• (f) Cooperation and collaboration within the district, with other districts, and with other public and private agencies;

• (g) Requirements for waiver of district policies;

• (h) Requirements for record keeping by the school council; and

• (i) A process for appealing a decision made by a school council.