xt7m639k6t6b https://exploreuk.uky.edu/dips/xt7m639k6t6b/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1970-01 bulletins  English Frankford, 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.), "Kentucky State Plan for Accrediting Secondary Schools Grades 7-12", vol. XXXVIII, no. 1, January 1970 text 
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Secondary Schools
Grades 7—12

 

  

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  Kentucky State Plan

for
Accrediting Secondary Schools

Grades 7-12

Commonwealth of Kentucky
Educational Bulletin
Vol. XXXVIII Date Jan. 1970 No. 1

Published by
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 glaring-1y 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 complicating
decision-making. Many factors formerly held constant are in ques-
tion. Indeed, the very goals of public education are being re-ex-
amined 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 frame-
work for the sound planning and careful evaluation which are
embodied in our charge, the Kentucky State Board of Education
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 Accreditation of
the Secondary 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 reexamine and
evaluate past standards and to make recommendations for needed
changes, we acknowledge our indebtedness. Staff members of the
Department of Education participated in reformulation of the
current standards. Charged with administering the plan, these same
staff members now offer their services in interpretation of the
standards and in planning to bring present programs in line with
new criteria.

\Vendell P. Butler
Superintendent of Public Instruction

 

  

 ACKNOWLEDGMENTS

This bulletin has been revised by the staff of the Division of
Elementary and Secondary Education, Bureau of Instruction, 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 secondary schools
during the 1960’s, experiencing steady progress in the accrediting
program during the ten years. However, change, innovations, new
objectives, and a great variety of needs provide the mandate for
revision.

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

\Ve 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 appreciation
is extended to superintendents, principals, and other central office
personnel for implementing the old standards and for their con-
sultative service during the 1969 revision.

Kentucky school leaders are no longer satisfied with meeting
minimum standards. The state and local districts are challenged
by the 1970’s to meet more adequately the needs of youth by en-
couraging instructional improvement through the program of ac-
creditation. To this end the secondary schools are provided an ill-
valuable means for upgrading their instructional programs through
the revised standards.

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

iii

 

  TABLE OF CONTENTS

Foreword, \Vendell Butler .................................. i
Acknowledgments .......................................... iii
Focus ..................................................... vii
Introduction. ............................................... ix
Scheme of Classification: School District ..................... 1
Scheme of Classification: Secondary Schools ................. 2
Standard I—Compliance with Statutory Law ................ 4
Standard II—Statcment of Philosophy and Objectives ......... 8
Standard III—Planned Program of School-Community

Relations .............................................. 9
Standard IV—Program .................................... 10
Standard V—Essential Scrvices ............................. 16
Standard VI—Organization of Program and Services ......... 23
Standard VII—Personnel Policies ........................... 26
Standard VIII—Plant and Equipment ....................... 29

 

  FOCUS

The purpose of tho Slandnrrlx of Awmwlilnlinn has never been
to define the ou’ror limits of mlnmlional oxm-llnneo, lml‘ merely
10 identify 1110 base from which mlnvatimml pionem-s may launch
out to discover new fronlim-s of learning in; exciting and dynamic
as the newly (‘Xl(‘11(lC(l world in which we live.

Don C. Bale, Assistant:
Snperin’wmlcnt for lnsh'nction

Vii

 

  INTRODUCTION

The classification scheme for accreditation of Kentucky high
schools is not intended to suggest variance in the quality of program
and services. The multiple standards approach is instead based upon
the extent of program and service offerings. Ratings therefore are
awarded according to the curricular offerings and services which
meet standards set forth herein.

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 new programs
and services as availability of teachers and facilities permits.

Several provisions are pertinent to the administration of sec«
ondary schools.

1. The annual reports of all high schools shall be made on
forms provided by the Department of Education according
to instructions outlined in these Standards.

to

Credit earned in any accredited school shall be accepted
by any other accredited school.

3. Compliance with State Board of Education regulations for
the educational plan, the building plan, and financial ar-
rangements is a prerequisite for establishment of any public
school.

4. The establishment of a new non-public school shall also meet
equivalent pertinent. provisions for public SCllOOlS and the
sponsoring agency may request the services of the Depart-
ment of Education to this end. The sponsors of the proposed
school shall provide a program that will meet accreditation
standards or the proportionate part for each year of initial
program offered and meet all other provisions set forth in
these Standards.

5. Classified schools that maintain standards shall retain that
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.

I!

 

 f]

 

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

The high school is to comply with a uniform program of
accounting for school activity funds determined by use of
evaluative criteria provided by the Division of Finance.

The certificate of accreditation should be posted in a con—
spicuous place near the administrative entrance to the school
building.

The deficiency form should be made available for exam-
ination by interested persons.

 

 SCHEME 0F CLASSIFICATION: SCHOOL DISTRICT*

 

An extraordinary form of recognizing outstand-
MERITORIOUS ing or eXceptionally excellent features and
REPORT phases of a local district school program. A dis-
trict might have one, several, or even all aspects
of its work so designated.

 

 

Fully Accredited All schools in top
SUPERIOR with Comprehensive classification

l’rogram

Fully Accredited No more than 15% of
STANDARD with Standard children may be in

Program school units of classi-

fication below that of
the district.

 

BASIC Fully Accredited
with Basie Program

 

* A period of selfievaluation by the district must precede any request to the
State Board of Education for clasfification.

 

  

SCHEME OF CLASSIFICATION: SECONDARY SCHOOLS

 

Merit Rating—This rating is a means of recog-
nizing outstanding or exceptional features and
phases of the school program in Comprehensive,
Selective, and Standard high schools. A school
might have one, several, or even all aspects of
its work so designated in due course, provided
efforts to improve continue even after the high-
est possible classification has been reached.

 

RECOGNIZED
SCHOOLS
C

L S

A C

S H

S O

I O

F L

I

E

Comprehensive Rating—Fully Accredited with
Comprehensive Program

A school that provides a minimum of 175 days
of classroom instruction within a program con-
sistent with other requirements.

Selective Rating—Fully Accredited with
Selective Program

A school in the vicinity of another high school
that serVes an overlapping pupil population, is
selective in enrollment, maintains a program in
at least nine of the ten curriculum areas, meets
all other comprehensive school requirements, and
compensates in depth of offerings for abridged
breadth of offerings.

 

Standard Rating—Fully Accredited with
Standard Program

A school that provides a minimum of 175 days
of instruction and attains at least minimum pro-
gram standards as designated for this type of
school.

Basic Rating—Fully Accredited with
Basic Program

A school that attains at least minimum pro-
gram standards and meets other requirements as
set up for this classification.

 

 Accredited Emergency— A school conditionally
accredited that maintains at least an “Emergen-
cy” program as defined in this section and sub-

stantially meets other requirements for the Basic
classification.

 

 

  

STANDARD IwCOMPLIANCE WITH STATUTORY LAW

KRS 156.160 (STATE) SUPERINTENDENT TO PRE-
PARE SCHOOL BUDGET AND RULES AND REGULA-
TIONS GOVERNING SCHOOLS, FOR ADOPTION BY
BOARD . . .” (2) llIinimum courses of study for the differ-
ent grades and kinds of common schools, and regulations
governing educational equipment of the schools; (0) Rules
and regulations for grading, classifying and accrediting all
common schools, and for determining the scope of instruc-
tion that may be offered in the different classes of schools
and the minimum requirements for graduation from the
courses offered; . . . (6,) Regulations governing medical in-
spection, physical education and recreation, and other rules
and regulations deemed necessary or advisable for the protec-
tion of the physical welfare and safety of the public school
children; . . . (8) Rules and regulations for approving private
a rid 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 admin-
istrative regulations of the State Board of Education. Minimum
requirements provided by the law are listed in the left column.
Interpretations and current needs and practices beyond the minimum

are listed in the right column.

 

 

Kentucky Revised Statutes

Some Interpretations and
Current Needs

 

 

KRS 156.445—Ad0pted Texts—“Only
approved books to be used as basal
texts.”

KBS 158.060 — School Month and
School Day—“Six hours of actual
school work shall constitute a school
day. The daily session, including re-
cesses and intermission, shall not ex-
ceed nine hours.”

KRS 153.070fiTerm—“ (1) The min-
imnm school term shall be 9 1/4
months.”

The textbook program provides basic
tools which should be enriched by
many text and non-book materials.

The quality and extent of the educa-
tional program should determine the
length of the school day within the
statutory limits. Most schools in Ken.
tucky exceed the minimum.

An extension of the school term b8-
yond the minimum is highly desirable.

 

 .ble.

KRS 158.080~P1'i\'ate 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—“V’Vhen a pupil in any public
elementary school or any approved
private or parochial school completes
the prescribed elementary course of
study he is entitled to a certificate of
completion. The certificate shall err
title 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 Pro-
hibited———“No book or other publica-
tion of a sectarian, infidel or immoral
character, or that reflects on any re-
ligious denomination, shall be used or
distributed in any common school. . .”

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

KRS 158.270—Instruction as to 131-
ture and Effect of Alcoholic Liquor
and Narcotics—“ (1) The ‘nature of
alcoholic liquor and of narcotics and
their injurious effects on the human
system shall be taught in each of the
grades, four to ten inclusive, of the
common schools. . .”

KRS 158.280—Instruction in Conser-
vation—“Instruction in all phases of
conservation and preservation shall be
included in the curriculum of the
public schools of Kentucky. . .”

KRS 159.010—Age Limits for Com-
pulsory Attendance.

UV

This is an example of equivalency
provisions of the law concerning edu~
cational program and opportunities
in non-public schools.

Each district and school should have
written policies dealing with promo-
tions, retentions, transfers, and re-
quests for transfers among accredited,
approved, and non-approved schools.

All book and non-book printed ma-
terials used in public schools shall be
purchased from approved public school
buying guides or lists prepared or
recommended by the State Department
of Education.

Local boards of education are encour-
aged to adopt policies consistent with
these provisions.

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.
This instruction should also be an in-
tegrated part of the secondary cur-
riculum, particularly in science, physi-
ology, driver training, and citizenship.

Planned instruction in conservation,
organized in scope and sequence,
should be an integral part of the
science and social studies curriculum.

The age span for compulsory educa-
tion is from 7 to 16 years of age.

 

 KRS 159.040—Attendancc at Private
and Parochial Schools—”Attendance
at private and parochial schools shall
be kept by the authorities of such
schools in a register provided by the
State Board of Education, and such
school authorities shall make attend-
ance and scholarship reports in the
same manner as is required by law or
by regulation of the State Board of
Education or public school officials.
Such schools shall at all times be open
to inspection by attendance officers
and officers of the Department of
Education.

KRS 159.160—Tcachers’ Reports to
Superintendent —- ‘ ‘ The principal or
teacher in charge of any public, pri-
vate or parochial school shall report
to the superintendent of schools of the
district in which the school is situated
the names, ages and places of resi-
dence of all pupils in attendance at
his school together with any other
facts that the superintendent may re-
quire to facilitate carrying out the
laws relating to compulsory attend-
ance and employment of children. The
reports shall be made within the first
two weeks of the beginning of school
in each school year.”

KRS 161.020 —Certificatcs Required
of School Employees; to be Filed—-
“(1) No person shall be eligible to
hold the position of superintendent,
principal, teacher, supervisor, attend-
ance officer, 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 qualifica—
tions for such position. (2) no person
shall enter upon the duties of a posi-
tion requiring certification qualifica-
tions until his certificate has been
filed or credentials registered with the
board of education employing him.”

 

This statute provides for uniform
pupil accounting for all pupils in at-
tendance in both public and non-public
schools.

Compliance with the compulsory at-
tendance law requires submission of
reports by teachers on attendance of
pupils in all schools.

Professional certification is a require-
ment for all staff members. The pri-
mary responsibility for obtaining a
certificate rests with the individual.
It is the responsibility of the super-
intendent of schools to make payment
of salaries only to school personnel
who hold valid certificates for their
positions.

 

 orm KRS l.61.l70——KRS 161.180—KRS

at- JGISZOOwKRS 161.210 — Teacher Re-

blic sponsibility for Course of Study, Pupil
Conduct, Records and Reports.

at-

eof

uire-

pri-
1g 3
:lual.
1per-
ment
)nnel
their

It should be noted that these represent
minimal regulations which most schools
supplement by policy.

 

  

STANDARD IIUSTATEMENT 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 (J) the needs of all
children and youth; (,9) the needs of a free societt; and,

(3) the values of the humane tradition.

Within the foregoing frame of reference:

A.

D.

The school district and community shall develop cooperative-
ly, and re-study at frequent intervals, a statement of educa-
tional beliefs and objectives upon which unity, balance, and
direction of the total school program may be established.

Each school shall develop cooperatively, within the frame-
work of the district, a statement of beliefs and objectives.
The objectives shall be stated in terms of skills, abilities, and
attitudes to be developed.

Comprehensive supporting studies shall be made on a con-
tinuing basis for use by the district and each school and
shall include:

1. Holding power;

‘2. Characteristics of pupil population—social, personal, edu-
cational—as revealed by organized testing, surveys, and
other means;

3. Curriculum;
4. Follow-up of dropouts and graduates.

Self—evaluation reports will be required of all schools seek-
ing an upgrading or change in rating during any school year.

Summary reports of these studies will be made to the Depart-
ment of Education on request of the Superintendent of
Public Instruction.

 

 STANDARD III—PLANNED PROGRAM OF
SCHOOL~COMMUNITY RELATIONS

Relations between the school and the community are dual in
nature. Each, by the basic character of the relationship,
possesses specific rights and certain responsibilities. A
dynamic program of school-community relations embraces
four major responsibilities which the district and school
should accept. These are interpretation, information, co-
operatire study and eraluation, and community services.
The most valid evidence of good school~community relations
is the degree of participation on the part of citizens and the
general public. A sound program of schcol-community rela-

EZ: tions will seek genuine acceptance of mutual responsibility
and by both professional and lay citizens of the scheel—community.

The district and the. individual school shall take appropriate steps to:
1me- A. lnitiatc and plan cooperatively a comprehensive and con-
.ves. tiuuiug' program for interpreting” the schools to the people.
and \l'hcn segments of the community lack understanding of and

appreciation for a modcrn school program, a special effort
0011- should he madc to improvc community expectations of its
and schools and to establish a genuine concern For the rights of
children and youth in a free society.

TX. T'se a variety of ways and means to inform the people about

their school and education in general. This should be ac-
adu- complishcd through use of all available media and activities
and which bring citizeus‘lo the school and take the school to the
community.

('. Provide frequent opportunity for citizens’ groups to partici-
pate in curriculum study and cooperative evaluation of the
total educational program.

eek- . .

'ear. D. Pcrnut. Wll’llln the framework of school board policies, use
of school facilities and resources by community groups in

‘31“: social, recreational. and educational activities.

; 0

 

 STANDARD IVmPROGRAM

The major criteria for the classification, accreditation, and
recognition of schools shall be in terms of (1) breadth of
offerings according to the State Plan for the Program of
Studies; (2) continuity of the program within subject areas;
{3) administrative and instructional provisions for differ-
entiation in content and method according to measured pupil
needs; and, (4.) quality of instruction as revealed by sys-
tematic measurement and evaluation of achievement.

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

1. Consistent programs and services;

2. Appropriate facilities for housing program and services;
3. Equivalent teaching staffs;

4. 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 artic-
ulation of the program.

1. Effective Leadership: The administrative and supervisory
staffs are responsible for initiating sound and continuous
planning for a total school program. An organized program
includes identifying purposes, long-range planning, program-
ming, and appraisal practices.

2. District Organization: The school district eligible to receive
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 districts, shall pro-
vide for the needs of all exceptional children in its attend-
ance area.

4. System-wide Evaluation: At appropriate intervals, the school
district should make an appraisal of its total program. This
evaluation is in addition to those conducted by separate school
units.

10

 

 0. Standards for Program
1. Fully Accredited with Comprehensive Program

a. In order that a program broad enough to meet the needs
of individual students may be Offered, an enrollment of
at least 100 seniors and 600 students is considered mini-
mum. Although smaller schools can offer a broad program,
it is nationally recognized that program breadth becomes
impracticable for smaller numbers.

h, The Comprehensive high school (grades 9-12) shall offer
and enroll annually pupils in a minimum curriculum as
specified below with a minimum program from each of

 

Its the 10 state-approved curriculum areas unless local sur-
veys of pupils and community needs indicate that no pupils
in the school are being deprived of essential learniue's.
Areas of State Program Minimum Unit Offerings

of Studies
6-Yr. 4-Yr. Sr. H.S.1 Jr. HS.
(1) English Language Arts 7 5 4 3
3613' (2) Social Studies 7 5 4 3
ver, (3) Mathematics ti 4 4- 4-
?131‘3 (4) Science 6 4 4 3
mi (5) Health. Safety, and
Physical Education 4 2 l 3
ory (6) Fine Arts (Music and
em Art—two units of each in
am fiyr. and et—yr. schools) 6 4. .9. 3
anr (ll Eorciesn Tianuuagesg ’% 3 3 l
(til Tndustrial Arts"3 5 3 3 3
alve till Business Education 4 4 3 l
the (lm Vocational Education
rds (:1) Agriculture" 3 3 3 —
1Courscs ordinarily considered as 9th grade. courses shall not he counted
)rtS toward meeting the minimum Accreditation Standards in the Senior Tligh School.
Some examples are, English 1', Algebra I, General Mathematics, General Science,
”‘0' and Health and RE.
Hd' 2 Three units in one language or a minimum of two units each in two lan-
guages.
001 3 First unit offered must he general shop.
his T 4Can be omitted when local surrey: indicate there is no need. Trades and
001 ndustrics Program may he, ottercd in an area vocational school (it availahlel on

a maximum half-day hasis to supplement the offerings of the. regular high school
program.

ll

 

 Areas of State Program Minimum Unit Offerings
of Studies
6-Yr. 4-Yr. Sr. H.S. Jr. H.S.

(b) Home Economics-‘7 4 3 2 2

(c) Trade and
Industrial4 3 3 3 —

(d) Business and Office

Education6 — -— - —
(e) Distributive

Education — — — —-
(f) Health Occupations
(g) Technical Education
(h) Special Vocational

l
l
|
I

l
l
I
l

Education — _ _. _
Elective Offerings 2 2 2 —
Minimum total offerings required 60 45 39 26

2. Fully Accredited with Selective Program

a. When two or more schools serve an overlapping pupil
population, the school that is Selective in enrollment and
maintains a program in at least nine of the ten cur-
riculum areas but meets all other Comprehensive school
requirements and compensates in depth of offerings for
abridged breadth of offerings shall be classified as a
“Selective” high school.

3. Fully Accredited with Standard Program

a. The Standard high school (grades 9-12) shall offer and
enroll annually pupils in a curriculum as specified below
with a minimum program from each of the 10 state-ap-
proved curriculum areas unless local surveys of pupil
and community needs indicate that no pupils in the
school are being deprived of essential learnings.

4 See page 11, £11. 4.
5 Includes both vocational and non—vocational home economics.

6 See Business Education (Area 9) for both general and vocational education
programs in business.

 

 35 Areas of State Program Minimum Unit Offerings
of Studies

HS. 6-Yr. 4-Yr. Sr. 11.5.1 Jr.H.S.
2 (1) English Language Arts 6 4 4 3
(2) Social Studies 5 3 3 3
— (3) Mathematics 5 3 3 3
(4) Science 5 3 3 3
“ (5) Health, Safety and
Physical Education 3 1 1 3

" (6) Fine Arts (Music and Art~
- one unit of each in 6-year

 

— and 4-year schools) 4 2 2 3
(7) Foreign Language 2 2 2 —
— (8) Industrial Arts 2 2 2 2
‘ (9) Business Education 3 3 3 —-
" (10) Vocational Education
‘6 (a) Agriculturez . 3 3 —
(b) Home Economics3 3 3 2 1
_ (c) Trade and Industrial
IP11 Education? 2 2 2 —
and ((1) Business and Office
3111" Education4 — w — ~-
1001 (e) Distributive Education — — — —
for (f) Health Occupations —- — — -
5 a (g) Technical Education — — — —
(h) Special Vocational
Education — — — —-
Elective Offerings 6 4 2 ~
1nd __ __ __ __
.OW Minimum total offerings required 49 35 32 21
ap-
lpil 1Courses ordinarily considered as 9th grade courses shall not be counted
the toward the minimum Accreditation Standards in the Senior High School. Some

examples are English I, Algebra I, General Mathematics, General Science, and
Health and RE.
20am be omitted when local surveys indicate there is no need. Trades and
Industries Program may be offered in an area vocational school (if available) on
a maxmnnn halfday basis to supplement the offerings of the regular high school
:ion Program.
3Includes both vocational and non-vocational home economics.

4 See Business Education (Area 9) for both general and vocational education
programs in business.

13

 

 4. Fully Accredited with Basic Program

a. This high school (grades 9—12) shall offer and enroll
pupils annually in a minimum curriculum as specified
below with a minimum program from each of the 10
state-approved curriculum areas unless local surveys of
pupil and community needs indicate that no pupils in the
school are being deprived of essential learnings without
positive efforts being made to provide for them. Alterna-
tions are permitted in third and fourth year courses which
are not dependent upon prerequisites. These courses may
be counted toward meeting program requirements, but
only courses offered each year can be counted toward
meeting the 26—unit requirement.

Areas of State Program Minimum Unit
of Studies Offerings
6-Year 4-Year
(1) English Language Arts 6 4
(2) Social Studies 5 3
(3) Mathematics 4 2
(4) Science 4 2
(5) Health, Safety, and
Physical Education 3 1
(6) Fine, Arts (Music and/or Art) ‘3 1
(7) Foreign Languages ~ —
(8) Industrial Arts 1 1
(9) Business Education 2- 2
(10) Vocational Education
(a) Agriculture1 3 3
(b) Home Economics2 2 2
(c) Trades and Industrial
Education — —

(d) Business and Office Education3
(e) Distributive Education — —
(f) Health Occupations Education
(g) Technical Education — —
(h) Special Vocational Education

I
l

l
l

l
1

10111] be omitted when local surveys indicate there is no need.

2 Includes both vocational and non-vocational education in home economics.

3 See Business Education (Area 9) for both general and vocational education
programs in business.

14

 

 C'le—hUi-dJr—l

11

ion

Areas of State Program Minimum Unit

of Studies Offerings

6-Year 4-Year
Elective Offerings 5 5
Minimum total offerings required 38 26

o. Accredited Emergency

a. Any high school that cannot currently meet program
standards for a fully accredited high school may be ap-
proved on an emergency basis provided the school shall
offer and enroll pupils annually in a minimum program
from at least: seven of the 10 state—approved curriculum
areas and make satisfactory annual progress toward meet-
ing basic program standards. Alternations are permitted
in third and fourth courses as under the Basic program

classification.
Areas of State Program Minimum Unit
of Studies Offerings
6-Year 4-Year
( 1) English 6 4
(2) Social Studies 5 3
(3) Mathematics 4 2
(4) Science 4 2
(5) Health, Safety, and
Physical Education 3 l
(6) Fine Arts (Music and/0r Art) 3 1

(7) Foreign Language - —
(8) Industrial Arts1
(9) Business Education1
(10) Vocational Education 2 2
(a) Agriculture1
(b) Home Economics2 — -
(0) Trade and Industrial
Education — ~
(d) Business and Office Education — —
(e) Distributive Education ~ —
(f) Health Occupations Education — —
(r2) Technical Education — —
(h) Special Vocational Education ~
Elective Offerings 3 3
Minimum total offerings required 3