xt7vx05x9r84 https://exploreuk.uky.edu/dips/xt7vx05x9r84/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1956-06 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.), "Criteria for Approval of Units for Vocational Education and Education of Exceptional Children", vol. XXIV, no. 6, June 1956 text
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EDUCATIONAL BULLETIN

CRITERIA FOR APPROVAL 'OF UNITS
FOR VOCATIONAL EDUCATION
AND EDUCATION OF '
EXCEPTIONAL CHILDREN

Published by

DEPARTMENT CIF EDUCATION

ROBERT R. MARTIN
Superintendent of Public Instruction
Frankfort, Kentucky

ISSUED MONTHLY
Entered as second-class matter March 21, 1933, at the post ofﬁce at
Frankfort, Kentucky, under the Act of August 24, 1912.

VOL. )5va JUNE, 1956 NO. 6

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FOREWORD

I am pleased to submit herewith the Criteria for Units in Voca-
tional Education and for the Education of Exceptional Children.
These Criteria represent portions of an over-all plan for the im-
provement of education in Kentucky. Standards are established
for program, personnel and facilities which are in keeping with

present ability and, at the same time, provide methods for continued
improvement.

Vocational Education and Education for Exceptional Children
have an important place in a total education program. While they
are somewhat special in nature, under the Foundation Program they

Will become part of an integrated program for the improvement of
instruction.

Together with the Criteria governing other special units, these
Criteria form the basis for planning instructional programs within
the framework of the Foundation Program. I commend them to

all persons concerned with the administration of the program of
education for Kentucky’s children.

ROBERT R. MARTIN
Superintendent of Public Instruction

155

TABLE OF CONTENTS

PART I
GENERAL POLICIES .................................... 159
VOCATIONAL AGRICULTURE ........................... 161
DISTRIBUTIVE EDUCATION ............................ 166
HOME ECONOMICS EDUCATION ....................... 169
TRADE AND INDUSTRIAL EDUCATION ................ 171
PART II ‘
EDUCATION OF EXCEPTIONAL CHILDREN ............. 175

156

61 PART I

66 V CRITERIA FOR APPROVING UNITS
69 ‘ FOR

71 VOCATIONAL EDUCATION

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GENERAL POLICIES FOR OPERATING THE PROGRAM 0F
VOCATIONAL EDUCATION UNDER THE FOUNDATION

PROGRAM LAW

(The services in the Bureau of Vocational Education af-
fected by these policies are: Agriculture, Home Econom-
ics, Trades and Industries, and Distributive Education).

In View of the fact that the Foundation Program is built on the

premise of developing a sound program of education in Kentucky,
it is necessary to develop policies and standards that will be con-
ducive to such development.
- Therefore, the Bureau of Vocational Education desires that its
policies encourage an expansion of vocational service to the people
of Kentucky; and yet, at the same time, develop standards and
criteria that must be recognized in setting up sound programs of
vocational training by local boards of education. In view of these
facts, the following policies are hereby recommended:

An approved vocational teacher means a teacher who meets
the criteria of qualifications as set forth in the State Plan
for each of the vocational services. It also means that the
teacher is conducting an approved curriculum in a depart-
ment that meets the standards of training facilities.

The different vocational services are to develop criteria and
standards for the approval of vocational teachers, depart-
ments, and programs in the secondary schools of Kentucky.
If a local board of education finds that it is unable to meet
all of the criteria relative to training facilities set forth by
any of the services, then the Director of the respective service
Will be notified by the Superintendent of Schools. The local
board will work out a plan, subject to the approval of the
service involved, setting forth ways and means that it plans
to improve its facilities so that the standards can be met for
approval. During the period in which the board of education
is showing good faith in developing its plan, the department
or program will be granted temporary approval.

If the board of education fails to make the necessary im-
provement, according to the agreed plan, in the time limit
agreed on by all parties concerned, it will be so notified
by the Director of the service involved relative to this fact.
Then, if an accelerated effort on the part of the local board
of education cannot be developed to meet the standards as

159

set up for approval, the problem will be reported, with all
the necessary facts, by the Director of the service involved,
to the head of the Bureau of Vocational Education. After
the head of the Bureau has made an analysis of the prob-
lem, and if the facts indicate that the vocational program is
being jeopardized, then the department or program will be
placed in a disapproved category until such time that the
local board of education can meet the standards as pre-
scribed by the service involved. It will be equally true that
when a local board of education that is operating a tem-
porarily approved program meets the requirements set forth
in the criteria for complete approval, then it will be taken
out of the temporary approval category and placed in an
approved program of vocational education.

If an already approved, presently operated, vocational pro-
gram in the state shows an indication that it is failing to
keep abreast of progress and begins to abusewthe standards
and criteria set forth for approval, then it will be so notified
of the standards that must be improved by the Director of
the service involved and placed in a temporary approval
status until such time it can meet the standards for complete
approval.

In view of the fact that the Foundation Program Law estab—
lished the principle of developing a program of education
in Kentucky that is geared around the idea of educational
services to people, it behooves the leadership in vocational
education to take a look at the different programs in opera-
tion in the state and to develop an accelerated plan of evalu-
ation of all the different phases of the program so that an
intelligent approach can be made towards future improve-
ment.

In Section 157.390, pages 48 and 49, of Educational Bulletin:
Vol. XXIV, No. 2, Foundation Program Law (As Amended
in 1956), in the classification of teachers in ranks, the equiva-
lency in ranks II, III, and IV shall be defined by the re-
spective service involved. The interpretation given‘ to the
equivalency in each of the above ranks shall determine the
pay category of the approved teachers holding certificates
based upon criteria for qualifications.

160

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CRITERIA FOR APPROVING UNITS
FOR VOCATIONAL AGRICULTURE

The purpose of Vocational Education in Agriculture is to train
farmers and prospective farmers for proﬁciency in farming. In—
struction is provided for three groups: (1) farm boys enrolled in
all-day high school classes; (2) out—of—school young men who are
enrolled in young—farmer classes, and (3) adult farmers enrolled
in adult—farmer classes. All instruction must be designed to meet
the needs of those who are preparing for farming or are engaged
in farming. Instruction and supervision on the home farm must be
provided for all persons enrolled in classes.

A teacher of Vocational Agriculture may be approved for a
department when the following standards are met:

A. Need for Vocational Education in Agriculture
Classroom units for Vocational Agriculture shall be approved
in public high schools only when evidence is available showing
need for Vocational Education in Agriculture. This need
shall be shown in terms of:

l.
2.
3.

Number of farms in school patronage area.

Number of full-time farmers in school patronage area.
Number of boys enrolled in school from farms and who
have facilities to carry 011 supervised farming programs.
Number of young men on farms, out of school, who are
entering upon the vocation of farming.

B. Enrollment

Persons eligible

a. High school classes—Only students who are interested
in agriculture and who have facilities to carry out a
supervised farming program.

b. Young—farmer classes-Young men who are becoming
established in farming.

c. Adult-farmer classes—Farmers already established in
farming.

Number enrolled in each class

a. High school—Minimum of 10 and maximum of 24.

b. Young farmer—Minimum of 10 and maximum to be
determined by course taught and facilities available.

0. Adult farmer—Minimum of 10 and maximum to be
determined by course taught and facilities available.

Number enrolled per teacher—The number enrolled per

161

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teacher shall be from 40 to 60 pupils including young
and adult farmers. Where more than 60 vocational stu-
dents are enrolled, an additional teacher shall be added.

0. Physical facilities
1.

Classroom—A standard classroom of approximately 22
by 30 feet equipped with blackboard, bookcase, up-to-date
agriculture library, standard tables and chairs for stu—
dents, teacher ’s desk and chair, and file cabinets for each
teacher of vocational agriculture.

Farm shop—Adequate farm shop with a minimum of
1800 square feet for one teacher and 2400 square feet for
more than one teacher. Each shop is to be equipped with
storage space, washroom, and tool room. Each shop must
be equipped with adequate tools and machinery to teach
farm mechanics.

D. Teachers
1.

A fully qualified teacher of Vocational Agriculture em-
ployed for 12 months each year.

Number of classes—Each full—time teacher must have at
least three classes and not more than 5 (including young
and adult-farmer classes). There must be at least two
high school classes of Vocational Agriculture.

Instruction shall be offered for high school boys, young
farmers and/ or adult farmers. Each full-time teacher shall
teach at least one high school and one young and/01‘
adult-farmer class.

Provision for travel—Each board of education must prO-
vide adequate transportation for the teacher to visit
farms and students throughout the year and to do other
necessary work.

Vacation and summer school—Boards of education may
permit the teacher of Vocational Agriculture to attend
summer school and take a vacation, providing the total
time spent in summer school and vacation does not exceed
one month in any given year.

When school districts are merged, the teachers shall be
given equal status in the new system. If it is necessary
to reduce the number of teachers, preference shall be
givn to tenure, performance, training, and experience.
Chore duties—The teacher of agriculture may perform

162

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his share of chore duties of the school, but should not be
called upon to do more than other teachers in the school.
Professional ethics—Each teacher of Vocational Agricul-
ture shall observe the principles of professional conduct
adopted by the Kentucky Vocational Agriculture Teach—
ers Association.

Teacher training—Each teacher shall keep up to date in
Agricultural Education by attending summer school
courses, in—service training meetings, State conferences,
and district meetings.

Time devoted to job—Each teacher shall teach his regu-
larly scheduled classes and visit each pupil on his home
farm to provide supervision of farming programs. All
teachers should devote their full time to their jobs. Pri-
vate business or farming that makes their work in Voca-
tional Agriculture less effective will be cause for not
approving the teacher.

E. Time requirements

High school classes—The school may elect either of the

following plans for high school classes:

Plan A—Two consecutive 60-minute periods of instruc-
tion, 2 days per week, and one 60-minute period,
3 days per week, for each class, each year.

Plan B—Two consecutive 45-minute periods of instruc-
tion per day, 5 days per week, for each class,
each year.

Plan C—Sixty minutes of instruction per day, 5 days per
week, for each class, each year, provided that
there is in operation a program of systematic
group instruction for out-of—sehool young farm-
ers and/or adult farmers for not less than 50
clock-hours during the year.

Plan D—Twenty-eight clock-hours of scheduled class in-
struction in agriculture during each school
month for each class.

Young—farmer classes—Each young-farmer class shall

hold a minimum of 15 class sessions of not less than two

hours each.

Adult-farmer classes—Each adult-farmer class shall hold

a minimum of 10 class sessions of not less than two hours

each.

163

F. Program
Each high school with an approved unit in Vocational Agri-
culture must provide for and carry out an approved program
of work in Vocational Agriculture. This program must in-
clude:

Instruction for high school farm boys, young farmers, and
adult farmers. This instruction must include class instruc-
tion and supervision of farming programs. Time shall be
provided in the daily schedule for both class instruction
and follow-up work.

An up-to-date course of study based on farming enter-
prises in the community.

Active leadership training through FFA including in-
struction and practice through a program of activities.
This program of activities should make provision for:

a. Regularly scheduled meetings at least once each
month.

Training of officers and committee leaders.
Committee work.

Setting up and carrying out programs of activities.
Participation in fairs, FFA days, and other agricul-
tural and FFA events.

f. Participation in State and National programs of FFA.

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G. Records and Reports
Each department shall keep:

An individual record of each pupil showing:

a. Farming programs—proposed and summarized on
permanent record card.
FFA activity record.

0. Survey form of home farm, and

(1. Such other records as may be required by the Director
of Agricultural Education.

Copy of all reports submitted to the Director of Agricul-

tural Education. These reports shall include:

Preliminary annual reports of high school boys.

Completed annual reports of high school boys.

Young farmer reports.

Adult farmer reports.

FFA annual reports.

Daily teaching schedule.

Monthly report, including travel.

“.QWFDP'E‘P‘?’

164

h. Such other reports as may be required from time to
time to show the results obtained and the effective-
; ness of the work of the department.

H. The Director of Agricultural Education may waive the mini-
l mum standards for enrollment under Section B and physical
- facilities under Section C, provided a plan is submitted by
3 the local board of education for meeting these standards.

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165'

CRITERIA FOR APPROVING UNITS FOR COOPERATIVE

DISTRIBUTIVE EDUCATION IN KENTUCKY
HIGH SCHOOLS

I General Statement

The high school program in Distributive Education is a
work—study program in retail training for high school juniors
and seniors. Under this plan the student enrolls in the re-
quired high school courses such as English, Social Science
or Mathematics and selects the Distributive Education course
as an elective. In addition to the in-school instruction, the
student must spend 540 hours at work in retail or Wholesale
business. The work experience serves as the laboratory train-
ing for the student.

The amount of vocational instruction required should be based
on the length of the cooperative program and the amount of
such training already completed in the high school. The fol-
lowing suggested plans takc into account these two factors:

Plan A—In a cooperative part-time program covering tWO
school years, an average of at least one regular class
period a day is devoted to vocational instruction.

Plan B—In a cooperative part-time program covering only
one school year, an average of at least two regular
class periods a day is devoted to vocational instruc-
tion.

Plan C—In a cooperative part-time program for persons Who
have completed a minimum of two high school units
of credit in such subjects as Retail Bookkeeping,
Business Arithmetic, Business Economics, Salesman-
ship, Merchandise Studies, Retailing and Advertis—
ing, under vocationally competent instructors in the
high school, an average of one regular class period a
day is devoted to vocational instruction for the school
year in a given community.

Size of the School

This program should be scheduled only in high schools that
have a sufficient enrollment in the junior and senior classes
to permit the students to complete the required high school
courses and, at the same time, satisfy the work—experience
regulations of the program. As a rule, the student’s on-the—job
experience is completed in the afternoons.

166

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III Opportunities for Part-Time Employment

The Distributive Education Program is a cooperative part-
time training program. This requires that the student spend
an average of fifteen (15) hours during the school week or a
total of 540 hours during the school year working in a retail
or wholesale establishment. The work experience must be of
such nature that the student can profit educationally by par-
ticipating.

The training program is designed to prepare students for
useful employment upon graduation from high school. There-
fore, there must be a sufficient number of job opportunities
in the area to reasonably assure a job upon completion of the
course.

Qualifications of a Teacher

Both men and women qualify for teachers in Distributive
Education courses. The teacher, in addition to satisfying the
professional certification requirements, must have three (3)
years of satisfactory experience in a retail or wholesale occu-
pation.

Duties of the Teacher

The teacher, usualled termed a Teacher—Coordinator, will or-
ganize the instruction materials and will give the iii—school
vocational instruction. The teacher will arrange with the co-
operating business establishments to give the on-the-job in-
struction that cannot be given in the high school. The teacher
will also make periodic coordination visits to the business
establishments during the working hours of the students. The
purpose of these visits is to observe the student at work, to
confer with the employers, and to develop job progress re-
ports on each student.

Size of the Class

A minimum of fifteen (15) students are necessary to initiate
a program in Distributive Education. A teacher can instruct
and coordinate 4.0 to 50 students. This maximum figure will
be influenced by the amount of travel necessary on the part
of the teacher to coordinate the program. When the maximum
number is enrolled in the program, the students should be
divided into two or more classes.

VII Length of the Employment of the Teacher

The teacher shall be employed for a term at least equal to

167

that of the other members of the high school faculty. However,
it is recommended that the teacher be employed for an addi-
tional month in order to organize and plan for employment
and the instructional program.

VIII Justifying the Program

Programs will be justified on four counts:

1. Evidence of need for a program as determined by a local
survey of retail business.

2. Evidence of cooperation on the part of the retail trade
associations.

3. Evidence of cooperation on the part of the local school
administration.

4. An advisory committee made up of business employers
and employees.

IX Physical Facilities
A well lighted and heated classroom of sufficient size to
accommodate the number of students enrolled. The room
should be equipped with movable chairs and tables so as to
provide for conferences, committee work and individual in-
struction. The teacher should be provided with a desk and a
filing cabinet.

It is recommended that wherever possible, model stores should
be built into the classroom for teaching purposes. The size of
the unit will depend upon the number of students enrolled.

A cash register, a wrapping table, and wrapping supplies are
to be available and at least one bulletin board and one black
board. Visual aids equipment in the form of a motion picture
projector and a film strip projector are to be available.

These are the minimum recommended facilities. Other de-
sirable facilities would include a dummy store window, tape
recorder and a display rack for both men’s and women’s
clothing.

168

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CRITERIA FOR APPROVING UNITS IN
VOCATIONAL HOME ECONOMICS

I The Program

The program must include:

1. Class instruction to prepare for the responsibilities
and activities involved in homemaking.

2. Guiding home project work.

3. Making home visits.

The program may be enriched by including:

1. FHA or N HA.

2. Instruction for adults.

3. Educational experiences with the school lunch pro-
gram.

Instruction shall be of less than college grade and de-

signed for persons 14 years old or over.

II The Teacher

The teacher shall meet qualifications to teach vocational
home economics as set up in the State Plan for Vocational
Education.

The teacher shall participate in activities that provide
in-service training.

The teacher shall keep records and make necessary reports
to the superintendent and the State Office.

III Schedule and Term of Employment

The minimum length of the class period shall be 60 con—

secutive minutes daily.

The minimum size class shall be 10, and the maximum 24

pupils.

There shall be at least one period no less than 45 minutes

in length provided for guiding home project work.

In a full-time homemaking program:

1. There shall be a minimum of 48, and a maximum of
80 high school pupils enrolled in home economics
classes.

2. There shall be a minimum of three classes and a
maximum of five classes.

One period in the school day may be used for educational

activities connected with the school lunch program and/ or

serving as an adviser to FHA and NHA in lieu of one of
the classes.

169

Teaching a class of adults may be in lieu of one class of
day school pupils.

The teacher shall be employed for a period beyond the
regular school term based on the number of pupils en-
rolled in vocational home economics as follows:

48 or more pupils .......... 4 weeks
25-47 pupils .............. 3 weeks
24. or less pupils ........... 2 weeks

(Additional time may be approved upon request if the
size and scope of the program justifies it).

IV Teaching Materials and Supplies

Up-to—date teaching materials in all areas of homemaking
and in sufficienct quantity for the largest class enroll-
ment shall be provided.

Funds in the amount of $3.00 per pupil enrolled in Home
Economics classes shall be provided in addition to pupil
fees, for library books, illustrative material and teaching
supplies.

V Space and. Equipment

A department shall be of sufficient size and adequately
equipped to accommodate the size classes and to teach all
the areas of home economics.

170

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CRITERIA FOR APPROVING UNITS FOR VOCATIONAL
INDUSTRIAL EDUCATION FOR REGULARLY
ENROLLED HIGH SCHOOL STUDENTS

I General Statement

The purpose of Vocational Industrial Education for regularly
enrolled high school students is to provide instruction of a
preparatory type in the development of basic manipulative
skills, safety judgment, technical knowledge, and related in-
dustrial information for the purpose of fitting persons for

useful employment in trade and industrial pursuits.

II Courses or Classes

All courses offered must consist of both shop instruction and
related trade theory in a specific trade area, as well as certain
required academic subjects that contribute to a well-rounded

program for the student in his field of endeavor.

A. Time Requirements
1. Practical Shop Work

At least fifteen (15) clock hours per week, not fewer
than three (3) consecutive clock hours of sixty (60)
minutes each at a time must be devoted to practical

and theoretical instruction.
2. Related Instruction

The related theory of the occupation must be taught
by the shop instructor as the occasion requires and
incidental to the shop instruction during the three (3)

hour period.
3. Regular High School Subjects

The other 50% of the school day must be devoted to

regular high school subjects in the high school.
III Attendance

Students enrolled in vocational shop classes must attend not
less than thirty (30) hours per week for one school year of
not less than thirty-six (36) weeks and not more than two (2)

regular years of forty (40) weeks each.

IV Students

The students enrolled in vocational shop courses must be
sixteen (16) years of age and regularly enrolled in the high
school. They must evidence the ability and desire to benefit
by the instruction and requirements of employment in the

trade after graduation.

171

V Qualifications for Shop Teachers

A. A shop teacher must have had at least three (3) full years’
experience as a journeyman worker in the trade to be
taught. He should be a person who commands the respect
of his co-workers and is recognized as a master of his
trade.

He must be a high school graduate, preferably of a voca-
tional high school or equivalent. He must have or obtain
during his teaching service at least twenty-four (24)
semester hours of teacher-training especially suited to his
needs. The renewal of the yearly teaching permit depends
upon the teacher obtaining two (2) required semester
credits in teacher-training. A course in Trade Analysis
shall be required before the teacher begins his work or
during his first year of service.

Qualiﬁcations for Vocational Trade Instructors in ac-
cordance with the Equivalency Clause in the Founda-
tion Program Law—KRS 157.390 (As Amended in
1956) Educational Bulletin No. 2.

Rank II. Those holding regular four (4) year certifi-
cates to teach a specific trade; related sub-
jects to trade students or coordination of a
Trade and Industrial Education Program; hav-
ing taught for four (4) years in a public trade
school; holding a Bachelor’s Degree with a ma-
jor in Industrial Education 0 ran Engineering
Degree, and having earned twenty-four (24)
semester hour credits beyond the Bachelor’s
Degree in Vocational Teacher-training.

Rank III. Those holding regular four (4) year certifi—
cates to teach a specific trade having taught
this trade in a public trade school for four (4)
years and earned twenty—four (24) semester
hours of college credits in Trade and Industrial
Teacher-training subjects designated in the
State Plan for Vocational Education.

Rank IV. Those holding a regular one (1) year certifi-
cate to teach a specific trade based upon high
school graduation or equivalent; plus three (3)

it.

172

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neyinan beyond apprenticeship in the trade to
be taught in accordance with the State Plan for
Vocational Education.

VI Physical Facilities

Physical facilities, including space, heat, light, equipment,
toools, etc, must be adequate for the specific needs and nature
of the particular trade to be taught. These should meet the
criteria established and on file in the State Office of Indus—
trial Education.

173

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PART II

CRITERIA FOR APPROVAL OF CLASSROOM UNITS
FOR
EDUCATION OF EXCEPTIONAL CHLDREN

The criteria for classroom units for exceptional children author-
ized by KRS 157.360, sub—section (5), are for the guidance of super-
intendents in planning instructional programs to include classroom
units for the various classifications of children with handicaps.

The administration and supervision of instructional programs
and special facilities for exceptional children are the responsibility of
the superintendent as the executive officer of the local board of edu-
cation.

I General Provisions

A. Classroom units may be allotted on the basis of an ap-
proved teacher.

B. An approved teacher is one who devotes full—time or a
fractional time to instruction for exceptional children in
accordance with State Board of Education Regulations
pursuant to KRS 157.200—157.290 and KRS 157.360(5).

C. Classroom units shall be allocated on the basis of a planned
program as determined by careful study of educational
needs of children with handicaps. Each unit shall serve
one classification of handicapped children as follows:

1. Children with crippling conditions (orthopedic crip-
pling, accidental crippling, cerebral palsy, cardiac
conditions, etc.).

2. Children with impaired hearing (deaf, severely hard
of hearing, or moderately hard of hearing).

Children with impaired vision (partially seeing).

4. Children with impaired speech (faulty articulation,
stuttering, delayed speech, etc).

5. Children who are mentally retarded (Sub—section (2)
and (3) of KRS 157.200). Educable mentally re-
tarded children shall be defined as those who have
moderate mental retardation, who cannot profit from
the regular curriculum, and, therefore, require a
special curriculum to provide for educational, social,

175

and vocational needs. The IQ range for educable
mentally retarded children is generally considered
to be 50-75.1

Severely mentally retarded1 children requiring a pro-
gram for trainable children may not be included in
classroom units for the educable retarded.

Children who are home-bound by physical defects

which make school attendance either in special classes
or regular grades impossible may receive instruction

in the home. A home instruction unit may be allotted
as full-time when a qualified teacher is employed on a
full-time basis. A fractional unit may be allotted in
the event that home instruction personnel is assigned
to another approved fractional unit, provided that the
personnel meets the certification requirements in
SBE-EEC-FP-l.

On the basis of the major handicap, children with
multiple handicaps may be enrolled in the units which
can best serve the child.

D. Classroom units for exceptional children vary in size ac-
cording to the type and severity of the disability. Full-
time or fractional units may be approved in line with the
present State Board of Education Regulations.

Category No. Children Per Unit
Crippled .................. 12 - 20
Deaf ........................ 8 - 12
Hard of Hearing ........... 10 - 25
Mentally Retarded .......... 15 - 20
Partially Seeing . . . . . . . . 10 - 20
Speech Impaired ........... 75 -100 per week

Pupil-teacher ratio for home instruction units is determined by
geographical distribution of pupils, travel conditions, preparation
load for the teacher, and grade spread of pupils. In general, the
pupil-teacher ratio for home instruction units is as follows: county
areas, 8-12 pupils; urban areas, 12-15 pupils.

II Qualified Personnel
A. Units may be alloted to districts meeting the requirements
of KRS 157.360(5), KRS 157.250, and SBE-EEC-FP—l-

1American Psychiatric Association classifications Mild Retardation (IQ-85). Moderate
Retardatlon (IQ 5