1. Does the language in KRS 158.031 (1998) mean that the primary program is now a school council option?
No. The ungraded primary program (meaning a continuous progress program without the traditional grade levels of kindergarten, 1, 2, and 3) remains a statutory requirement. The new language attempts to focus attention on the rationale for the primary program and its components: continuous progress and success for individual students in their earliest years of school. The language in the law emphasizes the flexibility school councils have in using the tools at their disposal, including primary's critical attributes, to accomplish the goal of individual student success.
2. Our daughter will be five on November 30, and we believe that she will be fully ready to begin kindergarten that fall. We intend for her to attend primary at a public school. Is there a possibility of petitioning to allow our child to enter kindergarten next fall even though she will not meet the age requirements?
The law reads as follows: KRS 158.030 --Common school "defined" --Attendance at public school and primary school program. "Common school" means an elementary or secondary school of the state supported in whole or in part by public taxation.... no school shall... receive support from public taxation unless (the child) satisfies the age requirements. Any child who is five (5) years of age, or who may become five (5) years of age by October 1, may enter a primary school program, as defined in KRS 158.031.
Schools do not receive educational funds for children who do not meet the age requirements as mandated. It is possible that the school or district may agree to enroll your daughter anyway. It is clearly a local decision.
3. Can schools place primary students in single-age groups 100% of the time?
No. The primary program's intention is that individual students will be grouped and regrouped (sometimes n single-age groupings and sometimes in multiage groupings) to meet their individual developmental needs and to assure continuous progress. Students may also be grouped based on common interests, talents or learning styles so they may observe and learn from other children.
Schools and school councils have discretion in determining the amount of time per day individual students participate in multiage settings, so schools might group children in a single-age grouping for a portion of the day during homeroom. Multiage and multiability groupings/classrooms along with all other critical attributes must be practiced to ensure continuous progress throughout the rest of the day.
4. Does the state require that there be a certain percentage of multiage and multiability groupings in a school?
A school will have fulfilled its statutory requirements for multiage, multiability grouping if the design of the program meets the needs of individual students in the school (rather than simply administrative convenience or ease of implementation), ensures continuous progress (rather than failure) for those students, and clearly demonstrates developmentally appropriate instructional practices.
5. May five-year-olds be totally separated from others?
Yes. Typically this happens at the beginning of the entry-level year. Some 5-year-olds need an adjustment period when they enter school. In half-day programs, the entire half-day may be initially needed for an appropriate adjustment. School councils (or schools in cases where there is no school council) must determine the extent to which 5-year-olds are included with older students. The focus has to remain on the continuous progress of the individual child.