Primary Program Questions
1. Is the Primary Program a school council option?
The primary program (meaning a continuous progress program) is a statutory requirement. The language in KRS 158.031 focuses 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 the primary program's seven critical attributes, to accomplish the goal of individual student success.
2. At what age/grade level does the Primary Program begin and end?
Under KRS 153.031 and 704 KAR 3 the Primary Program begins when a student enters school (kindergarten) and ends when the student is ready to begin fourth grade. One important element of the Primary Program is that instruction for each student should be developmentally appropriate. Since young students are unique and learn at different rates, all students may not reach developmental milestones at the same time.
Under KRS 158.030, a child who is 6 years old by October 1 must enroll in school. A child who is 5 years old by October 1 may enroll in school. The school will work with the student on his/her level of readiness and development. For example, if a student is developmentally ready for advanced work or needs extra time or assistance to progress in another area, the school will address the individual student’s needs. Schools vary in how they approach the structure of the primary program. The Kentucky Department of Education encourages parents to speak with primary school teachers and administrators to find out what options are available in their district.
3. How are decisions made about student placement within the Primary Program?
Student placement recommendations are made by a committee composed of the classroom teacher, other relevant staff, the principal and the parent(s) or guardian. Evidence to support student placement should be provided by the teacher. This evidence should include a variety of student work samples, complete observational checklists of academic, social, and developmental progress, as well as anecdotal records. The additional year of primary is recommended at the end of the primary program. Under KRS 158.140, final placement decisions are given to the local education agency (i.e., school principal).
4. May five-year-olds be totally separated from others?
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. Typically separation occurs 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 needed initially for an appropriate adjustment. The focus has to remain on the continuous progress of the individual child.
5. Can schools place primary students in single-age groups 100% of the time?
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 for instructional purposes (e.g., reading, mathematics). The primary program's intention is that individual students will be grouped and regrouped (sometimes in 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. All of the critical attributes of a primary program should be practiced to ensure continuous progress.
6. 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, ensures continuous progress (rather than failure) for those students, and clearly demonstrates developmentally appropriate instructional practices.
7. What is the procedure for determining when students have successfully completed the Primary Program?
The determinations of successful completion of the primary program shall be made on an individual student basis. Ongoing evidence to support the determination shall include teacher observations and anecdotal records, student products or performances, and evidence of student self-reflection or assessment. The development of the student exiting the primary program shall be consistent with performance expectations, which would support student success in the fourth grade. A school team, which includes the parent(s) or guardian of the child, will consider and recommend the appropriate early or delayed exit for any student in the primary program. Such review will take place at least thirty (30) days before such a decision takes effect (704 KAR 3: 440, Primary School Program Guidelines, KRS 158.031).
8. Can Kindergarten Classes Operate Without Assistants?
Under the law KRS 157.360, “Except for those schools which have implemented school-based decision making and the school council has voted to waive this subsection, kindergarten aides shall be provided for each twenty-four (24) full-time equivalent kindergarten students enrolled.”
School councils share the responsibility to ensure that all 5-8 year olds in the school or district experience a high quality primary program that includes all seven critical attributes (developmentally appropriate practices, continuous progress, multiage/multi-ability groupings, authentic assessment, qualitative reporting, professional teamwork, and positive parent involvement).